Browsing by Subject "achievement gap"

Now showing 1 - 4 of 4
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    Connect [Spring/Summer 2009]
    (University of Minnesota: College of Education and Human Development, 2009-03) University of Minnesota: College of Education and Human Development
    Success stories: Researchers unlock the secret to childhood resilience in the face of daunting odds. Rising above: Counseling and academic coaching combine to leap across the achievement gap. Keeping kids in class: The groundbreaking Check & Connect model is evolving to address postsecondary persistence. In need of support: Minnesota ranks second to last for the number of K–12 students assigned to each school counselor. Counseling faculty and alumni weigh the impact. Students under stress: Alumni and students stem a tide of mental illness and modern pressure on campus.
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    Connect [Spring/Summer 2013]
    (University of Minnesota: College of Education and Human Development, 2013-04) University of Minnesota: College of Education and Human Development
    Working in the achievement gap: The new Campbell Leadership Chair based in CEHD will lead the U’s efforts. Closing the teacher preparation gap: How one urban high school is preparing teachers to teach all students. Collaborative to the core: An online public high school puts technology to work for students and teachers. Dreaming at the library: Learning Dreams’ new partnership with libraries taps into whole ecosystems of local learning.
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    Minneapolis Public Schools Small Learning Communities: Final Evaluation Report
    (Center for Applied Research and Educational Improvement, 2010-11) Dretzke, Beverly; Rickers, Susan
    Minneapolis Public Schools (MPS) was awarded a 5‐year grant by the U.S. Department of Education for a Small Learning Communities (SLC) project that was implemented in its seven comprehensive high schools. The funding period began in July 2005 and ended in July 2010. Two main goals were established for the project. Goal 1 was to close the achievement gap between students of color and White students in reading and mathematics while raising the achievement of all students. Goal 2 was to increase the graduation rate and post‐secondary readiness of all students. This evaluation report describes MPS’s attainment of these two goals in the final year of the 5‐year project and across all 5 years.
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    Symbol and Community as Activism: Techniques from the Tradition of the Indonesian Shadow Play and Their Potential Application with At-Risk Youth on St. Paul’s East Side
    (2017-12) Markell, Melinda S.
    Minnesota has been struggling to find a solution which places both students of color and white students at the same level of success in their schooling. Empowering students to communicate their concerns and therefore invest in the quality of their own schooling is key. This can be accomplished through a proposed curriculum which combines Wayang or Indonesian shadow plays, the power of symbol, and citizen professionalism. Students learn how Indonesians have used symbol in their plays to communicate social concerns and through citizen professionalism create a play of their own. The process gives students the opportunity to build community amongst themselves with the ultimate goal of addressing social concerns in a way that leads to solutions-based discussion.