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West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 6 p.m.
Phone: (843) 883-3914
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
McClellanville Library
Closed for renovations
Phone: (843) 887-3699
Edisto Library
9 a.m. - 6 p.m.
Phone: (843) 869-2355
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Baxter-Patrick James Island
9 p.m. - 8 p.m.
Phone: (843) 795-6679
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 744-2489
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males
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- Author(s): Tung, Rosann; Carlo, Vivian Dalila; Colón, Melissa; Del Razo, Jaime L.; Diamond, John B.; Raynor, Alethea Frazier; Graves, Daren; Kuttner, Paul J.; Miranda, Helena; St. Rose, Andresse; Annenberg Institute for School Reform at Brown University; Center for Collaborative Education; Boston Public Schools
- Language:
English- Source:
Annenberg Institute for School Reform at Brown University. 2015.- Publication Date:
2015- Document Type:
Reports - Research- Subject Terms:
African American Students; Hispanic American Students; Males; Equal Education; Educational Quality; Achievement Gap; Case Studies; Qualitative Research; Teaching Methods; Educational Practices; Culturally Relevant Education; Teacher Collaboration; Individualized Instruction; Family Involvement; Elementary Secondary Education; Best Practices; Curriculum; School Culture; Instructional Leadership; School Policy; School Community Relationship; Critical Theory; Race; Multicultural Education; Student Characteristics; Caring; Masculinity; Learner Engagement; High Schools; Elementary Schools; Teacher Expectations of Students; Intention; Athletics; Racial Factors; Gender Issues; Institutional Mission - Language:
- Additional Information
- Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: [email protected]; Web site: http://www.annenberginstitute.org
- Peer Reviewed: N
- Source: 241
- Sponsoring Agency: Barr Foundation
- Education Level: Elementary Secondary Education
High Schools
Secondary Education
Elementary Education - Subject Terms:
- Abstract: Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet these students' needs and aspirations. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students. Methods are appended. [This executive summary was prepared by the Annenberg Institute for School Reform and the Center for Collaborative Education on behalf of the Boston Public Schools. This Phase II report is part of a larger study, "Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools." For the executive summary, see ED574736.]
- Abstract: As Provided
- Number of References: 185
- Publication Date: 2017
- Accession Number: ED574737
- Availability:
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