By Richard R. Valencia
ISBN-10: 0203005139
ISBN-13: 9780203005132
ISBN-10: 0415257735
ISBN-13: 9780415257732
ISBN-10: 0415257743
ISBN-13: 9780415257749
This new version of the best-selling Chicano college Failure and luck, has been up-to-date and elevated to supply cutting-edge insurance of the Chicano institution adventure. The individuals comprise specialists within the fields of anthropology, psychology, academic heritage and coverage, designated schooling, and baby and relations reports, reflecting the large and complicated variety of matters affecting Chicano institution scholars. The booklet is in 5 parts:Part I: A accomplished evaluation of education stipulations and results; the consequences of a swiftly transforming into Chicano inhabitants; segregation, desegregation and integration; concerns coming up from the excessive dropout fee of Chicano students.Part II: Language, public coverage and education concerns for English language novices; the effectiveness of bilingual schooling within the US.Part III: Chicano/Latino ethnography of schooling; the connection among Chicano households and schools.Part IV: decide upon trying out concerns that impression on Chicano scholars; the function of specified schooling within the historical past of Chicano schooling.Part V: research of the standards contributing to the good fortune or failure of Chicano schooling; a synthesis of principles to assist advertise success.This is a well timed re-creation that may be of serious curiosity to teachers, researchers and scholars within the components of schooling, sociology and anthropology.
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Additional info for Chicano School Failure and Success: Past, Present, and Future
Example text
This significant issue will be further explicated by Valencia, Villarreal, and Salinas in Chapter 9 of the present volume. S. 11 In Laggards in Our Schools, Ayres (1909) reported that a little over 16 percent of the nation’s students were “repeating” class. His conclusion was that “slow progress” was the major reason why repeaters were being retained; late entrance to school was a small factor. , reading significantly below grade level). This commonplace remedial strategy for school failure has been widely researched in the literature regarding its efficacy.
3 K-12 retention rates by race/ethnicity: 1994–1995 to 1998–1999. Source: Texas Education Agency (2000a, p. 2). be part of a continuous pattern of higher rates, as evidenced by data observed in reports 30 to 50 years ago. The extant literature on the relation between grade retention and diminished academic achievement informs us that being retained is a contributor to Chicano school failure. Later, in Chapter 9, Valencia et al. , grade 3) in Texas will exacerbate such school failure. S. Commission on Civil Rights (1971b) in its MAES.
As Hertert discusses, this litigative approach proved unsuccessful in the courts. ” Here, plaintiffs moved to the conception of “equity as defined as equal access, with the focus on the district’s ability to raise funds rather than on the monies spent on children” (p. 1). Serrano was significant in that the lawsuit resulted in a new and acceptable standard for the court (the California Supreme Court ruled that the plaintiffs’ complaint was legally sufficient). The Rodríguez (1971) case of Texas is also considered one of the most important school finance equity cases in educational history.
Chicano School Failure and Success: Past, Present, and Future by Richard R. Valencia
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