text:
Seth MacFarlane's raunchy, irreverent "A Million Ways to Die in the West" proves there are a million ways to laugh in the West.
MacFarlane, the creator of TV's "Family Guy" and director and co-writer of "Ted," and his gung-ho "Million Ways to Die" cast collectively kick the mythologizing conventions of classic Hollywood westerns in the groin.
Of course, a great western movie satire, Mel Brooks' "Blazing Saddles," rode into movie theaters in 1974. Forty years later, MacFarlane delivers his funny poke at the old West according to Hollywood, heel-kicking musical numbers included.
"Million Ways to Die" begins with opening credits featuring majestic images of Monument Valley, a favorite filming location for John Ford and the director's favorite star, John Wayne. The credits' accompanying musical score play like Rodgers and Hammerstein's "Oklahoma!" meets Aaron Copland.
The year is 1882, the place is Arizona. MacFarlane directs "Million Ways to Die" and stars in the movie as disillusioned sheep farmer Albert Stark. After the community turns out to see Albert participate in a gunfight that everyone, including Albert, knows he'll lose, he disappoints the whole town by backing down.
Albert's refusal to act like a real man of the West forces his girlfriend, Louise, to break up with him. He's a great guy, she lies, but she needs some time to work on herself.
Albert sinks into depression that keeps him at home in bed for days. His best friend, Edward (Giovanni Ribisi), a fellow non-macho man of the West, cares enough to ride out to the farm where Albert lives with his parents. Heeding Edward's advice to get out of the house, Albert joins Edward at the local saloon for some drinks. The West, Albert laments, is nothing but a disgusting cesspool of despair.
In a combination of great and awful luck, the deadly barroom brawl that explodes in the saloon leads to Albert meeting Anna, a beautiful stranger. Turns out she's real handy with a six-shooter. She likes Albert and volunteers to show the sheep-farming tenderfoot how to shoot up his rivals.
Charlize Theron, an Oscar-winning actress known for her serious roles, co-stars as Anna. Theron makes a great comic partner for MacFarlane, rolling with the movie's rowdy punches and potentially fatal slapstick.
"A Million Ways to Die in the West" casts other normally serious thespians in comic roles, including Amanda Seyfried ("Les Misérables," "Mamma Mia!") as Albert's ex-girlfriend, Louise, and Liam Neeson as the outlaw Clinch Leatherwood. Neeson, playing it straight just as he should, makes a menacing killer.
The movie's deep cast also features Sarah Silverman, who smoothly translates her bawdy standup act to Ruth, a sex services worker, and Neil Patrick Harris as Albert's effete, mustachioed rival, Foy.
Early in the summer movie season though it is, if someone happened to be a betting man, or woman, he or she would be wise to bet on MacFarlane's evisceration of the western as being the summer's funniest movie.


text: All of a sudden I can't open PDFs from Okular as myself, only as root. I get: "Could not open /usr/home/Jeff/Personal/xyz.pdf" Also displays pop up message: "Can not find a plugin to handle the document that is being passed". It just started doing this out of the blue. Any ideas? Perms look ok. -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://lists.pcbsd.org/pipermail/testing/attachments/20130611/daabce1b/attachment.html>

subset: commoncrawl


text:
Welcome! You are browsing as a guestWould you like to see 13 projects made from this pattern and much more? create a free account What am I missing?
The Saw That Dripped Blood... SCARF!
This pattern is available for $5.00 USD
buy it now or visit pattern website
buy it now or visit pattern website
(MC) Gray - 450 yds
(CC1) Brown - approximately 25 yds
(CC2) Dark Red - approximately 150 yds
For more information, see: http://monstercrochet.blogspot.com


text:
I was headed to Amarillo and the crew needed lunch. Since it was close off the highway per Urbanspoon.com we made a 1 min detour.
Mind you I have eaten at Taco Bueno before…but it has been maybe 20 years. They have changed as the run down joint in Georgetown was a guano pit.
Well we pulled up to this joint and it was HUGE! Maybe the largest Taco Bueno on the planet. This is in part that it use to be and old Santa Fe restaurant that they took over. There was actually a fire place!
I had chips and queso with beans and a taco. All was fresh and good and the manager thanked us for coming in with a huge smile. The beans are amazing. I want more of them now as I write this.


text:
The gallery's competition for March 2015 was the 5th Annual "CityScapes" Art Competition. 2D and 3D artists (including photography) from around the world, were called upon to make online submissions for possible inclusion in to the Gallery's April 2015 online group art exhibition.
Artists were asked for their interpretation of the theme "CityScapes" by submitting their best representational and non-representational art which depicts the theme "CityScapes". The CityScapes art theme includes any subjects such as cities, towns, urban scenes and any related metropolitan subjects
The Guest Judge for this competition was artist marketing expert Carolyn Edlund, from www.artsyshark.com. Below are her thoughts on this competition and her rationale for selecting the art for each media category.
"In judging this exhibition, I considered the different sights and feelings that cities present. Up close, they can be bustling and chaotic, filled with energy flowing in a million directions. From afar, a city can appear as a serene, glowing landscape. Cities are nothing without people, and their everyday tasks and activities give a city life and character. I found in these submissions all of these impressions of city life, and carefully chose those pieces of art that captured fascinating parts of the urban experience, combined with striking visual impact.
The art competition and the submission process for the artists began in February 2015 and concluded on March 27, 2015. The gallery received 676 entries from 17 different countries from around the world, including Australia, Austria, Canada, Ecuador, France, Germany, Ireland, Israel, Italy, Morocco, Netherlands, New Zealand, Russia, Singapore, Taiwan, Ukraine and the United Kingdom. In addition, the gallery received entries from 31 different states.
Congratulations to the artists who are the winners of the gallery's "CityScapes" art competition. You can also view the entire "CityScapes" Online Art Gallery Presentation Here.
Below is our YouTube Video Presentation. Please consider joining and subscribing to the Light Space & Time's YouTube Channel.


text:
Achievement gap in the United States
|Education in the United States
| Education portal
United States portal
The achievement gap in the United States refers to the observed, persistent disparity in measures of educational performance among subgroups of U.S. students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college enrollment and completion rates. While this article focuses on the achievement gap in the United States, the gap in achievement between lower income students and higher income students exists in all nations[1] and it has been studied extensively in the U.S. and other countries, including the U.K.[2] Various other gaps between groups exist around the globe as well.
Research into the causes of the disparity in academic achievement between students from different socioeconomoic and racial backgrounds has been ongoing since the 1966 publication of the Coleman Report (officially titled "Equality of Educational Opportunity"), commissioned by the U.S. Department of Education, which found that a combination of home, community, and in-school factors have an impact on academic performance and contribute to the achievement gap. According to American educational psychologist David Berliner, home and community environments have a stronger impact on school achievement than in-school factors, in part, because students spend more time outside of school than in school. In addition, the out-of-school factors influencing academic performance differ significantly between children living in poverty and children from middle-income households.[3][4]
The achievement gap, as reported in trend data collected by the National Assessment of Educational Progress (NAEP), has become a focal point of education reform efforts by a number of nonprofit organizations and advocacy groups. Attempts to minimize the achievement gap by improving equality of access to educational opportunities have been numerous but fragmented, such as affirmative action, multicultural education, finance equalization,[clarification needed] and interventions to improve school testing, teacher quality and accountability.
