Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The following study utilizes data from the High School and Beyond Study in order to predict mathematics achievement using both student characteristics and school level characteristics. Utilizing Hierarchical Linear Modeling, this study extends the body of literature by exploring how race, socio-economic status, and gender, as well as the percentage of minority students in a school, whether or not the school is Catholic, the proportion of students in the academic track, and the mean socioeconomic status of the school all affect mathematics achievement. Through this methodology, it was possible to see the direct effects of both student level and school level variables on achievement, as well as the cross-level interaction of all of these variables. Findings suggest that there are discrepancies in how different types of students achieve, as well as how those students achieve in varying contexts. Many of the variables were statistically significant in their effect on mathematics achievement. Implications for this research are discussed and considerations for future research are presented.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: No Child Left behind mandates student achievement of state standards. This session describes an instructional planning protocol for tranlating standards resources into standards achieving student work.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Using a database of 104 cities and school districts, covering 40 states and over 70,000 schools, we find that in the time period 1999-2003, mayoral appointed school boards are positively related to elementary school student achievement.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract

In 1997 southern African heads of state signed the Southern African Development Community Declaration on Gender and Development, committing themselves and their countries to the achievement of at least 30 percent women in all political and decision making structures by 2005. The achievement of such a critical mass of women in politics, it is argued, is essential to better meeting the needs and interests of women and children and to moving to eradicate gender inequalities. In 2004 and 2005 six Southern African Development Community (SADC) countries – Botswana, Malawi, Mozambique, Namibia, South Africa, and Zimbabwe – held national legislative elections. While women activists had pinned their hopes on this set of elections, only two countries, Mozambique and South Africa (with Namibia close behind) met (slightly exceeded) the 30 percent target. The others lagged behind or just met the regional average of 15 percent women in a single or lower house of parliament in Africa. Through a careful reading of these six cases, this paper examines two aspects of the campaign to increase women’s participation and representation in politics and decision making in several SADC countries. First, it investigates the extent to which countries have actually manipulated electoral systems and adopted gender quotas to increase the percentage of women in elected office. Second, it probes the extent to which such institutional mechanisms, when utilized, make a tangible contribution toward achieving gender equality.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper examined how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed was: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Spencer's (1995) Phenomenological Variant of Ecological Systems Theory (PVEST), which highlights the linkages between coping strategies and identity, was the major theoretical framework employed. Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible (as opposed to fixed) entity and place greater salience on intellectual abilities. Implications of these data, which are interpreted as "counterstereotypic identity," are also discussed.