Susan J. Paik – författare

The subject of minority children’s learning has long been the concern of civic leaders, parents, scholars, and educators. The federal legislation, ‘No Child Left Behind’ emphasizes the concern even more. It specifically requires assessing the academic achievement of minority students, particularly in economically disadvantaged areas, and holding schools accountable for their progress. Schools that fail to attain “Adequate Yearly Progress” face the real possibility of being forced to close if they continually fail to perform. Unlike the past, these are increasingly “high stakes” consequences for educators, parents, students and the schools that serve them. This book is timely and relevant because it addresses these issues, and recommends solutions for Latino, Black, and Asian students. This book also has implications for the problems the nation faces in helping all students to learn well, particularly those that lag in academic achievement. In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization. As the introductory chapter makes clear, the book simultaneously considers not only the three most visible minority groups in the U. S. , but draws upon the perspectives of anthropology, education, ethnic studies, psychology, and sociology. From these several persp- tives, this book is organized within three broad sections: 1) culturally diverse families and schooling; 2) issues of immigration and schooling experiences; and 3) socio-cultural perspectives on teaching, learning, and development. Within each section, the authors marshal research literature regarding each ethnic minority group.

The subject of minority children’s learning has long been the concern of civic leaders, parents, scholars, and educators. The federal legislation, ‘No Child Left Behind’ emphasizes the concern even more. It specifically requires assessing the academic achievement of minority students, particularly in economically disadvantaged areas, and holding schools accountable for their progress. Schools that fail to attain “Adequate Yearly Progress” face the real possibility of being forced to close if they continually fail to perform. Unlike the past, these are increasingly “high stakes” consequences for educators, parents, students and the schools that serve them. This book is timely and relevant because it addresses these issues, and recommends solutions for Latino, Black, and Asian students. This book also has implications for the problems the nation faces in helping all students to learn well, particularly those that lag in academic achievement. In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization. As the introductory chapter makes clear, the book simultaneously considers not only the three most visible minority groups in the U. S. , but draws upon the perspectives of anthropology, education, ethnic studies, psychology, and sociology. From these several persp- tives, this book is organized within three broad sections: 1) culturally diverse families and schooling; 2) issues of immigration and schooling experiences; and 3) socio-cultural perspectives on teaching, learning, and development. Within each section, the authors marshal research literature regarding each ethnic minority group.

The subject of minority children’s learning has long been the concern of civic leaders, parents, scholars, and educators. The federal legislation, ‘No Child Left Behind’ emphasizes the concern even more. It specifically requires assessing the academic achievement of minority students, particularly in economically disadvantaged areas, and holding schools accountable for their progress. Schools that fail to attain “Adequate Yearly Progress” face the real possibility of being forced to close if they continually fail to perform. Unlike the past, these are increasingly “high stakes” consequences for educators, parents, students and the schools that serve them. This book is timely and relevant because it addresses these issues, and recommends solutions for Latino, Black, and Asian students. This book also has implications for the problems the nation faces in helping all students to learn well, particularly those that lag in academic achievement. In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization. As the introductory chapter makes clear, the book simultaneously considers not only the three most visible minority groups in the U. S. , but draws upon the perspectives of anthropology, education, ethnic studies, psychology, and sociology. From these several persp- tives, this book is organized within three broad sections: 1) culturally diverse families and schooling; 2) issues of immigration and schooling experiences; and 3) socio-cultural perspectives on teaching, learning, and development. Within each section, the authors marshal research literature regarding each ethnic minority group.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels. The authors have tackled issues such as educational productivity and achievement and other outcomes; forms of social capital in the home, school, and community; innovative measurement and design approaches to understanding achievement and similar outcomes; and international studies for understanding U.S. productivity. This book acquires greater timeliness with the passing of President George W. Bush’s federal education legislation, the No Child Left Behind Act, intended to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on 'what works' for supporting high achievement.

High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on 'what works' for supporting high achievement.

High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on 'what works' for supporting high achievement.