School Climate and the Latino-White Achievement Gap

References

• Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16. doi:10.1177/1098300709359084
   Web of Science ®Google Scholar
• American Fact Finder. (2013). United States Census Bureau. Retrieved from http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk
   Google Scholar
• Armor, D. J. (2008). Can NCLB close achievement gaps? In A. R. Sadovnik, J. A. O’Day, G. W. Bohrnstedt, & K. M. Borman (Eds.), No Child Left Behind and the reduction of the achievement gap: Sociological perspectives on federal educational policy (pp. 323–342). New York, NY: Routledge.
   Google Scholar
• Balfanz, R., & Byrnes, V. (2006). Closing the mathematics achievement gap in high-poverty middle schools: Enablers and constrains. Journal of Education for Students Placed at Risk, 11(2), 143–159. doi:10.1207/s15327671espr1102_2
   Google Scholar
• Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19(3), 502–530. Retrieved from http://joa.sagepub.com/
   Google Scholar
• Bol, L., & Berry, R. Q. (2005). Secondary mathematics teachers’ perceptions of the achievement gap. The High School Journal, 88, 32–45. doi:10.1353/hsj.2005.0007
   Google Scholar
• Brown, A., & Lopez, M. H. (2013). Mapping the Latino population, by state, county, and city. Pew Research: Hispanic Trends Project. Pew Research Center. Retrieved from http://www.pewhispanic.org/files/2013/08/latino_populations_in_the_states_counties_and_cities_FINAL.pdf
   Google Scholar
• Brown, K. M., Benkovitz, J., Muttillo, A. J., & Urban, T. (2011). Leading schools of excellence and equity: Documenting effective strategies in closing achievement gaps. Teacher’s College Record, 113, 57–96. Retrieved from http://www.tcrecord.org/
   Web of Science ®Google Scholar
• Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research policy, practice, and teacher education. Teacher’s College Record, 111, 180–213. Retrieved from http://www.tcrecord.org/
   Web of Science ®Google Scholar
• DeGarmo, D. S., & Martinez, C. R. (2006). A culturally informed model of academic well-being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55(3), 267–278. doi:10.1111/fare.2006.55.issue-3
   PubMed Web of Science ®Google Scholar
• Demographic Profile of Hispanics in Colorado, 2011 (2013). Pew Research: Hispanic Trends Project. Pew Research Center. Retrieved fromhttp://www.pewhispanic.org/states/state/co/
   Google Scholar
• El Nokali, N. E., Bachman, H. J., & Vortruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988–1005. doi:10.1111/j.1467-8624.2010.01447.x
   PubMed Web of Science ®Google Scholar
• Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? The High School Journal, 91(1), 29–42. Retrieved from http://soe.unc.edu/hsj/
   Google Scholar
• Freund, R. J., Wilson, W. J., & Sa, P. (2006). Regression analysis: Statistical modeling of a response variable (2nd ed.). Boston, MA: Elsevier.
   Google Scholar
• Gándara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social practices. Cambridge, MA: Harvard University Press.
