FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2026255576> ?p ?o ?g. }

• W2026255576 abstract "Using Black and Hispanic students' pass rates on the Texas public school assessment as a proxy for academic achievement, this study identifies educational and political resources that influence student success. It employs the political resources model, which assumes that the level of political resources available to a community influences the development of strategies and tactics to achieve community goals. While political and school district resources were found to contribute to both groups' pass rates, political resources were more influential for Black students. For both groups, the higher the percentage of (a) minority teachers in a school district and (b) minorities with at least a high school degree in district communities, the greater the likelihood of minority student success. INTRODUCTION The importance of education to racial and ethnic minorities cannot be exaggerated. Conversely, the impact of educational discrimination experienced by these groups cannot be understated. As Meier and Stewart (1991) observe, Of all the forums for discrimination, discrimination in education is the most invidious (p. 2). The link between education and income has long been established, as has the link between education and upward mobility (e.g., Cohen & Tyree, 1986; Duncan, 1984). Consequently, considerable attention has been paid to the impacts of educational policy on minority students, particularly African American and Hispanic students. Research on more specific areas of educational policy and their effects on the achievement of minority students has proliferated over the past three decades. Coleman et al.'s (1966) seminal study a generation ago set the early tone. More recently, Meier, Stewart, and England (1989) and Meier and Stewart (1991) assessed equity concerns in the field of education policy with respect to African Americans and Hispanics, respectively. Several scholars have examined the relationship between educational policy and minority student achievement in various contexts. Twenty years ago, Bidwell and Kasarda (1975) suggested that an appropriate unit of study for such research is the school district, and that organizational structures, largely ignored by Coleman and his associates, could have a significant influence on student achievement. Bidwell and Kasarda also suggested that the greater variation between school districts compared with that between individual schools makes the former unit of analysis a richer source of study. Years later, in an article focusing primarily on methodological techniques and that applied Bidwell and Kasarda's model to individual schools, Namboodiri, Corwin, and Dorsten (1993) found that organizational properties influence average test scores. Smith and Meier (1994) used states as their units of analysis and reported that although the nature of the school bureaucracy has little if any impact on student performance, teacher influence has a significant impact on students' standardized test scores. This latter finding was supported by Namboodiri et al. (1993) and Payne (1994). In their analyses of student test scores in Oklahoma schools, Ellinger, Wright, and Hirlinger (1995) found that test scores tend to be higher when school funding is higher, even when race and family socioeconomic status are held constant. The present article identifies and examines the political and educational resources that influence African American and Hispanic (primarily Mexican American) student pass rates on the Texas Assessment of Academic Skills (TAAS). The TAAS is, in the jargon of the education establishment, an exit-level assessment instrument that all students in Texas public schools must successfully negotiate at different grade levels and prior to graduating. From the time of its initial administration in the 1990-91 school year, TAAS scores have been the standard outsiders have used to measure Texas school districts' success or failure. Consequently, the TAAS has become a matter of political as well as educational debate. …" @default.
• W2026255576 created "2016-06-24" @default.
• W2026255576 creator A5001720365 @default.
• W2026255576 creator A5049987193 @default.
• W2026255576 creator A5053940388 @default.
• W2026255576 date "1995-01-01" @default.
• W2026255576 modified "2023-09-23" @default.
• W2026255576 title "The Influence of Educational and Political Resources on Minority Students' Success" @default.
• W2026255576 cites W1529260143 @default.
• W2026255576 cites W1967484865 @default.
• W2026255576 cites W1968107309 @default.
• W2026255576 cites W1972500908 @default.
• W2026255576 cites W1991620180 @default.
• W2026255576 cites W1999546788 @default.
• W2026255576 cites W2004757232 @default.
• W2026255576 cites W2017122478 @default.
• W2026255576 cites W2028585714 @default.
• W2026255576 cites W2029836722 @default.
• W2026255576 cites W2031935831 @default.
• W2026255576 cites W2038893851 @default.
• W2026255576 cites W2053745246 @default.
• W2026255576 cites W2054456439 @default.
• W2026255576 cites W2066777211 @default.
• W2026255576 cites W2077855222 @default.
• W2026255576 cites W2079872858 @default.
• W2026255576 cites W2106529514 @default.
• W2026255576 cites W2110279383 @default.
• W2026255576 cites W2124157359 @default.
