A study of Hispanic students in predominantly minority high schools in five American cities found that parental expectations for a child's educational attainment are important to high school completion. Based on the survey responses of the Mexican American, Puerto Rican, Cuban, and Central American students in that study, the following…

This report describes demographic characteristics and educational experiences of New York City's elementary and middle school students by English language proficiency and home language. It compares the characteristics and achievement of students who are limited English proficiency (LEP), most of whom: live in homes where a language other than…

This qualitative study explored the presence of community voice in a newly structured inner-city elementary school in Santa Ana (California). Nearly every family at Pio Pico Elementary School lives below the poverty level, and Spanish is the primary language of 90% of the residents, with most families being of Mexican or Central American origin.…

This is the first comprehensive study to examine SAT I Math and Verbal test results for the nation's urban schools. This report, prepared in collaboration with The College Board, examines 1998-99 SAT I Math and Verbal test results in 58 Great City Schools (GCS) districts, analyzing test scores on: number of test-takers; race/ethnicity and gender;…

This report presents final school completion outcome data on students in New York City's class of 1997 as of June 2000, noting separate final outcomes for the 1997 special education class. The class of 1997's overall graduation rate was 69.7 percent. About two out of three students who continued their education beyond 4 years of high school earned…

Examines the perceptions of parents, educators, and students regarding the educational needs of new English learners, particularly Latinos. Overall, foreign-born students may not know how to relate to American teachers and peers, and educators may not understand students' prior educational experiences and cultural influences. Language is a…

This emergent theory describes the relationships and factors within the context of home, school, and community that enabled six Hispanic students to participate in an advanced diploma program. The research is in keeping with the mandates from several federal initiatives to develop "asset-based" paradigms for educating Hispanic youth.…

Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were…

Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity--i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this…

Physical activity levels in girls decline dramatically during adolescence, most profoundly among minorities. To explore ethnic and racial variation in attitudes toward physical activity, semistructured interviews (n = 80) and physical activity checklists (n = 130) are conducted with African American, Hispanic, and Caucasian middle school girls in…

This report examines student mobility among California Latino adolescents. Latinos are now the largest ethnic group in the California schools; if student mobility is indeed a problem for both students and schools, it is important to understand the consequences of changing schools for Latino adolescents. Longitudinal data were studied for two…

This study examines patterns of student attrition and retention in the Omaha (Nebraska) Public Schools (OPS). The following dropout characteristics were studied: (1) low socioeconomic status (SES); (2) minority group membership; (3) low achievement test scores; (4) low academic grades; (5) enrollment in a nonacademic (vocational or general) high…

This document, presented in chart essay form, reports findings of a study of the individual, family, school, and community characteristics of Hispanic ninth grade students enrolled in predominantly minority high schools in major American cities in 1986-87. The findings represent an essential firt step in ascertaining why Hispanic students stay in…

The district dropout rate for the Albuquerque Public Schools (APS) for school year 1986-87 was 8.03 percent. Because the New Mexico State Department of Education changed the categories for reporting the reason why a student dropped out, it is difficult to compare this figure to the 1985-86 rate. At the end of every school year the State Department…

How one public school used its diversity to foster community, while protecting itself from exclusivity, was studied. This study challenges the assumption that a community-like ethos is impossible in an urban neighborhood public school that has no special admissions requirements. Case study methodology, with almost 250 hours of observation of…