- 1 Racial achievement gap
- 1.1 Evidence of the racial achievement gap: National Assessment of Educational Progress (United States)
- 1.2 Debate on the origins of the racial achievement gap
- 1.3 Economic implications of the racial achievement gap
- 1.4 Attempts at narrowing the racial achievement gap
- 1.5 High-performing high-poverty and high-minority schools
- 1.6 Education attainment
- 1.7 College and University enrollment
- 1.8 Parenting influence
- 1.9 Illiteracy
- 1.10 Governmental policies
- 1.11 Immigrants
- 1.12 High school graduation
- 1.13 Income and class
- 1.14 State standards
- 1.15 Religion
- 1.16 International comparisons
- 1.17 Special programs
- 2 Gender achievement gap in the United States
- 3 Possible causes of the gender achievement gap in the United States
- 4 Implications of the gender gap
- 5 Attempts to reduce the gender gap
- 6 See also
- 7 References
- 8 Further reading
- 9 External links
Racial achievement gap[edit]
The education of African Americans and some other minorities lags behind those of other U.S. ethnic groups, such as Whites and Asian Americans, as reflected by test scores, grades, urban high school graduation rates, rates of disciplinary action, and rates of conferral of undergraduate degrees. Indeed, high school graduation rates and college enrollment rates are comparable to those of whites 25 or 30 years ago. It should also be noted that the category of African immigrant population (excluding Haitians and other foreign-born blacks born outside of Africa) has the highest educational attainment of any group in the United States, but they represent a small group within the larger African American population.[5]
Although African Americans generally lag behind Asian Americans in test scores, so do Whites to a lesser degree. However, compared with children in areas of China and India where some children, especially girls, end their education after the elementary level, education in the United States is compulsory to age 16 regardless of race or class. It is expected that over half of public education students will be required to pass standards-based assessments which expect that all students to be at least exposed to algebra by high school and exit prepared for college. In many other nations, such as Germany and Japan, those with lower test scores may be tracked as skilled tradepersons or unskilled laborers.
Evidence of the racial achievement gap: National Assessment of Educational Progress (United States)[edit]
Evidence of the achievement gap can be found using various measures, but one assessment used nationwide is the National Assessment of Educational Progress (NAEP). The graphs below show the achievement gap on this assessment between black and white students and between Hispanic and white students in the U.S. over time. Although the gaps have generally narrowed in recent years according to this particular measure, there are clearly still large disparities between groups.
Caucasian-African American gap[edit]
Caucasian-Hispanic gap[edit]
Results of the reading achievement test:
Caucasian-African American gap[edit]
Caucasian-Hispanic gap[edit]
Long-term trends[edit]
- Reading- ages 9 (light gray), 13 (dark gray), and 17 (black).
Debate on the origins of the racial achievement gap[edit]
Researchers have not reached consensus about the causes of the academic achievement gap; instead, there exists a wide range of studies that cite an array of factors, both cultural and structural, that influence student performance in school. Annette Lareau suggested that students who lack middle-class cultural capital and have limited parental involvement are likely to have lower academic achievement than their better resourced peers.[6] Other researchers suggest that academic achievement is more closely tied to race and socioeconomic status and have tried to pinpoint why.[7]
For example, being raised in a low-income family often means having fewer educational resources in addition to poor nutrition and limited access to health care, all of which could contribute to lower academic performance. Researchers concerned with the achievement gap between genders cite biological differences, such as brain structure and development, as a possible reason why one gender outperforms the other in certain subjects. For example, a Virginia Tech Study conducted in 2000 examined the brains of 508 children and found that different areas of the brain develop in a different sequence in girls compared to boys.[8]
The differing maturation speed of the brain between boys and girls affects how each gender processes information and could have implications for how they perform in school.[9]
Hernstein and Murray claimed in the book The Bell Curve,[10] creating much controversy, that genetic variation in average levels of intelligence (IQ) may explain some portion of the racial disparities in achievement. Other researchers have argued that there is no significant difference in inherent cognitive ability between different races that could help to explain the achievement gap, and that environment is at the root of the issue.[11][12][13]
The racial achievement gap in early childhood[edit]
Research shows that the achievement gap, which often is first measured (by standardized tests) in elementary school, actually begins well before students reach kindergarten as a "school readiness" gap.[14] One study claims that about half the test score gap between black and white high school students is already evident when children start school.[15]
A variety of different tests at kindergarten entry have provided evidence of such a gap, including the U.S. Department of Education's Early Childhood Longitudinal Survey of Kindergarten children (ECLS-K). While results differ depending on the instrument, estimates of the black-white gap range from slightly less than half a standard deviation to slightly more than 1 standard deviation.[16]
This early disparity in performance is critical, as research shows that once students are behind, they do not catch up. Children who score poorly on tests of cognitive skills before starting kindergarten are highly likely to be low performers throughout their school careers.[17] The evidence of the early appearance of the gap has led to efforts focused on early childhood interventions (see "Narrowing the achievement gap" below).
African American culture and family structure[edit]
The culture and environment in which children are raised may play a role in the achievement gap. Jencks and Phillips argue that African American parents may not encourage early education in toddlers because they do not see the personal benefits of having exceptional academic skills. As a result of cultural differences, African American students tend to begin school with smaller vocabularies than their white classmates.[18] Hart and Risley calculated a "30 million-word" gap between children of high school dropouts and those of professionals who are college educated. The differences are qualitative as well as quantitative, with differences in "unique" words, complexity, and "conversational turns."[19]
However, poverty often acts as a confounding factor and differences that are assumed to arise from racial/cultural factors may be socioeconomically driven. Many children who are poor, regardless of race, come from homes that lack stability, continuity of care, adequate nutrition, and medical care creating a level of environmental stress that can affect the young child's development. As a result, these children enter school with decreased word knowledge that can affect their language skills, influence their experience with books, and create different perceptions and expectations in the classroom context.[20]
Studies show that when students have parental assistance with homework, they perform better in school.[21] This is a problem for many minority students due to the large number of single-parent households (67% of African-American children are in a single-parent household)[22] and the increase in non-English speaking parents. Students from single-parent homes often find it difficult to find time to receive help from their parent. Similarly, some Hispanic students have difficulty getting help with their homework because there is not an English speaker at home to offer assistance.[21]
Motivation gap[edit]
Another explanation that has been suggested for racial and ethnic differences in standardized test performance is that some minority children may not be motivated to do their best on these assessments. Many argue that standardized IQ tests and other testing procedures are culturally biased toward the knowledge and experiences of the European-American middle class.[23][24]
Claude M. Steele suggested that minority children and adolescents may also experience stereotype threat—the fear that they will be judged to have traits associated with negative appraisals and/or stereotypes of their race or ethnic group. According to this theory, this produces test anxiety and keeps them from doing as well as they could on tests. According to Steele, minority test takers experience anxiety, believing that if they do poorly on their test they will confirm the stereotypes about inferior intellectual performance of their minority group. As a result, a self-fulfilling prophecy begins, and the child performs at a level beneath his or her inherent abilities.
"Acting white"[edit]
Some researchers[25] also hypothesize that in some cases, minorities, especially African American students, may stop trying in school because they do not want to be accused of "acting white" by their peers,[26] or that some minority students simply stop trying because they do not believe they will ever see the true or deserved benefits of their hard work. As some researchers point out, minority students may feel little motivation to do well in school because they do not believe it will pay off in the form of a better job or upward social mobility.[18][27] By not trying to do well in school, such students engage in a rejection of the achievement ideology – that is, the idea that working hard and studying long hours will pay off for students in the form of higher wages or upward social mobility.
