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Other titles in the Jossey-Bass Education series:

Unfinished Business: Closing the Racial Achievement Gap in Our Schools

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Unfinished Business: Closing the Racial Achievement Gap in Our Schools Cover

 

Synopses & Reviews

Publisher Comments:

"Fulfilling the promise of public education is the reason that so many schools and districts are now working desperately to find ways to close the achievement gap. The persistence of wide disparities in achievement that correspond with the race and class backgrounds of students serves as a reminder that America remains a deeply divided nation, a place where the lines separating the haves and the have-nots are manifest in every facet of our lives."

—from the Preface

In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing and their collaborators investigated the dynamics of race and achievement at Berkeley High School—a large public high school that the New York Times called "the most integrated high school in America." Berkeley's diverse student population clearly illustrates the "achievement gap" phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools—where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.

Unfinished Business examines the results of the Berkeley High School Diversity Project, a six year research and organizing project that brought together high school students, parents, teachers, staff, and university researchers to explore how a school and a community can act together to address the racial disparities that exist in academic performance. The book explores what factors contribute to the disparity in academic achievement between students of different racial and class backgrounds, and identifies the factors that are responsible for the racial separation of students within the school.

Unfinished Business analyzes the successes and failures the project members encountered during their work and describes the revelations and insights they gained during the project. While the task of closing the achievement gap is daunting, Unfinished Business explains the concrete steps that parents, educators, and the larger community can take to help close the education gap in their community.

Book News Annotation:

In this study of a large, comprehensive high school in Northern California, contributors examine cultural attitudes, academic tracking, curricular access, extracurricular activities, and other "sorting mechanisms" to see why some students are in and others are out. They find inequality to be structured-in, with white privilege, racially-based discipline, and the normalization of failure for certain students intact. They concentrate, however, on suggestions about changing teacher practice, transforming the role of parents, listening to the voices of students, and using educational research effectively and efficiently to close the racial achievement gap. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing, and their collaborators investigated the dynamics of race and achievement at Berkeley High School–a large public high school that the New York Times called “the most integrated high school in America.” Berkeley’s diverse student population clearly illustrates the “achievement gap” phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools–where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.

About the Author

Pedro A. Noguera is a professor in the Steinhardt School of Education at New York University and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings.

Jean Yonemura Wing is Manager of Research and Best Practices for the New School Development Group of the Oakland Unified School District.

Table of Contents

Acknowledgments.

Preface.

The Editors.

Part One: The Structure and Culture.of Inequality in Schools.

Introduction: Unfinished Business: Closing the.Achievement Gap at Berkeley High School (Pedro A. Noguera, Jean Yonemura Wing).

1 Structuring Inequality at Berkeley High (Beth C. Rubin, Jean Yonemura Wing, Pedro A. Noguera, Emma Fuentes, Daniel Liou, Alicia P. Rodriguez, Lance T. McCready).

2 Integration Across Campus, Segregation Across Classrooms: A Close-up Look at Privilege (Jean Yonemura Wing).

3 The Discipline Gap and the Normalization of Failure (Anne Gregory, Kysa Nygreen, Dana Moran).

Part Two: Agency in the Fight for Equity.

4 Changing Teacher Practice and Student Outcomes (Pharmicia Mosely).

Teacher Voices: Dana Moran, LaShawn Routé-Chatmon, Miriam K. Stahl, Tamara Friedman, Leslie Plettner, Susannah Bell, Magi Discoe, James Dopman.

5 Creating Demand for Equity: Transforming the Role of Parents in Schools (LaShawn Routé-Chatmon, Katrina Scott-George, Anne K. Okahara, Emma Fuentes, Jean Yonemura Wing, Pedro A. Noguera).

Parent Voices: Isabel Parra, Julina Bastidas Bonilla, Michael D. Miller, Juana Villegas, Vikki Davis, Liz Fuentes, Valerie B. Yerger.

6 Songs of Experience: Student Reflections on Four Years at Berkeley High (Elena Silva).

Student Voices: Nabila Lester, Joey Christiano, Jimmy Thong Tran, Pranoumphone (Pam) Pradachith, Jamie McMaryion, Shabnam Piryaei, Niles Xi’an Lichtenstein.

Conclusion: Lessons Learned: The Limits and Possibilities of Using Research to Counter Racial Inequality (Pedro A. Noguera).

Epilogue: Finishing School (Jabari Mahiri).

References.

Index.

Product Details

ISBN:
9780787972752
Subtitle:
Closing the Racial Achievement Gap in Our Schools
Editor:
Noguera, Pedro
Editor:
Noguera, Pedro
Editor:
Wing, Jean Yonemura
Editor:
Noguera, Pedro A.
Author:
Noguera, Pedro A.
Author:
Wing, Jean Yonemura
Editor:
Wing, Jean Yonemura
Publisher:
Jossey-Bass
Subject:
Education
Subject:
Educational equalization
Subject:
Multicultural Education
Subject:
Philosophy & Social Aspects
Subject:
Administration
Subject:
academic achievement gap
Subject:
academic inequities
Subject:
inequities in school
Subject:
Academic achievement
Subject:
school success
Subject:
success in school
Subject:
racial achievement gap
Subject:
Berkeley High School
Subject:
Diversity
Subject:
Differentiation
Subject:
differentiated instruction
Subject:
Educational leadership
Subject:
urban education
Subject:
Equity
Subject:
inequity
Subject:
academic tracking
Subject:
race and culture
Subject:
Educational equalization -- United States.
Subject:
Academic achievement -- United States.
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
Education-Multicultural
Subject:
Leadership & Administration (K-12)
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Subject:
achievement gap in school, academic achievement gap, academic inequities, inequities in school, academic achievement, school success, success in school, racial achievement gap, Berkeley High School, diversity, differentiation, differentiated instruction,
Copyright:
Edition Description:
Hardcover
Series:
Jossey-Bass Education
Publication Date:
February 2006
Binding:
Hardback
Grade Level:
General/trade
Language:
English
Illustrations:
Y
Pages:
336
Dimensions:
9.04x6.42x1.15 in. 1.15 lbs.

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Related Subjects

Education » General
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Unfinished Business: Closing the Racial Achievement Gap in Our Schools Used Hardcover
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Product details 336 pages Jossey-Bass - English 9780787972752 Reviews:
"Synopsis" by , In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing, and their collaborators investigated the dynamics of race and achievement at Berkeley High School–a large public high school that the New York Times called “the most integrated high school in America.” Berkeley’s diverse student population clearly illustrates the “achievement gap” phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools–where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.
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