The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant,…

This article describes a research study using an ethnographic approach and sociocultural theory with a spatial perspective to explore the ways that two Latino children, with the mediation of their families, constructed literacy spaces in their homes and communities. The families lived in low-income neighborhoods, and their school district was…

Middle-class, professional, and White families in gentrifying cities are increasingly choosing neighborhood public schools. As critical consumers of public education, these families frequently bring not only new resources to schools but also new demands. This article examines the process of "school gentrification" by analyzing the…

This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that…

This study sought to understand the perceptions of parental involvement and parental uninvolvement at a predominantly African American inner-city high school. Qualitative interviews were conducted with 15 parents and 10 staff at an inner-city public high school. Five major themes emerged regarding the meanings of parental involvement at this…

Schools located near to airports are exposed to high levels of noise which can cause cognitive, health, and hearing problems. Therefore, this study sought to explore whether this noise may cause auditory language processing (ALP) problems in primary school learners. Sixty-one children attending schools exposed to high levels of noise were matched…

Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students' academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her…

This study is a longitudinal analysis of the early career decisions made by graduates of an urban-focused secondary teacher preparation program. By matching graduates' self-reported commitment to teaching in urban schools at the end of the training program to the demographic data of the schools where they subsequently teach, the authors explore…

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

This multimethod study investigates the attitudes teachers in urban and low-income schools have about teaching early elementary students. The authors examine the contextual characteristics of elementary schools where such teachers are willing to take responsibility for children's learning. The quantitative analyses focus on a subsample of students…

This exploratory study examined the involvement of Chinese immigrant parents in children's elementary and secondary education. Participants were 29 low-income, urban parents of public school children working primarily in the hospitality sector. Parents were interviewed about their academic expectations, knowledge of school performance, parent…

Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the "narrowing of curriculum," new teachers in New York City (NYC) find their personal and professional identity thwarted,…

Examined teachers' and parents' perceptions of the meanings and functions of parent involvement. Data from interviews with teachers and parents at a diverse, urban, low-income elementary school indicated that the two groups had different perceptions of parent involvement. These different perceptions implicated diverse epistemologies, differential…

The problem of inequitable teacher-placement policies is examined in relation to policy and practices reforms. Further research would help to understand the circumstances that contribute to limited access to quality teaching for low-income students. Policy changes based on a combination of political and economic factors that influence the…

Analyzes the standardized test scores of students in the Chicago Public Schools during the 1988-89 school year to determine the relationship between income level and test results. Concludes that student income level, irrespective of racial/ethnic distribution, is the critical factor to be addressed in student assignment policies. (FMW)