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Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the
art with respect to research on effective instructional programs
for Latino students in elementary and secondary grades.
Surprisingly, this has not been done before; there are many books
on the situation of Latino students in U.S. schools, but none so
far have reviewed research on the outcomes of programs designed to
enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from
experimental to correlational to descriptive, and the solutions
they propose are extremely diverse. Each examines, in its own way,
programs and practices that are showing success. Together, they
present a rich array of research-based effective programs that are
practical, widely available, and likely to make a profound
difference. What binds the chapters together is a shared belief
that Latino students can succeed at the highest levels if they
receive the quality of instruction they deserve, and a shared
belief that reform of schools serving many Latino students is both
possible and essential. This is a book filled with statistics,
description, and reviews of research--but even more, it is filled
with optimism about what schools for Latino students can be, and
what these students will achieve. It is a highly relevant and
useful resource for educators, policymakers, and researchers who
want to use research to inform the decisions they make about how to
help Latino students succeed in elementary and secondary schools,
and beyond.
Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the
art with respect to research on effective instructional programs
for Latino students in elementary and secondary grades.
Surprisingly, this has not been done before; there are many books
on the situation of Latino students in U.S. schools, but none so
far have reviewed research on the outcomes of programs designed to
enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from
experimental to correlational to descriptive, and the solutions
they propose are extremely diverse. Each examines, in its own way,
programs and practices that are showing success. Together, they
present a rich array of research-based effective programs that are
practical, widely available, and likely to make a profound
difference. What binds the chapters together is a shared belief
that Latino students can succeed at the highest levels if they
receive the quality of instruction they deserve, and a shared
belief that reform of schools serving many Latino students is both
possible and essential. This is a book filled with statistics,
description, and reviews of research--but even more, it is filled
with optimism about what schools for Latino students can be, and
what these students will achieve. It is a highly relevant and
useful resource for educators, policymakers, and researchers who
want to use research to inform the decisions they make about how to
help Latino students succeed in elementary and secondary schools,
and beyond.
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