Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents

By Mavis G. Sanders | Go to book overview
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Subject Index

A
Absenteeism, 171, see also Attendance
Academic achievement, 296, see also specific subjects
of African-American youth, 6-7, 146-157, 163-164, 189, 220, 289-290
measures of, 70, 72
and parental involvement and support, 148-157, 189, 197-199, 220
reasons urban public school students have poor, 37-39
importance of place and time, 40-44
student perception of teacher-student relations and, 75-79
Academic engagement (AE), 301
Academic self-concept, 145, 147-149
Accountability, see also Reconstitution group, 240-243
Accountability measures, 232-234, 237
impact on teachers' commitment, 238-239
Achievement goals, shaping healthy, 13
Achievement ideology, 145, 147, 151, 156
Action teams, 343, 351-352, 354-358
Administrative leadership, 216, 219-221, 223, 255
Admissions practices, school, 218-221
Adolescence, 66
Advanced placement (AP) tests, 92
African-American colleges, 195-196
African-American communities, Q
high-quality education despite segregation and disenfranchisement, 55-56
African-American populations, 51, 55
geographic location and relocation, 55-59
African-American students/youth, see also Black student associations;
speciflc topics
lifespace, 7-8
loss of enthusiasm and interest in school, 7
in PASS program, 299, 300
risk and, 6-8
African-American teachers, see under Teacher(s) "Afro-cultural ethos," 320
Agency, 111, 123
Algebra, percentage of eight-graders taking, 42
American College Test (ACT), 84, 89-92, 96
Apathy, 318, 319
Applications
college, 93-94
for financial aid, 93-96
Asian-Americans, 124-128
Asserting entitlement, 116-119
At-promise youth, 14-15
communities that foster, 11-12
families that foster, 10-11
schools that foster, 12-14

-379-

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