Data Strategies to Uncover and Eliminate Hidden Inequities: The Wallpaper Effect

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SAGE Publications, Aug 4, 2010 - Education - 293 pages
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Uncover buried data to close the achievement gap!

 

Standardized test scores only reveal part of the story. Many hidden factors contribute to the achievement gap and chronic low school performance. The authors dramatically illustrate how to mine data from nontraditional sources disciplinary policies, teacher attendance, special education referrals, and more to uncover and eliminate systemic inequities. This solution-focused guide helps teachers and leaders:

 

  • Ask the right questions
  • Verify data that affects graduation rates, special education placement, and the achievement of English learners
  • Effectively analyze data to improve student achievement
  • Challenge the status quo and take action

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About the author (2010)

Ruth S. Johnson is a professor emeritus at California State University, Los Angeles. She has served in a variety of educational settings in New Jersey and California. Ruth received her Ed.D. in 1985 from Rutgers, The State University of New Jersey. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. At the K–12 level, she served as a classroom teacher, an instructional consultant, a director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and as a superintendent of schools. She initiated efforts that resulted in raising academic standards and student achievement in low performing school districts. She served as an education consultant for the New Jersey Department of Education and as a director for two non-profit organizations in California which focused on raising student achievement in underserved student populations. Her major scholarly interests and publications focus on processes related to changing the academic culture of urban schools, with an emphasis on access and equity. In addition to her four published books, she has written numerous book chapters, articles, editorials, research reports, and manuscript reviews. As a recognized speaker, she has presented nationally to scholarly and professional audiences and serves as a consultant to schools and districts.

Robin Avelar La Salle grew up in Echo Park, near downtown Los Angeles. Avelar La Salle holds a Ph.D. in Education from Stanford University with emphasis on Language, Literacy and Culture. She taught elementary, middle, high school and university students in Southern and Northern California. Avelar La Salle spent years as the Administrator for Curriculum, Staff Development and Assessment at a school district outside of Los Angeles. She has held numerous positions in research and consulting focused on advancing academic success for historically underperforming students. Currently, Avelar La Salle is co-founder and Chief Program Officer for PRINCIPAL’s Exchange, a California State-approved external evaluation firm dedicated to improving schools and districts serving high-poverty, high-minority communities.

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