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Articles tagged with College Board

Ed leaders call for broad approach to diversity

Achieving diversity in the public schools is not simply a matter of numbers: It calls for a comprehensive educational strategy that seeks the best possible outcomes for all students.

That’s the underlying message of Achieving Educational Excellence for All: A Guide to Diversity-Related Policy Strategies for School Districts, a joint report by the National School Boards Association, the College Board, and EducationCounsel, LLC. The report defines diversity, examines its history in the public schools, and offers concrete advice on such things as reaching out to diverse communities and considering diversity — legally and practically — in student assignments.

The report comes at a time when the United States is diversifying at a remarkable rate. For example, the Washington Post reported last week that the Washington, D.C., metro area recently became one of 22rd large metropolitan areas that are “majority minority.” Yet many schools in America remain largely divided along racial lines. The report said that “the average white student attends a school that is nearly 80 percent white — a considerably higher percentage than the overall public school enrollment” of whites.

At the same time, about “two of every five black or Latino students attend intensely segregated schools (in which 90-100 percent of students are minorities), up from less than one-third in 1988,” the report said.

In addition, minority students are too often clustered in low-level classes, and the academic achievement gap between whites and many minority groups remains large.

The report addresses all these critical issues.

Lawrence Hardy|September 7th, 2011|Categories: Diversity, Policy Formation, School Board News|Tags: , , , , , |

SAT results can be deceiving at first glance

SAT scores for the Class of 2010 were released this week and at first glance BoardBuzz was not encouraged by the results. Overall scores remained relatively stable even as the number of minority students taking the test continued to grow, according to the College Board’s Total Group Report: College-Bound Seniors 2010.

Yes, overall the results didn’t look very encouraging but SAT results can be deceiving. That’s because not all students take the SAT. Since it is a college entrance exam typically only those students expecting to go onto college take the exam so SAT scores are not a great indicator of overall school performance. However, more and more districts, and even some same states, are now requiring or at least paying for their high school students to take the SAT so more students how may not have taken the SAT in the past are now taking it. This may be one reason why scores have remained steady for the past couple of years. So may be the fact that a more poor and minority students who have traditionally scored lower are now taking the exam.

So when you when you compare the SAT score of your school, district, or state make sure you look to see what percent of their students took the SAT. If a school scored higher than yours it may not be an indication of the quality of the school. It may be that in the other school only a few top students took the SAT while at your school all students took it, even those not expecting to go onto college. So such comparisons would not provide an accurate comparison of the quality of the two schools. This is something that gets lost this time of year when newspapers print SAT results.

This isn’t to say that SAT scores are not important to look at. They are. They are one of the few high school level indicators of college readiness. However, the results just need to be put in their proper context so school and district leaders have an accurate understanding of how prepared their students actually are for college so they can make more informed decisions.

To learn more about how to use SAT scores to evaluate the quality of your schools check out the Center for Public Education’s Good Measures for Good Schools-Are our students ready for college?

For a greater breakdown of the results from this year’s SAT check out the Center for Public Education’s The EDifier.

Jim Hull|September 16th, 2010|Categories: High Schools, Center for Public Education, Educational Research, NSBA Opinions and Analysis|Tags: , |

Not Black and White

NSBA and the College Board have released a report spotlighting the Court’s most recent decisions and what they mean to schools as they try to decipher how to forge ahead while maintaining high quality education for all students. This report, titled “Not Black and White: Making Sense of the United States Supreme Court Decisions Regarding Race-Conscious Student Assignment Plans,” will be showcased at NSBA’s Council of Urban Boards of Education (CUBE) Annual Conference in Atlanta this weekend. The report explains the Court’s decision and its impact on race-conscious policies and practices districts may currently have in place. It also discusses how best to pursue diversity-related educational goals, as well as how to manage the associated legal risks in the future.

The Supreme Court rulings earlier this year are a topic of discussion as school systems across the country strive to answer the question, “What does this mean for us?” The topic is not new to BoardBuzz, we covered the issue here and here.

When the news hit back in June, media coverage on the Court’s decision was widespread and NSBA’s General Counsel, Francisco Negron told ABC News, “We have our work cut out for us, but I think it’s a task that school boards all over the country are up to.”

For more information on NSBA and the College Board’s latest publication view the press release and for answers to your FAQ, click here.

If you want to get NSBA’s legal news delivered to your e-mail inbox, subscribe to Legal Clips published by NSBA’s Office of General Counsel and the NSBA Council of School Attorneys.

Erin Walsh|September 27th, 2007|Categories: School Law, Educational Legislation, NSBA Opinions and Analysis|Tags: , , , |
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