This data brief, featuring infographics, provides a statistical overview of students attending public schools in non-rural areas, such as cities, suburbs, and towns. It delivers essential information for school leaders, parents, educators, and other stakeholders and is updated annually.

In "Culturally Responsive Pedagogy: Promising Practices for African American Male Students," I take us on a journey into teachers' perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers'…

In the thoroughly revised second edition of "Start Where You Are, But Don't Stay There," H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers…

This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and…

This case focuses on an urban middle school that has recently seen much improvement in the academic performance of its students and its reputation within the community. These positive changes, however, have come about largely because of what might be perceived as a narrow focus on standardized curricula, pedagogy, and assessment techniques.…

Inspired by his ability to teach algebra to low-income and mostly African American and Latino urban students--and have them outscore the state averages for high-income and Caucasian students on standardized tests--Kadhir "Raja" Rajagopal, the 2011 California Teacher of the Year, provides you with a model for teaching that unleashes the…