Structural and institutional factors[edit]
Different schools have different effects on similar students. Children of color tend to be concentrated in low-achieving, highly segregated schools. In general, minority students are more likely to come from low-income households, meaning minority students are more likely to attend poorly funded schools based on the districting patterns within the school system. Schools in lower-income districts tend to employ less qualified teachers and have fewer educational resources.[28] Research shows that teacher effectiveness is the most important in-school factor affecting student learning. Good teachers can actually close or eliminate the gaps in achievement on the standardized tests that separate white and minority students.[29]
Schools also tend to place students in tracking groups as a means of tailoring lesson plans for different types of learners. However, as a result of schools placing emphasis on socioeconomic status and cultural capital, minority students are vastly over-represented in lower educational tracks.[30] Similarly, Hispanic and African American students are often wrongly placed into lower tracks based on teachers' and administrators' expectations for minority students. Such expectations of a race within school systems are a form of institutional racism. Some researchers compare the tracking system to a modern form of racial segregation within the schools.[31]
Studies on tracking groups within schools have also proven to be detrimental for minority students.[32] Once students are in these lower tracks, they tend to have less-qualified teachers, a less challenging curriculum, and few opportunities to advance into higher tracks.[33] There is also some research that suggests students in lower tracks suffer from social psychological consequences of being labeled as a slower learner, which often leads children to stop trying in school.[7] In fact, many sociologists argue that tracking in schools does not provide any lasting benefits to any group of students.[34]
The practice of awarding low grades and test scores to children who struggle causes low-performing children to experience anxiety, demoralization, and a loss of control.[35][36] This undermines performance.[35][36] The effect increases across the elementary and secondary school years.[36] The effect explains why the achievement gap increases over the school years.[37] The effect may explain why the achievement gap has resisted solution.[37]
Preschool education[edit]
Additionally, poor and minority students have disproportionately less access to high-quality early childhood education, which has been shown to have a strong impact on early learning and development. One study found that although black children are more likely to attend preschool than white children, they may experience lower-quality care.[38] The same study also found that Hispanic children in the U.S. are much less likely to attend preschool than white children. Another study conducted in Illinois in 2010[39] found that only one in three Latino parents could find a preschool slot for his or her child, compared to almost two thirds of other families.
Finally, according to the National Institute for Early Education Research (NIEER), families with modest incomes (less than $60,000) have the least access to preschool education.[40] Research suggests that dramatic increases in both enrollment and quality of prekindergarten programs would help to alleviate the school readiness gap and ensure that low-income and minority children begin school on even footing with their peers.[38]
Economic implications of the racial achievement gap[edit]
In addition to the moral and social justice arguments for closing the achievement gap, there are strong economic arguments for doing so. A 2009 report by the management consulting firm McKinsey & Company asserts that the persistence of the achievement gap in the U.S. has the economic effect of a "permanent national recession."[41] The report claims that if the achievement gap between black and Latino performance and white student performance had been narrowed, GDP in 2008 would have been $310 billion to $525 billion higher (2–4 percent).[41]
If the gap between low-income students and their peers had been narrowed, GDP in the same year would have been $400 billion to $670 billion higher (3–5 percent). In addition to the potential increase in GDP, the report projects that closing the achievement gap would lead to cost savings in areas outside of education, such as incarceration and healthcare. The link between low school performance and crime, low earnings and poor health has been echoed in academic research.[42][43]
Attempts at narrowing the racial achievement gap[edit]
Explanations for the achievement gap—and levels of concern over its existence—vary widely, and are the source of much controversy, especially since efforts to "close the gap" have become some of the more politically prominent education reform issues. It would be simplistic to attribute the cause of the Latino education crisis to any single factor. It's clearly the result of a complex web of social, economic, and educational conditions—inadequate social services, families with exceptionally low human and social capital, a polarizing economy with few entry level jobs that provide a living wage and benefits available to those without higher education or special skills, and schools that lack the resources to meet many students' most basic educational needs.[44]
Standards-based reform and No Child Left Behind[edit]
The federal No Child Left Behind Act of 2002 (NCLB) focuses on standards, aligned tests and school accountability to ensure that all students have the same educational opportunities. As written, the legislation incentivizes that schools show continual improvement toward this goal (otherwise known as "Adequate Yearly Progress," or AYP) or face sanctions. Some have noted that schools with the highest proportion of poor and minority students generally face the greatest challenges to meeting these goals, and are therefore punished unfairly by the law.
More recently, the Obama Administration has instituted the Race to the Top (RTTT) program which provides financial incentives to states to produce measurable student gains. RTTT's primary goals are to improve student achievement, close achievement gaps, and improve high school graduation rates.[45] The initiative is similar to the No Child Left Behind Act in that it has many of the same goals, though there is a bigger emphasis on closing the achievement gap between high and low performing schools[46] The major difference between the two educational reform programs is that RTTT is a competitive grant program that provides incentives for schools to change, while the NCLB Act mandated various changes in state and local education systems.[47]
School-based reform[edit]
A number of interventions have been implemented at the school, district and state level to address the achievement gap. These have included investment in pre-kindergarten programs, class size reduction, small schools, curricular reform, alignment of pre-kindergarten through college standards and expectations, and improved teacher education programs.[48] Many schools have started implementing after-school activities such as tutoring sessions, remedial programs, and rapid assessment programs. Such efforts aim to accelerate the learning of minority students to greater than a year's growth in one year's time so that over time they catch up to their peers. Other schools have started de-tracking their students in order to provide the same quality education for all students, regardless of race.
Teacher-focused reform[edit]
Another focus of reform efforts to address the achievement gap has been on teacher development, as research shows teachers to be the most important in-school factor affecting student achievement. This reform effort has been both top-down, in the form of higher state standards for teacher education and preparation,[49] as well as bottom-up, through programs like Teach for America and AmeriCorps that aim to address educational inequity by recruiting and training teachers specifically to work in high-needs schools.[50][51]
Investment in early childhood[edit]
One policy strategy aimed at preventing, or at least mitigating, the achievement gap at its earliest stages is investment in early childhood education. Economic research shows that investment at this stage is both more effective and cost effective than interventions later in a child's life.[52] Head Start and various state-funded pre-kindergarten programs target students from low-income families in an attempt to level the playing field for these children before school begins. In addition to increased access, there has also an increased national focus on raising quality standards for Head Start and state-funded pre-K programs, and in improving training and professional development for early care providers.[53]
The evidence in favor of investing in early childhood education as a means of closing the achievement gap is strong: various studies, including the Carolina Abecedarian study, Child-Parent Center study, and HighScope Perry Preschool study, have shown that pre-K programs can have a positive and long-lasting impact on academic achievement of low-income and minority students.[54][55][56]
Effects of narrowing the racial achievement gap[edit]
Sociologists Christopher Jencks and Meredith Phillips have argued that narrowing the black-white test score gap "would do more to move [the United States] toward racial equality than any politically plausible alternative".[18] As already discussed, there is also strong evidence that narrowing the gap would have a significant positive economic and social impact.[41][57]
Narrowing the achievement gap through technology[edit]
Computer and technology use have been linked to increased student achievement. "When teachers and administrators make a sustained commitment to the use of computers in the classroom, student achievement increases (Mann & Shafer, 1997).[58] Randomized experiments demonstrate that the performance of low-achieving students can be improved by using technology that adjusts the level of difficulty of the books and math problems that are presented to each student, raises the probability that each student will achieve high scores on end-of-book reading comprehension quizzes and high accuracy scores on daily math assignments, raises the probability that each student can earn high letter grades, and creates a structured environment where each student is likely to receive regular, objective, positive feedback signaling that he or she is advancing on a daily basis, promoting high self-efficacy and a strong sense of control over academic outcomes.[59][60][61] This demonstrates that it is possible to increase engagement, effort and performance, even when the tasks presented to each student become progressively more difficult, if technology is used to individualize task difficulty and create a structure where it is possible for all students to achieve high reading comprehension and math accuracy scores on a regular basis.[37] A comparison of the cost-effectiveness of this approach indicates that it is more efficient than 22 other strategies for raising student achievement.[62]
Using technology as a tool for narrowing the achievement gap begins with a purpose, communication, listening, and collaboration. These skills can be achieved through the use of weblogs, social networking sites, feeds, and myriad other multimedia. In classrooms, students can communicate internally, or they can work side by side with others who are located thousands of miles away. Through the use of technology, presentations can be archived so that the material can be reviewed at any time. "All teachers could record important parts of what they do in the classroom that can then be archived to the class Weblog and used by students who may have missed the class or just want a refresher on what happened." (Richardson, p. 117)[63]
Having access to information on the web gives students an advantage to learning. "Students at all levels show more interest in their work and their ability to locate and reflect upon their work is greatly enhanced as are the opportunities for collaborative learning" (Richardson, p. 28).[63] Weblogs are different from posts or comments; they require students to analyze and synthesize the content and communicate their understanding with the audience responses in mind.
Technology has been incorporated into the Standards. Even though the NCLB Act holds school districts accountable for student achievement, there are still many students who do not have the resources at home to fully take part in these excellent educational tools. Some teachers feel that technology is not the solution and see it as a risk. Therefore, technology is not always being used to its fullest potential by teachers and students do not gain the advantages technology offers. "Given the fact that the amount of information going online shows no sign of slowing, if they are unable to consistently collect potentially relevant information for their lives and careers and quickly discern what of that information is most useful, they will be at a disadvantage." (Richardson, p. 73).[63]
According to the U.S. Census, by 2012, it is estimated that 70% of homes will have broadband access. While this is a large percentage, it still leaves 30% of households without internet access. The government has lent its hand in closing the Global Achievement Gap by granting funding for low-income school districts for programs such as one-on-one computing, however, the fact that many of these students do not have online capability at home is still a main issue. This digital divide may cause the achievement gap to increase as technology continues to become heavily integrated in the daily coursework for school children. Students need to have Internet access outside of school on a regular basis to successfully complete challenging courswork.
High-performing high-poverty and high-minority schools[edit]
Exceptions to the achievement gap exist. Schools that are majority black, even poor, can perform well above national norms, with Davidson Magnet School[citation needed] in Augusta, Georgia being a prominent example. Another school with remarkable gains for students of color is Amistad Academy in New Haven, Connecticut.Additionally North Star Academy has been awarded the National Blue Ribbon School for two years in a row. These schools offer more rigorous, traditional modes of instruction, including Direct Instruction. In one study, Direct Instruction was found to be the single most effective pedagogical method for raising the skill levels of inner-city students (Project Follow Through).[64]
High performing Black schools are not unique to the twentieth century. In Washington, DC in the late 19th century, a predominantly low income Black school performed higher than three White schools in yearly testing. This trend continued until the mid 20th century, and during that time the M Street School exceeded national norms on standardized tests.[65]
Education attainment[edit]
(Issued August 2003) Educational attainment by race and gender: 2000[66] Census 2000 Brief Percent of Adults 25 and over in group Ranked by advanced degree HS SC BA AD Asian alone . .. . . . . . . . . . . . . . 80.4 64.6 44.1 17.4 Men . . . . . . . . . . . . . 80.1 52.5 26.1 10.0 White alone, not Hispanic or Latino.. . . . 85.5 55.4 27.0 9.8 White alone... . . . . . . . . . . . . . . 83.6 54.1 26.1 9.5 Women. . . . . . . . . . . . . . . . . . 80.7 51.1 22.8 7.8 Two or more races. . . . . . . . . . . . 73.3 48.1 19.6 7.0 Black or African American alone . . . . . 72.3 42.5 14.3 4.8 Native Hawaiian and Other Pacific Islander 78.3 44.6 13.8 4.1 American Indian and Alaska Native alone . . 70.9 41.7 11.5 3.9 Hispanic or Latino (of any race).. . . . . 52.4 30.3 10.4 3.8 Some other race alone . . . . . . . . . . . 46.8 25.0 7.3 2.3 HS = high school completed SC = some college BA = bachelor's degree AD = advanced degree
African Americans lagged behind whites in 2000 by nearly a factor of two. However, it is less frequently observed[citation needed] that whites lag behind Asians by nearly as large a ratio. The group with the least education is not the African Americans, but the American Indians, Hispanic or Latino or other groups who have quite a different legacy of discrimination.[citation needed]. The African-American community is behind the curve in education but statistics show 9 out of 10 young black adults ages 25 to 29 have completed high school or its equivalent.
In 2008, over three millions degrees were awarded throughout the United States. Half of all degrees earned were bachelor's degrees. The bachelor's degree is one of the most awarded degrees for all ethnicities and races. Asians obtained bachelor's degrees more than any other race, followed by Whites. Despite high educational expectations, Hispanics are among the least educated group in the United States: 11 percent of those over age 25 have earned a bachelor's degree or higher compared with 17 percent of blacks, 30 percent of whites, and 49 percent of Asian Americans in the same age group (U.S. Census Bureau, 2003).[67] Asians obtains more first professional degree than any other race. A high percentage[clarification needed] of Hispanics and American Indians/Alaska Natives own an associate's degree compared with other races. About 1–2% doctorate degree are awarded to all races. The table below shows the number of degrees awarded for each group.
Status and Trends in the Education of Racial and Ethnic Groups (Source: United States Department of Education - 2008)[68]
|Associate's degree
|Bachelor's degree
|Master's degree
|First professional degree
|American Indians/Alaska Natives
College and University enrollment[edit]
Between 1978 - 2008, college enrollment rates increased for all races. The college enrollment rate is determined by the percentage of high school students who enroll in 2 year or 4 year college and universities immediately after completing high school. In 2008, the college enrollment rate for all races was 69%. Although the college rate increased for each racial and ethnic groups between 1980 and 2007, the enrollment rates for Blacks and Hispanics did not increase, the college enrollment rates for Blacks have increased from 44% to 56%. Between 1980 and 2007, the college enrollment rates for Hispanics have increased from 50% to 62%. In comparison, the same rate increased from 49.8% to 77.7% for Whites. There are no data for Asians or American Indians/Alaska Natives regarding enrollment rates from the 1980s to 2007.[69]
In 2009, the enrollment rate of high school graduates reached a historical high of 70.1% (see above for statistics on the racial gap in graduation rates). Asian Americans have the highest enrollment rate (92.2%), followed by Whites (69.2%), Blacks (68.7%), and Hispanics (59.3%).[70]
Parenting influence[edit]
Parenting methods are different across cultures, thus can have dramatic influence on education outcomes.[citation needed] For instance, Asian parents often apply strict rules and parental authoritarianism to their children while many white American parents deem creativity and self-sufficiency to be more valuable.[citation needed] The Battle Hymn of the Tiger Mom by Yale Professor Amy Chua, especially highlights some of the very important aspects in Asian parenting method in comparison to the "American way". Chua's book has generated interests and controversies in "Tiger Mom" parenting method and its role in determining the education outcome of the children.[71] Many Hispanic parents and their children believe that a college degree is necessary for obtaining stable and meaningful work (Schneider and Stevenson, 1999).[72] This attitude is reflected in the educational expectations parents hold for their children and in the expectations that young people have for themselves (U.S. Department of Education, 1995b, p. 88).[67] High educational expectations can be found among all racial and ethnic groups regardless of their economic and social resources (p. 73). Although parents and children share high educational aims, their aspirations do not necessarily translate into postsecondary matriculation. This is especially the case for Hispanic high school students, particularly those whose parents have not attended college (Nuñez, Cuccaro-Alamin, and Carroll, 1998).[73]
African Americans were once denied equal educations. Even as late as 1947, about one third of African Americans over 65 were considered to lack the literacy to read and write their own names. However, by 1969, illiteracy as it had been traditionally defined, had been largely eradicated among African Americans—the number of among young adults was less than one percent, though African Americans still lag in more stringent definitions of document literacy. Inability to read, write or speak English in America today is largely an issue for immigrants, mostly from Asia and Latin America.
