Urban Education

Published by SAGE

Print ISSN: 0042-0859


Drop-out Rates as of January 1998 (in percentages)


Can Early Intervention Prevent High School Dropout?
  • Article
  • Full-text available

March 2000


341 Reads


Arthur J. Reynolds


Wendy T. Miedel
We investigate the effects of participation in the Chicago Child-Parent Center and Expansion Program from ages 3 to 9 on early school dropout at age 17. The Child-Parent Centers offer a government-funded educational intervention program in preschool through second or third grade in 20 locations in Chicago’s poorest neighborhoods. Using data from the Chicago Longitudinal Study, we address two major questions: (1) Is participation in the Child-Parent Centers program associated with a lower rate of high school dropout at age 17? (2) Which nonintervention variables predict high school dropout? After comparing children in 20 intervention sites with similar children who attended schools in similarly poor neighborhoods in which the intervention program was not offered, we find that participation in the intervention offered by the Child-Parent Centers is associated with a 7 or 8 percentage point reduction in the probability of dropout. Our findings also indicate that parental involvement in schooling and avoidance of frequent school mobility are important predictors of high school completion.

Project Succeed Academy: A Public-Private Partnership to Develop a Holistic Approach for Serving Students With Behavior Problems.

January 2004


21 Reads

Alarming numbers of students, particularly minority students, are being suspended and expelled from our nations' schools. The surface issue is discipline; however, the underlying issues are literacy and barriers to academic success. To address these issues, a large urban district opened a new school for students who were not succeeding in traditional settings, had escalating discipline problems, and were failing academically. It was called Project Succeed Academy. This article details the lessons learned in the schools design, implementation, and evolution. An analysis of the political, community, and financial issues that caused reduction of the original design are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Culturally Disadvantaged Boys' and Girls' Aspirations to and Knowledge of White-Collar and Professional Occupations

April 1965


11 Reads

Individual interviews were held with 165 boys and 139 girls in Grades 3 to 6 in a New York City public school. Professional and white-collar aspirations were expressed by 30% of the boys (modal aspiration, policeman) and 85% of the girls (modal aspiration, nurse). Job titles and locus of performance given to the 18 plates of the Vocational Apperception Test were scored. Mean scores of boys and girls did not differ, but girls' responses to the male and female teacher and secretary plates were significantly superior to those of the boys. Professionally aspiring boys scored significantly higher than boys with other aspirations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Table 1. Patterns of Disproportionality: State-level Relative Risk Ratios (RRR) and Percentage of LEAs With Over-and Underrepresentation 
Sullivan, A., & Artiles, A. J. (2011). Theorizing racial inequity in special education: Applying structural inequity theory to disproportionality. Urban Education, 46, 1526-1552.

November 2011


1,291 Reads

This article was bestowed the 2011 Editor’s Choice Collection (1st edition) for publication of one of the journal's most noteworthy manuscripts. Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial groups, and disability categories. The findings confirm differential risk of educational disability across racial groups. Based on the theory adopted, several hypotheses were tested regarding the relations of relative risk to district structural features, with conflicting results found.

Facing the Rising Sun A History of Black Educators in Washington, DC, 1800-2008

September 2009


301 Reads

Over 50 years after the monumental decision of Brown v. Board of Education, many U.S. schools remain separate and unequal. This includes schools in the nation’s capital, Washington, D.C. The article discusses how in the two centuries of public education in Washington, D.C., Black educators used a variety of subversive tactics to educate their children. This article chronicles critical milestones in educational policy that affected Black educators working in segregated, all-Black schools in Washington, D.C. The authors demonstrate that, in the face of the oppressive sociopolitical conditions and racist policies, Black educators continued to serve in their own interests by fostering liberatory spaces for their children.

New York City Schools March Off to War: The Nature and Extent of Participation of the City Schools in the Great War, April 1917-June 1918

January 1990


8 Reads

Uses New York City schools as a case study in the translation of national policy into local action during World War I. Examines how the Board of Education initiated the intertwined tasks of stimulating patriotism and promoting Americanization. Discusses how schools were used as channels of communication to all Americans. (JS)

A Quantitative Analysis of the Increase in Public School Segregation in Delaware 1989-2006

July 2011


38 Reads

This study analyzes the increase in school segregation in Delaware from a quantitative perspective. The article tests the hypothesis that the declaration of unitary status that released the Wilmington area school districts from their desegregation order caused the increase in segregation. The research reveals that the declaration of unitary status contributed to an increase in segregation in the Wilmington area. However, the primary factor in the statewide increase in school segregation was the flight of White students from the Wilmington area schools, a result that might be expected from the imposition of a desegregation order but not from its termination.

Educational Policy Issues for the 1990s: Balancing Equity and Excellence in Implementing the Reform Agenda

October 1990


4 Reads

Discusses problems with reform issues that focus specifically on changing the system of educational policymaking to achieve excellence but lack safeguards against compromising equality of educational opportunity in the public school system. Explores the conflicting political views of reform policy, which include economic issues and democratic value debates. (JS)

Accountability, Fiscal Management, and Student Achievement in East St. Louis, Illinois 1994-2006 Implications for Urban Educational Reform Policy

January 2012


44 Reads

This instrumental case study reviews the 1994-2004 period of state financial oversight in East St. Louis, Illinois School District 189, with a secondary review of the initial years of NCLB implementation. Although the oversight panel’s fiscal management did generate financial stability, case findings indicate that its accountability processes did not result in sustained improvements in student achievement indicators despite anticipated links between the two in the panel’s reporting. Furthermore, the oversight process operated as a hierarchical structure without identification of cultural implications. Attention to culture and subsidiarity are indicated for future state–district partnerships oriented toward urban educational reform.

Academic Science, Policy Decisions, and Chi Square

January 1980


2 Reads

Discusses (1) the use of chi square significance tests in social science and educational literature; (2) chi square in relation to sample size; (3) field difficulties with chi square analysis as exemplified in Milwaukee County Juvenile Court data; and (4) alternative methods for using chi square in field research. (Author/GC)

School Effects, Academic Performance, and School Crime: Some Inescapable Realities of Viewing Schools from the Inside

January 1982


19 Reads

Responds to a recent article in which Harry Miller criticizes the use of ethnographic or naturalistic methods in educational research. Reviews a number of ethnographic studies of schools, discusses the methodological rigor of such studies, and stresses the importance of information that can be gained through this type of research. (GC)

Latino Emergent Bilingual Youth in High Schools Transcaring Strategies for Academic Success

November 2013


222 Reads

This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here transcaring, an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language, culture, place, and measurement found in many U.S. schools. We identify the different threads that make up transcaring strategies—translanguaging, transculturación, transcollaboration and transactions through dynamic assessments—focusing on each of its components by drawing examples from our data.

Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men

September 2005


66 Reads

This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic achievement values. The results indicated, as hypothesized, a significant inverse relationship between cultural mistrust and outcome expectations. There was also a significant relationship between cultural mistrust and outcome value. In addition, cultural mistrust and outcome value were significant predictors of academic outcome expectations. Findings are discussed in terms of the importance of understanding sociocultural influences on achievement motivation among ethnic minority youth.

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