Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls' exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in…

For more than 25 years, the Annie E. Casey Foundation has used the data-based advocacy of KIDS COUNT to raise the visibility of children's issues and to inform decision making at the state and local levels. Building on this work and the efforts of other groups nationwide that are using indicator analysis to contribute to positive change for…

In this policy report, the Annie E. Casey Foundation explores the intersection of kids, race, and opportunity. The report features the new Race for Results index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state level. The index is based on 12 indicators that measure a child's…

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also…

The present study investigated the relevance of the "aspiration-expectation gap" and traditional gender differences among urban youth in middle school and high school (N = 294). Results failed to indicate a significant difference between the occupational prestige levels of aspired and expected careers, but did indicate a significant difference…

Little research has been conducted on electronic mentoring. Several traditional mentoring models exist; however, due to the novelty of the research area, no theoretical e-mentoring models appear in the literature. Using Moore's Theory of Transactional Distance as the theoretical framework, this research compared mentor-protege interaction,…