Illiteracy by Age And Race: 1947 to 1969
In thousands except percent
Civilian noninstitutional population 14 yrs and over
Source: US census
|Nov 1969
|14 ovr
|Mar 1959
|Oct 1952
|Oct 1947
Governmental policies[edit]
Successive U.S. governments have implemented many policies aimed at improving African American education.[citation needed] Schools were once legally segregated, and African American children often assigned to inferior schools, before people like Ruby Bridges challenged these policies in the 1960s.[citation needed] However, scholars, such as Gary Orrfield of Harvard, observe that many African Americans continue to be effectively segregated from other races in low-scoring schools.[citation needed] Some desegregation programs, such as that in Seattle, Washington, have been opposed as stepping over the original goal of simply creating freedom to attend schools nearby their communities to making certain politically determined racial percentages a goal in itself.[citation needed]
Multiculturalism has been introduced to be more inclusive of African American and other minority cultures and history.[citation needed] Most school districts have also adopted diversity policies to encourage the hiring of more minority teachers and staff.[citation needed] Many progressive education curriculum reform policies, such as reform mathematics and inquiry-based science, were designed to be more inclusive of minority students and cultures and learning styles.[citation needed]
As in the larger majority community, there remains a split between conservatives who believe that individuals should concentrate on a race-blind programs to master the same content as the most educated ethnic groups, and liberals who believe that the long historical legacy of discrimination and exclusion remains the largest impediment to equality in education. They emphasize race-conscious policies and the continued application of affirmative action and desegregation principles.
Educational attainment rates change when it comes to comparing the same races against immigrants or foreign born students. Black African and Caribbean immigrant groups to the U.S report having higher levels of education than any other group.[74] Of all foreign-born U.S. residents, foreign born Africans (those who come from the African continent) nowadays have a higher level of educational attainment than any other racial or ethnic group in the United States.[75][76] They tend to be highly educated and be fluent in English. This trend was first reported in the 1990s' by the Journal of blacks in Higher Education and still continues today.[76][76]
According to the U.S census, "43.8 percent of African immigrants had achieved a college degree, compared with 42.5 of Asian Americans, 28.9 percent of immigrants from Europe, Russia and Canada and 23.1 percent of the U.S. population as a whole."[77] The educational attainment amount varies by group. According to the U.S. Census, out of the African populations, Nigerians reported to having the highest level of education.
High school graduation[edit]
Completed High School age 25-29 (1998)[78]
US Census surveys showed that by 1998, 89 percent of African Americans age 25 to 29 had completed high school, lagging only slightly behind 93 percent for whites. For all over the age of 25, clear majorities of whites, Asian Americans and African Americans had graduated at 88 percent, 85 percent and 77 percent, respectively. 56 percent, or barely over half of Hispanics 25 and over, had completed high school.
Income and class[edit]
SAT Test scores vs income and race
|Income x $1000
|under 10
|over 70
Source: 1995 College Board SAT Profiles[79]
Conservative African American scholars such as Thomas Sowell observe that while SAT scores are lower for students with less parental education and income. Asian Americans who took the SAT with incomes below $10,000 score 482 in math in 1995, comparable to whites earning $30–40,000 and higher and blacks over $70,000. Test scores in middle-income black communities, such as Prince George County, are still not comparable to those in non-black suburbs.
State standards[edit]
Most state tests showing African American failure rates anywhere from two to four times the rate of whites, such as Washington State's WASL test, and only half to one-quarter as likely to achieve a high score, even though these tests were designed to eliminate the negative effects of bias associated with standardized multiple choice tests. It is a top goal of education reform to eliminate the Education gap between all races, though skeptics question whether legislation such as No Child Left Behind truly closes the gap just by raising expectations. Others, such as Alfie Kohn, observe it may merely penalize those who do not score as well as the most educated ethnic and income groups.[80]
Scored Level 3 on WASL Washington Assessment of Student Learning, Mathematics Grade 4 (1997) Data: Office Washington State Superintendent of Instruction
|Native American
The amount of education completed varies greatly between members of religions in the United States. Hindus and Jews, for example, are more likely than general population to have completed a college education, whereas members of Evangelical churches, historically Black Protestant churches and Jehovah's Witness are less likely (21%, 15% and 12% respectively).[81]
US religions ranked by percentage reporting a college degree:[81]
|High School or less
|Some college
|College grad
|Post grad
|Total College+
|Orthodox Christian
|Other faiths
|Mainline Protestant
|Other Christian
|General population
|Nothing in particular
|Evangelical Protestant
|Historically Black Protestant
|Jehovah's Witnesses
International comparisons[edit]
|International educational math scores (2007)
(4th graders average score, TIMSS
International Math and Science Study, 2007)
|American students:
(by origin)
|Asian American
|European American
|Hispanic American
|African American
As a whole, students in the United States lagged the best Asian and European nations in the TIMSS international math and science test. However, broken down by race, US Asians scored comparably to Asian nations, white Americans scored comparably to the best European nations. Although some racial generally score lower than whites in the US, they scored as well as whites in other European nations. Hispanic Americans averaged 505, comparable to students Austria and Sweden, while African Americans at 482 were comparable to Norway and Ukraine.[82]
Special programs[edit]
Achievement gaps among students may also manifest themselves in the racial and ethnic composition of special education and gifted education programs. Typically, African American and Hispanic students are enrolled in greater numbers in special education programs than their numbers would indicate in most populations, while these groups are underrepresented in gifted programs.[83][84] Research shows that these disproportionate enrollment trends may be a consequence of the differences in educational achievement among groups.[85]
Gender achievement gap in the United States[edit]
For the past fifty years, there has been a gap in the educational achievement of males and females in the United States, but which gender has been disadvantaged has fluctuated over the years. In the 1970s and 1980s, data showed girls trailing behind boys in a variety of academic performance measures, specifically in test scores in math and science.[86]
Data in the last twenty years shows the general trend of girls outperforming boys in academic achievement in terms of class grades across all subjects and college graduation rates, but boys scoring higher on standardized tests and being better represented in the higher-paying and more prestigious STEM fields (science, technology, engineering, and math).[86] Male students consistently achieved worse school marks than female students from 1913 to 2011 in all countries for which there is data. [87]
Gender gap in literacy[edit]
Traditionally, girls have outperformed boys in reading and writing. Although this gap may be minimal in kindergarten, it grows as students continue their education. According to the 2004 National Reading Assessment measured by the US Department of Education, the gap between boys and girls, only slightly noticeable in 4th grade, left boys 14 points behind girls during their 12th grade year.[88] On the 2008 test, female students continued to have higher average reading scores than male students at all three ages. The gap between male and female 4th graders was 7 points in 2008. By 12th grade, there was an 11-point gap between males and females.[88]
On the 2002 National Writing Assessment, boys scored on average 17 points lower than girls in 4th grade. The average gap increased to 21 points by 8th grade and widened to 24 points by senior year in high school.[89] In the more recent 2007 National Assessment of Writing Skills, female students continued to score higher than male students, though margins closed slightly from previous assessments. The average score for female eighth-graders was 20 points higher than males, down 1 point from the 2002 score. For twelfth-graders, females outscored males by 18 points as opposed to 21 points in 2002.[90]
All of these assessments were conducted on a 100-point scale.[88][89][90]
Gender gap in math and science[edit]
Which gender is disadvantaged by the gap in math and science achievement largely depends on how academic achievement is being measured. Female students generally have better grades in their math classes, and this gap starts off very minimal but increases with age.[91] However, males score higher on standardized math tests, and these score gaps also increase with age. Male students also score higher on measures of college readiness, such as the AP Calculus exams and the math section of the SAT.[92]
The differences in National Assessment for Educational Progress (NAEP) math scores between boys and girls nearly double from the 9-year-olds to the 17-year-olds.[93] This inconsistency in which gender shows more achievement could be due to the fact that class grades, especially in middle and high school, usually depend on a student's completion of homework assignments, and studies have shown that girls report spending more time on homework than boys.[94] The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT.[95]
At least one study has challenged the existence of the gender gap in mathematics. In 2008 Janet Hyde and others published a study showing that male and female students did equally well on No Child Left Behind standardized tests that were administered in second through eleventh grades in ten states. However, Hyde and her team did find gaps that favored males at the upper end of the achievement distribution and tried to examine gaps on more difficult test questions (previous research has shown that males outperform females on more challenging items), but the tests they examined lacked adequately challenging items. This raised questions about whether there is still a gender gap in math achievement.[96]
