Academic Success among Poor and Minority Students: An Analysis of Competing Models of School Effects.

Abstract

Minority High Achievement. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. iii THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development ” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed