The board of education of each school district shall employ and assign to each school under its supervision a full-time principal holding the appropriate certification as required pursuant to section Upon the submission of evidence that there are circumstances which do not justify the assignment of a principal to a particular school, or that another mode of building administration would be more effective, the commissioner may approve an alternative mode of building administration. In grades kindergarten through 12, the use of a State syllabus, where available, is recommended for all subjects. The use of a State syllabus may be required for individual schools identified pursuant to paragraph m 3 of this section as being in need of assistance, and shall be used to the extent specified in section
Download While there are a handful of studies that challenge the link between school desegregation policy and positive academic outcomes, they represent only a small slice of the literature.
Furthermore, these positive academic outcomes, particularly the closing of the achievement gap, make sense given that integrating schools leads to more equitable access to important resources such as structural facilities, highly qualified teachers, challenging courses, private and public funding, and social and cultural capital.
The gap in SAT scores between black and white students is larger in segregated districts, and one study showed that change from complete segregation to complete integration in a district would reduce as much as one quarter of the SAT score disparity.
This can be largely connected to an overall improved school climate in racially integrated schools. There has been no distinction drawn as to how different student outcomes were related to the various ways in which students experienced desegregation in their schools and communities. Thus, the degree to which all students were treated equally or had teachers with high expectations for them was not a factor, despite the impact of such factors on student achievement data.
Further, this early literature failed to calculate the prevalence of segregation within individual schools via tracking, or the extent to which black and white students were exposed to the same curriculum. A growing body of research suggests that the benefits of K—12 school diversity indeed flow in all directions—to white and middle-class students as well as to minority and low-income pupils.
For instance, we know that diverse classrooms, in which students learn cooperatively alongside those whose perspectives and backgrounds are different from their own, are beneficial to all students, including middle-class white students, because they promote creativity, motivation, deeper learning, critical thinking, and problem-solving skills.
It allows for positive academic outcomes for all students exposed to these diverse viewpoints.
For instance, evidence on how the persistence of implicit bias toward members of minority racial groups can interfere with the educational process by disrupting cognitive functioning for members of both the majority and minority could certainly apply to elementary and secondary students as well.
In short, the better overall learning outcomes that take place in diverse classrooms—for example, critical thinking, perspective-taking—would no doubt apply in high schools as well. It showed that while racial segregation and isolation can perpetuate racial fear, prejudice, and stereotypes, intergroup contact and critical cross-racial dialogue can help to ameliorate these problems.
Still, as with the higher education research, we need to more fully explore not only the what of K—12 school diversity, but also the how—how do elementary and secondary school educators create classrooms that facilitate the development of these educational benefits of diversity for all students?
To answer this critical question, we need to look at yet another body of K—12 research from the desegregation era and beyond.
How Public Schools Can Help Foster the Educational Benefit of Diversity Perhaps the ultimate irony of the current lack of focus on the educational benefits of diversity within racially and ethnically diverse public schools is that prior to the rise of the accountability movement in K—12 education, there had been an intentional focus on multicultural education that explored curricular improvements and teaching issues within racially diverse schools.
They raised important issues about how school desegregation policies should be implemented to create successful desegregated schools. This research was also methodologically distinct—consisting mainly of qualitative, in-depth case studies that focused on the process of school desegregation and the context in which it unfolded.
Public schools, therefore, are the natural setting in which such contact can occur. Few other institutions have the potential to bring students together across racial, ethnic, and social class lines to facilitate active learning to reduce prejudice.
They tend to be inconclusivebecause they imply a relationship between the particular conditions established within racially mixed schools and the ways in which children come to see themselves vis-a-vis students of other racial groups.
Tracking and ability grouping in desegregated schools often perpetuated within-school segregation across race and class lines. Again, identified as second-generation desegregation issues, this was starting to be addressed in schools across the country and drawing more attention from researchers by the s and early s.
That came from yet another body of related work in the area of multicultural education. Multicultural Education and Culturally Relevant Pedagogy: Critical work on the democratic goals of education echoes not only the concept of multicultural education, but also issues of democracy and pedagogy on racially diverse college campuses.The prevalence of antisocial and delinquent behavior in juveniles has increased dramatically over the past decades, along with the prevalence of other health-endangering behaviors, such as substance use and suicide.
The Century Foundation takes your data security and privacy seriously. That's why we want you to know that, when you visit our website, we use technologies like cookies to collect anonymized data so that we can better understand and serve our audience. Education Building , KaaVonia Hinton, Chair.
The Department of Teaching and Learning offers programs leading to the Master of Science in Education Degree with majors in Early Childhood Education, Elementary Education, Reading, and Secondary Education; and the Doctor of Philosophy in Education Degree with a concentration in Curriculum and Instruction that .
Goldsmiths, University of London is in South East London. We offer undergraduate and postgraduate degrees as well as teacher training (PGCE), Study Abroad and short courses.
Subpart 1 — Basic Program Requirements.
SEC. STATE PLANS. (a) PLANS REQUIRED-(1) IN GENERAL- For any State desiring to receive a grant under this part, the State educational agency shall submit to the Secretary a plan, developed by the State educational agency, in consultation with local educational agencies, teachers, principals, pupil services personnel, administrators (including.
Subpart 1 — Basic Program Requirements. SEC. STATE PLANS. (a) PLANS REQUIRED-(1) IN GENERAL- For any State desiring to receive a grant under this part, the State educational agency shall submit to the Secretary a plan, developed by the State educational agency, in consultation with local educational agencies, teachers, .