Issues presented at a symposium on ethnic minority perspectives and evaluation of early childhood education are presented. Two presentations are summarized. The first, "Evaluation Research and the Education of Oppressed Minority Group Members," by Edward J. Barnes, emphasizes that the evaluation of education programs must include a look at the…

Developed by 41 Bureau of Indian Affairs special education teachers, this booklet presents 25 teaching activities which they found very helpful in their classrooms. The purpose, materials needed, and procedures are given for each activity. The activities cover the alphabet letters, letter recognition, vocabulary development, sentence structure,…

Observational, exploratory and verbal learning, and verbal and imaginal processes of Pueblo Indian children were compared with those of non-Indian (Anglo and Chicano) children. Both Pueblo and non-Indian adults and children were observed, interviewed, and asked to carry out various tasks. The children attended either a Tanoan or a Keresan day…

The Colorado Advisory Committee to the U.S. Commission on Civil Rights investigated the accessibility of the legal profession to minorities and women in Colorado and the difficulties encountered by minorities and women at the professional education level and in the bar examination. Local and national statistics were provided by the American Bar…

As the third report on ISUPS, this 1975-76 evaluation presents reports by: the Academic Coordinator (policy, procedure, and changes re: outreach programs; funding; student characteristics; the coordinating role; student input; admissions; and facilities); the Tutor (registration; course planning; library use; academics; and recommendations for a…

The 12 participants of Arizona State University's annual graduate workshop in Indian Education were public school teachers, a superintendent, and a student in social work. Prepared by the participants, these 13 papers relate directly to the American Indian's education: "Education for What?", "San Carlos Apache Indians",…

A requirement of Arizona's Migrant Teacher Institutes was the preparation of instructional resource units. Development of these units was a key element in the three-stage recommendations related to individualizing instruction in both reading and oral language. This book consists of two parts: "Room Organization: Realistic Learning Centers" and…

During spring 1975, the Colorado Advisory Committee to the U.S. Commission on Civil Rights investigated four main areas where minorities and women traditionally encountered obstacles because of their minority status and/or sex: academic preparation at the preprofessional level and recruitment to a medical center, admission to medical school,…

Reports Task Force recommendations for a sound education program providing opportunities for success for Indian, Metis, and Inuit students and information for Native and non-Native students about Native people, history, culture, and contributions to community and nation. (LFL)

Using data from Achieving the Dream: Community College Count, this issue of Data Notes compares students in the 2002 Achieving the Dream cohort in terms of achievement and persistence over three academic years based on Pell Grant receipt. The results reveal a complicated relationship between Pell Grant receipt and measures of student success.…

Students who fail to graduate high school prepared to attend a four-year college are much less likely to gain full access to our country's economic, political, and social opportunities. In this study, the authors estimate the percentage of students in the public high school class of 2001 who actually possess the minimum qualifications for applying…

Thousands of educators are using America's most important historic documents to help students learn the story of their nation and its citizens, thanks to the Our Documents initiative. This was one of the main objectives of Our Documents, which is part of the "National Initiative on American History, Civics, and Service," launched by President…

Retention is defined as when a student is required to repeat the grade in which they were enrolled the previous year. This report provides important information on statewide student grade retention statistics, including retention data by grade level, race/ethnicity, gender, in special education status, limited English proficiency status, and…

The education gap that exists between white and minority students in the United States is a byproduct of both economic disparity and inequity. Lack of resources and fewer qualified teachers are just two factors that contribute to the problem. Currently, only about 70 percent of all American high school students graduate in the expected four years,…

This study synthesizes current research regarding the nature of the achievement gap in Washington State, root causes and conditions perpetuating the gap, and strategies for closing the gap. It emphasizes the gap between white students and students of color and between students from more affluent backgrounds and their lower-income counterparts.…