• W2026255576 cites W2130118957 @default.
• W2026255576 cites W2139566620 @default.
• W2026255576 cites W2147138207 @default.
• W2026255576 cites W2328364657 @default.
• W2026255576 cites W2330310237 @default.
• W2026255576 cites W2330320499 @default.
• W2026255576 cites W2345928435 @default.
• W2026255576 cites W2798955219 @default.
• W2026255576 cites W583342248 @default.
• W2026255576 cites W637134387 @default.
• W2026255576 cites W71611682 @default.
• W2026255576 doi "https://doi.org/10.2307/2967268" @default.
• W2026255576 hasPublicationYear "1995" @default.
• W2026255576 type Work @default.
• W2026255576 sameAs 2026255576 @default.
• W2026255576 citedByCount "22" @default.
• W2026255576 countsByYear W20262555762012 @default.
• W2026255576 countsByYear W20262555762015 @default.
• W2026255576 countsByYear W20262555762021 @default.
• W2026255576 crossrefType "journal-article" @default.
• W2026255576 hasAuthorship W2026255576A5001720365 @default.
• W2026255576 hasAuthorship W2026255576A5049987193 @default.
• W2026255576 hasAuthorship W2026255576A5053940388 @default.
• W2026255576 hasConcept C119857082 @default.
• W2026255576 hasConcept C137403100 @default.
• W2026255576 hasConcept C144024400 @default.
• W2026255576 hasConcept C15744967 @default.
• W2026255576 hasConcept C162324750 @default.
• W2026255576 hasConcept C17744445 @default.
• W2026255576 hasConcept C19417346 @default.
• W2026255576 hasConcept C199539241 @default.
• W2026255576 hasConcept C2780148112 @default.
• W2026255576 hasConcept C2781206393 @default.
• W2026255576 hasConcept C41008148 @default.
• W2026255576 hasConcept C50522688 @default.
• W2026255576 hasConcept C94625758 @default.
• W2026255576 hasConceptScore W2026255576C119857082 @default.
• W2026255576 hasConceptScore W2026255576C137403100 @default.
• W2026255576 hasConceptScore W2026255576C144024400 @default.
• W2026255576 hasConceptScore W2026255576C15744967 @default.
• W2026255576 hasConceptScore W2026255576C162324750 @default.
• W2026255576 hasConceptScore W2026255576C17744445 @default.
• W2026255576 hasConceptScore W2026255576C19417346 @default.
• W2026255576 hasConceptScore W2026255576C199539241 @default.
• W2026255576 hasConceptScore W2026255576C2780148112 @default.
• W2026255576 hasConceptScore W2026255576C2781206393 @default.
• W2026255576 hasConceptScore W2026255576C41008148 @default.
• W2026255576 hasConceptScore W2026255576C50522688 @default.
• W2026255576 hasConceptScore W2026255576C94625758 @default.
• W2026255576 hasLocation W20262555761 @default.
• W2026255576 hasOpenAccess W2026255576 @default.
• W2026255576 hasPrimaryLocation W20262555761 @default.
• W2026255576 hasRelatedWork W139161447 @default.
• W2026255576 hasRelatedWork W18197622 @default.
• W2026255576 hasRelatedWork W1881329863 @default.
• W2026255576 hasRelatedWork W196184621 @default.
• W2026255576 hasRelatedWork W1971760581 @default.
• W2026255576 hasRelatedWork W1984280316 @default.
• W2026255576 hasRelatedWork W1991737809 @default.
• W2026255576 hasRelatedWork W1999369277 @default.
• W2026255576 hasRelatedWork W2019139367 @default.
• W2026255576 hasRelatedWork W2022966645 @default.
• W2026255576 hasRelatedWork W2029455541 @default.
• W2026255576 hasRelatedWork W2038808759 @default.
• W2026255576 hasRelatedWork W2072896105 @default.
• W2026255576 hasRelatedWork W2103438860 @default.
• W2026255576 hasRelatedWork W2135119494 @default.
• W2026255576 hasRelatedWork W2151965379 @default.
• W2026255576 hasRelatedWork W2154432918 @default.
• W2026255576 hasRelatedWork W2555845742 @default.
• W2026255576 hasRelatedWork W2895818568 @default.
• W2026255576 hasRelatedWork W3122491165 @default.

• next