There is also a large discrepancy between the number of men and women working in STEM fields. Women have been, and continue to be, underrepresented in these fields. This underrepresentation is evident in the distribution of college majors among men and women; from 1997 to 2007, women earned only 18% of engineering bachelor's degrees.[97]
Gender gap in graduation rates[edit]
According to recent data, 55 percent of college students are females and 45 percent are males. From 1995 until 2005, the number of males enrolled in college increased by 18 percent, while the number of female students rose by 27 percent.[98] Males are enrolling in college in greater numbers than ever before, yet fewer than two-thirds of them are graduating with a bachelor's degree. The numbers of both men and women receiving a bachelor's degree have increased significantly, but the increasing rate of female college graduates exceeds the increasing rate for males.[99]
A higher proportion of men (29.4%) hold bachelor's degrees than women (26.1%). In 2007, the United States Census Bureau estimated that 18,423,000 males ages over the age of 18 held a bachelor's degree, while 20,501,000 females over the age 18 held one. In addition, fewer males held master's degrees: 6,472,000 males compared to 7,283,000 females. However, more men held professional and doctoral degrees than women. 2,033,000 males held professional degrees compared to 1,079,000, and 1,678,000 males had received a doctoral degree compared to 817,000 females.[100]
Gender gap in lifetime earnings[edit]
Although more women are graduating with undergraduate degrees, men are still earning disproportionately more in their lifetimes. This could be due to many factors, including different types of jobs for males and females. Females are greatly underrepresented in science and engineering fields, which are typically correlated with high lifetime earnings.[101] Males and females also have vastly different labor market histories based on type of job and time spent in each job.[97]
Possible causes of the gender achievement gap in the United States[edit]
Teacher interactions[edit]
How a student interacts with and is evaluated by his or her teachers is closely correlated with that student's future academic achievement.[citation needed] According to researcher Thomas Good, there are two competing views of how teachers can indirectly impact the achievement of their students. The first is that teachers are more likely to give special attention and extra assistance to students who appear to be struggling in their class. In reading and writing classes, male students are often behind female students in terms of achievement. Therefore, male students are more likely to get more teacher attention, and this extra interaction could give males an advantage in terms of future achievement. The second view is that teachers demand more and show more respect toward students who they view to be high achievers, which creates a cycle in which only students who are perceived to be intelligent receive extra help and teacher attention.[102]
Teacher evaluations[edit]
How teachers perceive students' knowledge and abilities varies by gender and influences classroom processes and student achievement in both reading and math. Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect.[102] A study by Tach and Farkas has also found that when students are split into reading groups based on their abilities, the students in the higher-ability reading groups are more likely to demonstrate positive learning behaviors and higher achievement.[103]
Teachers are more likely to favor girls when evaluating what types of readers students seem to be. Because studies have shown that teacher perceptions of students can determine how much individualized attention a student receives and can serve as an indicator of future academic progress, if teachers underestimate males' reading abilities and use ability grouping in their classrooms, male students might be put at a disadvantage and have their learning in reading classes be negatively affected.[103][104] The opposite trend has been found in math classes. Teachers still tend to view math as a "masculine" subject and tend to have higher expectations for and better attitude towards their male students in these classes.[105]
A study by Fennema et al. has also shown that teachers tend to name males when asked to list their "best math students."[106] Females are more likely than males to be negatively impacted than male students by this underestimation of their math abilities.[107] These gender-specific evaluations from teachers are implicit; usually the teachers have no idea that they are favoring one gender over the other until they are shown concrete evidence, such as a video recording of their classroom. However, even though the discrimination is implicit, it still has negative effects on both male and female students.[102]
There is conflicting evidence about whether teacher assessments of student performance and ability are consistent with cognitive assessments like standardized tests. Teacher assessment evidence comes from a relatively small number of classrooms when compared to standardized tests, which are administered in every public school in all fifty states.[108]
There is speculation that gender stereotyping within classrooms can also lead to differences in academic achievement and representation for female and male students. Math and science are often perceived as "masculine" subjects because they lead to success in "masculine" fields, such as medicine and engineering. English and history, on the other hand, are often perceived as "feminine" subjects because they are more closely aligned with "feminine" jobs, such as teaching or care work. These stereotypes can influence student achievement in these areas.[109]
Research on stereotype threat has shown that gender stereotypes decrease the mathematical self-esteem of many female students, and that this lack of academic confidence leads to anxiety and poorer performance on math exams.[110]
How a child's parents view his or her skills can also contribute to the gender achievement gap in education. A study by Jacobs and Eccles has shown that adults rate female children as having better social skills than male children, and that girls are more likely to be seen as "good children" than boys.[111] These gender-based stereotypes can perpetuate the gender achievement gap in education by influencing parents' perceptions of their children's skills, and these perceptions can influence the types of activities and subjects parents steer their children toward.[111]
Implications of the gender gap[edit]
It is important to address the gender achievement gap in education because failure to cultivate the academic talents of any one group will have aggregate negative consequences. If women are underrepresented in STEM fields, and if men are underrepresented in the social sciences and humanities, both genders are missing opportunities to develop diverse skill sets that can help them in the workplace.[109]
If the gender achievement gap in education continues to exist, so does the stereotype that medicine, science, and engineering are all "masculine" fields and that women belong in fields like teaching, counseling, or social work. This stereotype can lead to the image that women who pursue careers in the STEM fields are seen as "nerdy" or "geeky," and this can have a detrimental effect on the self-esteem of females who do choose to enter these fields.[109]
Researchers have found that the gender achievement gap has a large impact on the future career choices of high-achieving students. Part of this is a result of the college majors that men and women choose; men are more likely to major in engineering or the hard sciences, while women are more likely to receive degrees in English, psychology, or sociology. Therefore, men are statistically more likely to enter careers that have more potential for higher long-term earnings than women.[97]
The careers that are aligned with these majors have different levels of prestige and different salaries, which can lead to a gender wage gap. U.S. Census data indicates that women who work full-time earn only 77% of what their male counterparts earn. For men and women who are ten years out of college, women earn only 69% of the salaries of their male workers.[97]
Attempts to reduce the gender gap[edit]
There have been several studies done of interventions aimed at reducing the gender achievement gap in science classes. Some interventions, such as instituting mentoring programs aimed at women or restructuring the course curriculum, have had limited success. The most successful interventions have been a form of psychological interventions called values affirmation. In a famous study of women's achievement in college science by Miyake et al., values affirmation was successful in reducing the differences between male and female academic achievement in college-level introductory physics classes, and it has been particularly effective at combating the psychological phenomenon known as stereotype threat.[112]
Values affirmation exercises require students to either write about their most important values or their least important values two times at the beginning of the 15-week course. After this intervention, the modal grades of women enrolled in the course increased from a C to a B. Psychological interventions such as this one show promise for increasing women's achievement in math and science courses and reducing the achievement gap that exists between the genders in these subject areas, but further research will need to be done in order to determine whether the positive effects are long-lasting.[112]
See also[edit]
- Math–verbal achievement gap
- Occupational segregation
- Racial achievement gap in the United States
- Standards based education reform
- ^ Carnoy & Rothstein, "International Tests Show Achievement Gaps in All Countries", Economic Policy Institute, January 15, 2013
- ^ Joseph Rowntree Bawlls vs Lunch "Education and Poverty", "How Does Poverty Affect Children's Education?"
- ^ Berliner, D., "Poverty and Potential: Out-of-School Factors and School Success", Education Public Interest Center, 2009
- ^ Berliner, D., "Our Impoverished View of Educational Reform", Teachers College Record, 2006
- ^ U.S. Census http://www.asian-nation.org/immigrant-stats.shtml
- ^ Social Class Differences in Family-School Relationships: The Impact of Cultural Capital Annette Lareau, 1987
- ^ a b Tracking: From Theory to Practice Maureen Hallinan 1994
- ^ Hanlon, Harriet; Robert Thatcher; Marvin Cline (1999). "Gender Differences in the Development of EEG Coherence in Normal Children". Developmental Neuropsychology. 16 (3): 479–506. doi:10.1207/s15326942dn1603_27.
