Expanding Educational Equity in California's Schools and Colleges
Author | : California. Intersegmental Policy Task Force on Assembly Concurrent Resolution 83 |
Publisher | : |
Total Pages | : 40 |
Release | : 1986 |
Genre | : Educational equalization |
ISBN | : |
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Author | : California. Intersegmental Policy Task Force on Assembly Concurrent Resolution 83 |
Publisher | : |
Total Pages | : 40 |
Release | : 1986 |
Genre | : Educational equalization |
ISBN | : |
Author | : Juan C. Gonzales |
Publisher | : |
Total Pages | : 122 |
Release | : 1987 |
Genre | : Educational equalization |
ISBN | : |
Author | : Intersegmental Policy Task Force on Assembley Concurrent Resolution 83 |
Publisher | : |
Total Pages | : 64 |
Release | : 1986 |
Genre | : Education, Higher |
ISBN | : |
Author | : California. Legislature. Joint Committee for Review of the Master Plan for Higher Education |
Publisher | : |
Total Pages | : 154 |
Release | : 1989 |
Genre | : Education, Higher |
ISBN | : |
Author | : William G. Tierney |
Publisher | : State University of New York Press |
Total Pages | : 257 |
Release | : 2012-02-01 |
Genre | : Education |
ISBN | : 0791488659 |
At a time when college enrollment rates for low income and under-represented students are far below those of non-minority students, policies and practices designed to increase access should be a priority for colleges, universities, high schools, and community agencies. Increasing Access to College examines pre-college enrichment programs that offer a specific and immediate remedy.
Author | : California Postsecondary Education Commission |
Publisher | : |
Total Pages | : 88 |
Release | : 1998 |
Genre | : Education and state |
ISBN | : |
Author | : Jane Margolis |
Publisher | : MIT Press |
Total Pages | : 245 |
Release | : 2017-03-03 |
Genre | : Education |
ISBN | : 0262533464 |
Why so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode).
Author | : California State University. Educational Equity Advisory Council |
Publisher | : |
Total Pages | : 53 |
Release | : 1986 |
Genre | : Education, Higher |
ISBN | : |