Education and Urban Society 

About: Education and Urban Society is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Academic achievement & Primary education. It has an ISSN identifier of 0013-1245. Over the lifetime, 1718 publications have been published receiving 36319 citations.

A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement.

Abstract: A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.

Deconstructing Deficit Thinking Working with Educators to Create More Equitable Learning Environments

Abstract: Studies of comprehensive school reform suggest that such efforts often fail because of educators’ unwillingness to examine the root causes of underachievement and of failure among students from low-income and racially or ethnically diverse backgrounds and because of their tendency to locate the problem within students, families, and communities. Drawing on their research and professional development experiences, the authors present a conceptual framework for the deconstruction of deficit thinking through staff development. Next, they discuss assumptions and beliefs about culturally diverse students and families that they have encountered in low performing schools, and they illustrate how such beliefs may be successfully challenged and reframed.

Achievement and Enrollment Status of Suspended Students: Outcomes in a Large, Multicultural School District.

Abstract: There have been outcries in both the academic sector and in the popular press about the high and increasingly rising use of suspensions as a discipline measure. Among the negative consequences noted has been a detrimental impact on the academic achievement of suspended students. This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. The pre- and postsuspension reading achievements of suspended students were compared to those of a comparison group matched on grade, gender, race, participation in the free/reduced lunch program, and limited English proficiency. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates. All patterns were considerably more marked with increases in suspensions and with decreas...