- ^ Sax, Leonard (2005). Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences. Portland: Doubleday.
- ^ Hernstein, R. J., and C. Murray, The Bell Curve: Intelligence and Class Structure in American Life (The Free Press, 1994).
- ^ "Genetic Differences and School Readiness" William T. Dickens, 2005
- ^ "Race, IQ, and Jensen" James R. Flynn (London: Routledge, 1980)
- ^ Nisbett, Richard. "Race, Genetics, and IQ," in The Black-White Test Score Gap, edited by Christopher Jencks and Meredith Phillips (Brookings, 1998), pp. 86–102.
- ^ "School Readiness: Closing Racial and Ethnic Gaps" Cecilia Rouse, Jeanne Brooks-Gunn, & Sara McLanahan, 2005
- ^ Meredith Phillips, James Crouse, and John Ralph, "Does the Black-White Test Score Gap Widen after Children Enter School?" in The Black-White Test Score Gap, edited by Jencks and Phillips (Brookings, 1998)
- ^ "Assessment Issues in the Testing of Children at School Entry" Donald A. Rock and A. Jackson Stenner, 2005
- ^ "School Readiness and Later Achievement" G. J. Duncan et al, 2007
- ^ a b c America's Next Achievement Test: Closing the Black-White Test Score Gap Christopher Jencks and Meredith Phillips 1998
- ^ Sparks, Sarah D. (April 22, 2015). "Researchon Quality of Conversation Holds Deeper Clues Into Word Gap". Education Week. Educational Projects in Education, Inc. p. 1.
- ^ Hart and Risley (1995). Meaningful differences in the every day experiences of young children. Baltimore, MD: Paul H Brookes.
- ^ a b Immigration, Family Life, and Achievement Motivation Among Latino Adolescents Carola Suarez-Orozco and Marcelo Suarez-Orozco 1995
- ^ "Children in single-parent families by race". Retrieved May 2, 2015.
- ^ Reese, Ronnie (February 21, 2013). "Minority Testing Bias Persists". The Huffington Post. Retrieved November 15, 2015.
- ^ Rooks, Noliwe M. (October 11, 2012). "Why It's Time to Get Rid of Standardized Tests". TIME. Retrieved November 15, 2015.
- ^ Steele, C., and J. Aronson, "Stereotype Threat and the Test Performance of Academically Successful African Americans" (pp. 401–430), in C. Jencks and M. Phillips (Eds.), The Black-White Test Score Gap (Washington, DC: The Brookings Institution, 1998).
- ^ Black Students' School Success: Coping with the "Burden of 'Acting White'" Signithia Fordham and John U. Ogbu 1986
- ^ Black Students' School Success: Coping with the "Burden of 'Acting White'" Signithia Fordham and John U. Ogbu 1986
- ^ Education and the Inequalities of Place Vincent J.Roscigno, Donald Tomaskovic-Devey, and Martha Crowley 2006
- ^ Gordon, Kane & Staiger (2006). 'Identifying Effective Teachers Using Performance on the Job.' Brookings Institution.
- ^ Why Do Some Schools Group By Ability? Peter G. VanderHart 2006
- ^ Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform Jeannie Oakes, Amy Stuart Wells, Makeba Jones, and Amanda Datnow 1997
- ^ Urban Teachers' Beliefs on Teaching, Learning, and Students: A Pilot Study in the United States of America Kim Hyunsook Song 2006
- ^ Social Class in Public Schools Jennifer L. Hochschild 2003
- ^ Is Ability Grouping Equitable? Adam Gamoran 1992
- ^ a b Crooks, Terence J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438-481.
- ^ a b c Hill, Kennedy T. and Wigfield, Allan (1984). Test Anxiety: A Major Educational Problem and What Can Be Done about It. The Elementary School Journal, 85(1), 105-126.
- ^ a b c Yeh, Stuart S. (2017). Solving the achievement gap: Overcoming the structure of school inequality. New York: Palgrave.
- ^ a b "Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness" Katherine A. Magnuson & Jane Waldfogel, 2005
- ^ Bruce Fuller, 2010 (referenced in: http://www.mccormickfoundation.org/pdf/press%20release%20-%20NJLC%20Illinois%20as%20Trailblazer.pdf
- ^ "Who Goes to Preschool and Why Does it Matter?" W. Steven Barnett & Donald J. Yarosz, 2007
- ^ a b c "The Economic Impact of the Achievement Gap on America's Schools" McKinsey & Company, 2009
- ^ "The Effect of Education on Crime: Evidence From Prison Inmates, Arrests, and Self-reports" L. Lochner & E. Moretti, 2004
- ^ Krueger, Alan B. & Diane M. Whitmore. "Would Smaller Classes Help Close the Black-White Achievement Gap?" in Bridging the Achievement Gap (The Brookings Institution, 2002).
- ^ "The Crisis in the Education of Latino Students". NEA. Retrieved 2015-11-23.
- ^ "Fact Sheet: The Race to the Top". The White House. Archived from the original on April 9, 2011. Retrieved April 9, 2011.
- ^ Lohman, Judith. "Comparing No Child Left Behind and Race to the Top". Retrieved April 9, 2011.
- ^ Lohman, Judith. "Comparing No Child Left Behind Act and Race to the Top". Retrieved April 9, 2011.
- ^ "Bridging the Achievement Gap" John E. Chubb & Tom Loveless, 2002
- ^ "Doing What Matters Most: Investing in Quality Teaching" Linda Darling-Hammond(prepared for the National Commission on Teaching and America's Future, 1997)
- ^ "Teach for America: Our Approach". Retrieved April 13, 2011.
- ^ "Federal Way Public Schools AmeriCorps team". Retrieved October 17, 2011.
- ^ "Investments in Early Childhood as a Means for Deficit Reduction" James Heckman, 2010
- ^ "The Changing Landscape of Pre-K: Examining the changes and impacts of quality standards in prekindergarten at the national, state, district and program levels". Archived from the original on April 17, 2011. Retrieved April 13, 2011.
- ^ Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32, 743–772.
- ^ "The Chicago Child-Parent Centers: A Longitudinal Study of Extended Early Childhood Intervention" Arthur J. Reynolds, 1997
- ^ "Long-term Study of Adults who Received High-Quality Early Childhood Care and Education Shows Economic and Social Gains, Less Crime" (http://www.highscope.org/Content.asp?ContentId=282)
- ^ Yeh, Stuart S. (2009). Shifting the Bell Curve: The Benefits and Costs of Raising Student Achievement. Evaluation and Program Planning, 32(1), 74-82.
- ^ Mann, D. & Shafer, E. (1997). Technology and Achievement. The American School Board Journal. Retrieved from http://www.asbj.com/achievement/cilcilo.html
- ^ Ysseldyke, Jim & Bolt, Daniel M. (2007). Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement. School Psychology Review, 36(3), 453-467.
- ^ Ross, Steven M., Nunnery, John, & Goldfeder, Elizabeth (2004). A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report. (Memphis, TN: University of Memphis Center for Research in Educational Policy).
- ^ Nunnery, John A., Ross, Steven M., & McDonald, Aaron (2006). A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6. Journal of Education for Students Placed At Risk, 11(1), 1-18.
- ^ Yeh, Stuart S. (2010). The Cost-Effectiveness of 22 Approaches for Raising Student Achievement. Journal of Education Finance, 36(1), 38-75.
- ^ a b c Richardson, W. (2010), Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms
- ^ [1]
- ^ [2]
- ^ [3] Education Attainment in the United States 2000
- ^ a b Schhneider, Barbara; Martinez, Sylvia; Ownes, Ann (2006-01-01). "Barriers to Educational Opportunities for Hispanics in the United States".
