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dc.contributor.authorJordan, Will J.
dc.contributor.authorCooper, Robert
dc.descriptionThe Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.en_US
dc.description.abstractAn infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black males. Despite efforts to reform ineffective schools and foster academic achievement for all students, a lingering gap exists between affluent and poor, as well as White and Black, subgroups. This report explores the complexities of these issues. We examine the negative effects of intractable social barriers, such as poverty and ineffective schooling. We suggest that current trends reflect responsible approaches to reform, but the potential role of Black teachers has not been fully explored.en_US
dc.description.sponsorshipGrant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Educationen_US
dc.subjectCenter for Research on the Education of Students Placed at Risken_US
dc.subjectCultural Issuesen_US
dc.subjectHigh School Reformen_US
dc.titleCRESPAR Report #60: Cultural Issues Related to High School Reform: Deciphering the Case of Black Malesen_US
dc.title.alternativeCRESPAR: Report #60en_US
dc.title.alternativeCenter for Research on the Education of Students Placed at Risk: Report #60en_US
dc.typeTechnical Reporten_US

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  • Center for Social Organization of Schools (CSOS)
    Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.

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