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Media Advisory
Office of News and Information
Johns Hopkins University
3003 N. Charles Street, Suite 100
Baltimore, Maryland 21218-3843
Phone: (410) 516-7160 | Fax (410) 516-5251
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October 24, 2000
FOR IMMEDIATE RELEASE
CONTACT: Leslie Rice
lnr@jhu.edu
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Experts in Education of Poor and
Minority Adolescents at Hopkins
Johns Hopkins University contributors to Schooling Students
Placed at Risk: Research, Policy and Practice in the Education of
Poor and Minority Adolescents are available to talk about what
affects academic achievement among poor, minority students in
middle and high schools. The book,
published last month by Lawrence Erblaum Associates Publishers,
is edited
by Johns Hopkins education researcher and professor Mavis
Sanders. Many of
the book's contributors are from the Johns Hopkins
Center for Social
Organization of Schools.
Among the issues addressed by Hopkins contributors:
Mavis Sanders and Will Jordan
Student-teacher relations and academic achievement
These researchers find consistent evidence that teacher-student
relations
have a significant positive influence on adolescents' success in
school,
measured by school conduct, classroom preparation and avoidance
of
behaviors that threaten academic progress. Their research also
looks at the
importance of a sustained teacher-student relationship as
students move
from one grade to the next.
Robert Balfanz
Why do so many urban public school students demonstrate poor
academic achievement?
Balfanz contends that both the location of a school within a
particular
district and state and its history shape its students' learning
opportunities in many known and unknown ways. He argues that
researchers
and policy makers need to pay greater attention to the
environments that
create weak and dysfunctional learning institutions. They cannot
focus
solely on the characteristics of the school by itself or its
individual
students when working to improve student outcomes.
Will Jordan and Stephen Plank
Talent loss: why so many high-achieving poor students never
enroll in college
Plank and Jordan wanted to learn why so many of the country's
top-achieving
low-income students never go to college. They discovered that a
primary
reason why these students don't enroll in four-year colleges,
despite their
academic track records, is that they and their parents did not
plan for
college well. These students didn't take SAT's when they should
have or the
sorts of courses that appeal to college admission offices. Many
also
assumed they could not afford college and therefore never
applied. The
study underscores the need for school administrators, faculty,
counselors
and parents to work together to provide pre-college information,
support
and guidance to urban adolescents. Such action is needed to
enhance the
efforts of overburdened guidance counselors. Typically in
low-income urban
schools, one guidance counselor serves about 400 students.
Mavis Sanders and Jerald Herting (University of
Washington)
Gender and the effects of school, family and church on the
academic achievement of African-American urban
adolescents
The authors find evidence that African-American male adolescents
are less
likely than their female counterparts to report high levels of
teacher and
family support or church involvement. African-American males also
report
lower academic self-esteem and achievement ideologies, higher
levels of
school misconduct and lower grades. The authors discuss ways that
schools,
families and communities can work together to provide academic
and social
support to African-American adolescents, especially
African-American males,
so that these students develop the skills, attitudes and
behaviors
essential for school success.
Robert Cooper and Amanda Datnow
African-American student success in private schools
Cooper and Datnow use interview and observational data to show
factors that
influence whether elite, private schools create climates that
promote the
success of their low-income African-American students, as
measured by
college enrollment. The authors show that to overcome the
academic, social
and psychological challenges they face when entering such
schools, these
students need a strong network of support. They argue that
changes in
school culture are necessary to ensure that elite independent
schools are
responsive to cultural diversity. Cooper and Datnow found that
although
many of these schools make symbolic commitments to racial
diversity, they
vary in the degree to which they incorporate these changes. The
researchers
attempt to illuminate the structures and cultures of elite,
private schools
and suggest ways in which such schools can promote the success of
African-American students.
Johns Hopkins University news releases can be found on the
World Wide Web at
http://www.jhu.edu/news_info/news/
Information on automatic e-mail delivery
of science and medical news releases is available at the
same address.
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