   Google Scholar
• General assessment information. (2015). Colorado Department of Education. Retrieved from http://www.cde.state.co.us/assessment/generalinfo
   Google Scholar
• Gonzalez-Barrera, A., & Lopez, M. H. (2013). A demographic portrait of Mexican-origin Hispanics in the United States. Pew Research: Hispanic Trends Project. Pew Research Center. Retrieved from http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/
   Google Scholar
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. doi:10.037/a0015362
   PubMed Web of Science ®Google Scholar
• Ho, A. D., & Reardon, S. F. (2012). Estimating achievement gaps from test scores reported in ordinal “proficiency” categories. Journal of Educational and Behavioral Statistics, 37(4), 489–517. doi:10.3102/1076998611411918
   Web of Science ®Google Scholar
• Hough, D. L., & Schmitt, V. L. (2011). An ex post facto examination of relationships among the developmental designs professional development model/classroom management approach, school leadership, climate, student achievement, attendance, and behavior in high-poverty middle grades schools. Middle Grades Research Journal, 6(3), 163–175. Retrieved from http://www.infoagepub.com/middle-grades-research-journal.html
   Google Scholar
• Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290–311. doi:10.1177/0013161X97033003003
   Web of Science ®Google Scholar
• Jeynes, W. H. (2015). A meta-analysis on the factors that best reduce the achievement gap. Education and Urban Society, 47(5), 523–554. doi:10.1177/0013124514529155
   Web of Science ®Google Scholar
• Jiménez, T. I., Musitu, G., Ramos, M. J., & Murgui, S. (2009). Community involvement and victimization at school: An analysis through family, personal, and social adjustment. Journal of Community Psychology, 37(8), 959–974. doi:10.1002/jcop.20342
   Web of Science ®Google Scholar
• Johnson, C. C., Kahle, J. B., & Fargo, J. D. (2007). A study of the effect of sustained, whole-school professional development on student achievement in science. Journal of Research in Science Teaching, 44, 775–786. doi:10.1002/tea.20149
   Web of Science ®Google Scholar
• Kennedy, E. (2010). Improving literacy achievement in a high-poverty school: Empowering classroom teachers through professional development. Reading Research Quarterly, 45(4), 384–387. doi:10.1598/RRQ.45.4.1
   Web of Science ®Google Scholar
• Kovaleski, J. F., & Glew, M. C. (2006). Bringing instructional support teams to scale: Implications of the Pennsylvania experience. Remedial and Special Education, 27(1), 16–25. doi:10.1177/07419325060270010301
   Web of Science ®Google Scholar
• Kozol, J. (1991). Savage inequalities. New York, NY: Crown Publishers, Inc.
   Google Scholar
• Kutner, M., Nachtsheim, C., & Neter, J. (2004). Applied linear regression models (4th ed.). New York, NY: McGraw-Hill/Irwin.
   Google Scholar
• Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133. doi:10.1177/0042085902238687
   Web of Science ®Google Scholar
• Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31(1), 3–12. doi:10.3102/0013189X031001003
   Google Scholar
• MacDonald, V. M. (2004). Latino education in the United States. New York, NY: Palgrave Macmillan.
   Google Scholar
• Magnuson, K., & Waldfogel, J. (Eds.). (2008). Steady gains and stalled progress: Inequality and the Black-White test score gap (pp. 212–249). New York, NY: Russell Sage.
   Google Scholar
• Mattison, E., & Aber, M. S. (2007). Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes. American Journal of Community Psychology, 40, 1–12. doi:10.1007/sl0464-007-9128
   PubMed Web of Science ®Google Scholar
• Moule, J., & Higgins, K. M. (2007). The role of African American mentor teachers in preparing White preservice teachers for African American student populations. The Journal of Negro Education, 76(4), 609–621.
   Google Scholar
• Muscott, H. S., Mann, E., & LeBrun, M. R. (2008). Positive behavioral interventions and supports in New Hampshire: Effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190–205. doi:10.1177/1098300708316258
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2013). The nation’s report card: Long-term trend. U.S. Department of Education, Institute of Education Sciences. Retrieved from http://nationsreportcard.gov/ltt_2012
   Google Scholar
• National School Climate Center. (2014). School climate. National School Climate Center. Retrieved from http://www.schoolclimate.org/climate/
   Google Scholar
• NCTWCS. (2011). Executive summary of the NC teacher working conditions standards. Raleigh, NC: New Teacher Center, Public Schools of North Carolina.
   Google Scholar
• Nettles, S. M., & Herrington, C. (2007). Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724–736. doi:10.1080/01619560701603239
   Google Scholar
• Ouyang, M., & Conoley, J. C. (2007). Consultation for gifted Hispanic students: 21st-century public school practice. Journal of Educational and Psychological Consultation, 17, 297–314. Retrieved from http://www.tandfonline.com/toc/hepc20/current#.UvkL3_ldUcE
   Web of Science ®Google Scholar
• Paige, R., & Witty, E. (2010). The black-white achievement gap: Why closing it is the greatest civil rights issue of our time. New York, NY: AMACOM.
   Google Scholar
• Palumbo, A., & Kramer-Vida, L. (2012). An academic curriculum will close the academic achievement gap. The Clearing House, 85, 117–121. doi:10.1080/00098655.2012.655345
   Google Scholar
• Pearson, A., & Zurkowski, J. (2013). 2013 Colorado student assessment and growth results. Colorado Department of Education. Retrieved from http://www.boarddocs.com/co/cde/Board.nsf/files/9AKJD34C9CB9/$file/Assessment%20and%20Growth%20Presentation_080813_JC_ap%20_4.pdf
   Google Scholar
• Pedhazur, E. J. (1997). Multiple regression in behavioral research: Explanation and prediction (3rd ed.). Fort Worth, TX: Harcourt Brace College Publishers.
