Minority students—those who do not belong to a region's or nation's majority racial or ethnic group—may be subject to discrimination, whether sanctioned or passive, that can affect their educational achievement. RAND has examined minority student test scores, English fluency among U.S. minorities, and the mental health of minority students and its effects on academic success.
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There is no doubting the viability of STEM skills in the 21st century job market and the long-term benefits of going to college. But the P-TECH (Pathways in Technology Early College High School) program could be promising for two reasons that have nothing to do with technology.
The aim of this study was to examine racial/ethnic differences in fifth grade children's mental health care utilization.
The authors explored the level of violence exposure and trauma symptoms in Latino youth and the relationship of these factors with English language fluency.
This article examines data from 2,575 high school students who participated in a teen-dating violence intervention study. The majority of participants were Latino (91%), and the sample was nearly evenly split with respect to gender (51% female). Items from two scales (boy-on-girl violence; girl-on-boy violence) reflecting teens' attitudes about dating violence were calibrated with the graded item response theory (IRT) model and evaluated for differential item functioning (DIF) by gender. Results support the use of IRT scores that account for DIF to minimize measurement error and improve inferences about gender differences in attitudes about dating violence
Beginning in 1959, the public schools in Prince Edward County, Virginia, were closed for five years in opposition to court-ordered integration. Affected black students did not exhibit substantially worse material, health, and incarceration outcomes.
This study sought to better understand program participants.
Reporting minority students' test scores : how well can the national assessment of education progress account for differences in social context?
Medical school admissions committees face difficult problems in evaluating medical school applicants with different backgrounds.
Ed.D. in adult & continuing education, Rutgers University; Ph.D. in organization and management, Capella University; M.S. in administration, Central Michigan University; B.A. in economics, Rutgers University; B.A. in Spanish, Rutgers University
Assistant Policy Analyst
M.P.P. in public policy, administration, and analysis, University of California, Los Angeles; B.A. in communication studies, University of California, Los Angeles