CRESPAR Report #60: Cultural Issues Related to High School Reform: Deciphering the Case of Black Males
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Date
2002-12
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Abstract
An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black males. Despite efforts to reform ineffective schools and foster academic achievement for all students, a lingering gap exists between affluent and poor, as well as White and Black, subgroups. This report explores the complexities of these issues. We examine the negative effects of intractable social barriers, such as poverty and ineffective schooling. We suggest that current trends reflect responsible approaches to reform, but the potential role of Black teachers has not been fully explored.
Description
The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.
Keywords
CRESPAR, Center for Research on the Education of Students Placed at Risk, Cultural Issues, High School Reform