   Google Scholar
• Pertrilli, P. (2005). Closing the reading gap. Principal, 84(4), 32–35.
   Google Scholar
• Santau, A. O., Maerten-Rivera, J. L., & Huggins, A. C. (2011). Science achievement of English language learners in urban elementary schools: Fourth-grade student achievement results from a professional development intervention. Science Education, 95(5), 771–793. doi:10.1002/sce.20443
   Web of Science ®Google Scholar
• School View Data Center. (2015). Colorado Department of Education. Retrieved from https://edx.cde.state.co.us/SchoolView/DataCenter/reports.jspx?_afrWindowMode=0&_afrLoop=1391730264206602&_adf.ctrl-state=14mw16auh1_4
   Google Scholar
• Sheldon, S. B., & Epstein, J. L. (2004). Getting students to school: Using family and community involvement to reduced chronic absenteeism. School Community Journal, 14(2), 39–56.
   Google Scholar
• Shifrer, D., Muller, C., & Callahan, R. (2010). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246–257. doi:10.1177/0022219410374236
   PubMed Web of Science ®Google Scholar
• Smith, R. G. (2011). Creating organization conditions to close achievement gaps. In R. G. Smith, A. L. Crawley, C. Robinson, T. Cotman, M. Swaim, & P. Strand (Eds.), Gaining on the gap: Changing hearts, minds, and practice (pp. 21–42). Lanham, MD: Rowman & Littlefield Publishers.
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/1077800402008001003
   Google Scholar
• TELL Colorado. (2013). New Teacher Center, Colorado Department of Education. Retrieved from http://www.TELLcolorado.org
   Google Scholar
• Tobin, T. J., & Vincent, C. G. (2011). Strategies for preventing disproportionate exclusions of African American students. Preventing School Failure, 55(4), 192–201. doi:10.1080/1045988X.2010.532520
   Google Scholar
• Valant, J., & Newark, D. A. (2015). The politics of achievement gaps: U.S. public opinion on race-based and wealth-based differences in test scores. Educational Researcher, 45(6), 331–346. doi:10.3102/0013189X16658447
   Web of Science ®Google Scholar
• Valencia, R. R., Menchaca, M., & Donato, R. (2002). Segregation, desegregation, and integration of Chicano students: Old and new realities. In R. R. Valencia (Ed.), Chicano school failure and success: Past, present and future (pp. 70–113). New York, NY: Routledge.
   Google Scholar
• Validity and Reliability Report (2013). 2013 TELL Colorado Survey, New Teacher Center. Retrieved from http://www.tellcolorado.org/uploads/File/CO13_brief_val_rel.pdf
   Google Scholar
• Verdugo, R. R. (2011). The heavens may fall: School dropouts, the achievement gap, and statistical bias. Education and Urban Society, 43(2), 184–204. doi:10.1177/0013124510379875
   Web of Science ®Google Scholar
• Whipple, S. S., Evans, G. W., Barry, R. L., & Maxwell, L. E. (2010). An ecological perspective on cumulative school and neighborhood risk factors related to achievement. Journal of Applied Developmental Psychology, 31(6), 422–427. doi:10.1016/j.appdev.2010.07.002
   Web of Science ®Google Scholar
• Williams, E. (2009). Evaluation of a school systems plan to utilize teachers’ perceptions of principal leadership to improve student achievement. Challenge, 15(1), 15–32.
   Google Scholar
• Ylimaki, R. M., Bennett, J. V., Fan, J., & Villasenor, E. (2012). Notions of “success” in Southern Arizona schools: Principal leadership in changing demographic and border contexts. Leadership and Policy in Schools, 11(2), 168–193. doi:10.1080/15700763.2011.585539
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race and Ethnicity in Education, 8(1), 69–91. doi:10.1080/1361332052000341006
   Google Scholar
• Zalaquett, C. P. (2005). Study of successful Latina/o students. Journal of Hispanic Higher Education, 5(1), 35–47. doi:10/1177/1538192705282568
   Google Scholar