Recruiting and Retaining Minority Teachers

There is a serious disjunction between the national educational reform movement and the objectives of the Holmes Group. The public outcry for educational reform began in the late 1970s. It was accelerated by the publication of A Nation at Risk1 in 1983, but was well begun around the country by that time. The movement seemed to have three principal foci: (1) the rising tide of mediocrity discerned in public school education; (2) the decline in Scholastic Aptitude Test (SAT) scores over a period of about fifteen years; and (3) the perceived educational permissiveness of the 1960s and 1970s in which students received a supermarket education-that is, picking and choosing those courses they thought were relevant-and receiving a diploma at the checkout counter. Some of the focus of concern were spurious. Test scores had declined, partly due to more democratically opening up the SAT to more minorities and women who typically score lower than white males on standardized tests. Moreover, the educational experiments of the 1960s-e.g., open classrooms and concern with student learning styles-contributed significantly to making classrooms more individually centered and flexible despite whatever excesses were committed during those years. Nevertheless, despite these misperceptions, the educational reform movement was genuinely student-centered. It was based on a public concern for improvement in student performance, raising academic achievement levels, decreasing the drop-out rate, and im

Mathematics education · Pedagogy · Sociology · Psychology · School Choice and Performance

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  Open Access•Colleen M Eddy, Donald Easton-Brooks•Urban Education•2011

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• Beyond role models

  Jacqueline Jordan Irvine•Peabody Journal of Education•1989

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