Insight News

Wednesday
Oct 22nd

Education

More than 40% of low-income schools don't get a fair share of state and local funds, Department of Education Research finds

A new report from the U.S. Department of Education documents that schools serving low-income students are being shortchanged because school districts across the country are inequitably distributing their state and local funds. 

The analysis of new data on 2008-09 school-level expenditures shows that many high-poverty schools receive less than their fair share of state and local funding, leaving students in high-poverty schools with fewer resources than schools attended by their wealthier peers.

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African Americans and Standardized Tests:

New book urges going back to basics to close achievement gap

As a group, African American students continue to score among the lowest of all racial groups on standardized K-12 and college entrance exams. Whether right or wrong, fair or unfair, standardized test scores are used to determine which students are accepted into gifted programs and the university of choice—and which students are placed in special education and remedial programs.

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Hawthorne focus on education

Hawthorne focus on education

The monthly Hawthorne Huddle meeting, held from 7:30-8:45am Thursday, November 3 at 601 29th Ave. N. revisited September’s topic of Academic Achievement, focusing on two innovative efforts to educate youth in North Minneapolis. 

Key presenters were Eric Mahmoud, founder and CEO of Harvest Preparatory and Best Academy Schools, and Angela Chang, principal of Minneapolis College Preparatory School. 
   

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University of St. Thomas School of Law Professor Levy-Pounds named one of the 2011 Ten Outstanding Young Minnesotans

The Minnesota Jaycees recently named University of St. Thomas School of Law Associate Professor Nekima Levy-Pounds to the list of the 2011 Ten Outstanding Young Minnesotans. Levy-Pounds is among 11 honorees who were recognized at a special awards celebration held on December 3rd.

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Culturally specific educational programming works for Black children

Something most African Americans who have children in school, ages 5-18, know, is the term, Adequate Yearly Progress (AYP).  The reason they should know this phrase is because most public schools across the nation, who educate African American youth do not reach it.  AYP is the method the federal government uses to measure accountability for each school’s attempt to educate its students through the No Child Left Behind Act (NCLB) of 2001.  NCLB is a federal law that says public school students, which include charter schools, must be 100 percent competent in reading and mathematics by 2014.  In Minnesota, the test that determines children’s success or failure is the Minnesota Comprehensive Assessment or MCA.  For schools that do not make AYP, families have the right to ask for additional support for their child by getting a tutor.  Families must be low income to qualify for NCLB services, which is determined through free and reduced lunch.

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Peter Christensen leading North High turnaround

Peter Christensen leading North High turnaround

 

Peter Christensen is the third principle in a three-year period to head North Community High School.  

“There is something to be said about consistent leadership,” Christensen said.  “There are statistical studies that say students do better when they stay in one place.  What I have been asked to do is to stay on board this year, and the next three years with the students here until they graduate,” he said.  

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National education consultant cautions, ‘Keep Black boys out of special education!’

From an African American boy’s first day in kindergarten (or pre-school), the quest to mold him into the “ideal” student begins. However, his short attention span, high energy, and slow maturation will frustrate his teacher as she fails to transform him into a quiet, compliant student.

Unable to “fix” the child, the teacher refers him to special education. The teacher, a special education teacher, a psychologist, a social worker or counselor, and the principal will meet to discuss the student’s Individualized Educational Plan (IEP). The parent may or may not know about this, the most important meeting of her son’s life.
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