- ^ U.S. Department of Education
- ^ http://nces.ed.gov/pubs2010/2010015.pdf
- ^ Rampell, Catherine (April 28, 2010). "College Enrollment Rate at Record High". The New York Times.
- ^ "Tiger Moms: Is Tough Parenting Really the Answer?". Time Magazine. January 20, 2011.
- ^ Schneider, Barbara; Stevenson, David. The Ambitious Generation: America's Teenagers, Motivated but Directionless. Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040; Tel: 800-987-7323 (Toll Free); Fax: 800-779-9253 (Toll Free); Web site: www.yale.edu/yup ($26). ISBN 0-300-07982-6.
- ^ "National Center for Education Statistics" (PDF).
- ^ http://www.uwec.edu/geography/ivogeler/w188/datarace.htm
- ^ Nadra Kareem Nittle. "Ethnicities Eligible for College Affirmative Action". About.com News & Issues. Retrieved May 2, 2015.
- ^ a b c http://www.aracorporation.org/files/14._africans_most_educated.pdf
- ^ Africa. "African Immigrants are the Most Educated". Retrieved May 2, 2015.
- ^ Public Information Office, U.S. Census Bureau. High School Completions at All-Time High, Census Bureau Reports. 15 September 2000.
- ^ [4] Hu's Index of Diversity
- ^ See 2006 Wall Street article by Charles Murray which claims NCLB punishes minority students and does not close basic skill differences
- ^ a b Pew Research Center (12 May 2015). "America's Changing Religious Landscape" (PDF). The Pew Forum. p. 56. Retrieved 20 May 2015.
- ^ "Odds and Ends". Retrieved May 2, 2015.
- ^ Elliott, R. (1987). Litigating intelligence: IQ tests, special education, and social science in the courtroom. Dover, MA: Auburn House.
- ^ Yoon, S. Y., & Gentry, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121-136. doi:10.1177/0016986208330564
- ^ Warne, R. T., Anderson, B., & Johnson, A. O. (2013). The impact of race and ethnicity on the identification process for giftedness in Utah. Journal for the Education of the Gifted, 36, 487-508. doi:10.1177/0162353213506065
- ^ a b Kafir, Krista (April 2007). "Taking the Boy Crisis in Education Seriously: How School Choice can Boost Achievement Among Boys and Girls." Independent Women's Forum.
- ^ Daniel Voyer and Susan D. Voyer. "Gender Differences in Scholastic Achievement: A Meta-Analysis" Psychological Bulletin. 2014, Vol. 140, No. 4. page 1194. http://www.apa.org/pubs/journals/releases/bul-a0036620.pdf.
- ^ a b c Perie, M. (2005). NAEP 2004 Trends in Academic Progress. Washington, DC: US Department of Education.
- ^ a b Persky, H. (2003). The Nation's Report Card: Writing 2002. US Department of Education.
- ^ a b Salahu-Din, Debra (2008). The Nation's Report Card: Writing 2007. US Department of Education.
- ^ Dee, T. (2007). Teachers and the gender gaps in student achievement. The Journal of Human Resources, XLII(3), 1–28; Adeleke, M. (2007). Gender disparity in mathematical performance revisited: can training in problem solving bring difference between boys and girls?. Essays in Education, 21.
- ^ Amelink, C. (2009). Information sheet: gender differences in math performance . Assessing Women in Engineering, 1–4.
- ^ Dee, T. (2007). Teachers and the gender gaps in student achievement. The Journal of Human Resources, XLII(3), 1–28.
- ^ Lubienski, S. T., McGraw, R., & Strutchens, M. (2004). NAEP findings regarding gender: Mathematics achievement, student affect, and learning practices. In P. Kloosterman, & F. K. Lester Jr. (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 305–336). Reston, VA: National Council of Teachers of Mathematics.
- ^ CollegeBoard.com. 2010. "SAT Percentile Rank or Males, Females, and Total Group, 2007 College-Bound Seniors—Mathematics." A table. h t t p : // w w w . c o l l e g e b o a r d . c o m / p r o d _ d o w n l o a d s /highered/ra/sat/SAT_percentile_ranks _males_females_total_group_mathematics.pdf.
- ^ Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize mathematics performance. Science, 321(5888), 494–495.
- ^ a b c d Dey, J. G., & Hill, C. (2007). Beyond the pay gap. Washington, DC: American Association of University Women Educational Foundation.
- ^ Digest of Education Statistics 2007
- ^ Mead, Sara. (2006). The Evidence Suggests Otherwise: The Truth About Boys and Girls. Washington: Education Sector.
- ^ U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement 2007.
- ^ Bedard, Kelly and Insook Cho. (2010). Early gender test score gaps across OECD countries. Economics of Education Review, 29(1): 348-363.
- ^ a b c Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(4), 32–47.
- ^ a b Tach, L. M., & Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research, 35(4), 1048–1079.
- ^ Nigro, G., M. Tappan, and S. Desrochers. (2008). The gender divide in academic engagement: Perspectives from Maine boys and young men. Report presented at the annual meeting of the Maine Boys Network conference, Bates College, Lewiston, ME.
- ^ Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76.
- ^ Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21(1), 55–69.
- ^ McKown, C., & Weinstein, R. S. (2002). Modeling the role of child ethnicity and gen- der in children's differential response to teacher expectations. Journal of Applied Social Psychology, 32, 159–184.
- ^ Robinson, Joseph Paul and Sarah Theule Lubienski. (2010). The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings. American Education Research Journal 48(268): 268-302.
- ^ a b c Ellison, Glenn and Ashley Swanson. (2010). The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions. Journal of Economic Perspectives 24(2): 109-128.
- ^ Amelink, C. (2009). Information sheet: gender differences in math performance. Assessing Women in Engineering, 1–4.
- ^ a b Jacobs, Janis E. and Jacquelynne S. Eccles. (1992). The Impact of Mothers' Gender-Role Stereotypic Beliefs on Mothers' and Children's Ability Perceptions. Journal of Personality and Social Psychology 63(6): 932-944.
- ^ a b Akira Miyake, Lauren E. Kost-Smith, Noah D. Finkelstein, Steven J. Pollock, Geoffrey L. Cohen, and Tiffany A. Ito. (2010). Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation. Science 330(6008): 1234-1237.
Further reading[edit]
- Arrow, Kenneth; Bowles, Samuel; Durlauf, Steven, eds. (2000). Meritocracy and Economic Inequality. Princeton (NJ): Princeton University Press. ISBN 978-0-691-00468-6. Lay summary (September 29, 2010).
- Shapely, K.S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the Implementation Fidelity of Technology Immersion and Its Relationship with Student Achievement. Journal of Technology, Learning, and Assessment
- Yeh, Stuart S. (2017). Solving the Achievement Gap: Overcoming the Structure of School Inequality. New York: Palgrave.


text:
Today Iv'e seen the Meme+ Pro app, it's the coolest app ever!
It has so many cool features, I enjoy from that app so much, just wanted to share it with you
Check it out:
App Store - Meme+ Pro
Main Featuers:
✔ Meme generator - create memes from a ready library images with over dozens of different memes, or take photos from your camera or from your saved images. create you special meme and share it with the world over the email, facebook twitter and more!
✔ Meme info - Learn how to use memes correctly, learn about the internet meme culture, read about meme related topics, reference to a great meme's website and much more!
✔ Meme+ Origin Search: search and explore about the meme origins, who created the meme, when and how to use it! also you can watch photos of this meme and play related youtube videos.
✔ Meme+ Sounds: Play your favorite meme sounds, dozens of different meme sounds!
✔ Share anything, anywhere - Facebook, Twitter, Email or save to you device.
✔ Shake gesture - Try to shake from everywhere, you'll be surprised
✔ Retina display supported.
✔ iOS 5 fully supported!
✔ Beautiful animations and effects, and cool features to discover.
App Store - Meme+ Pro


text:
Blake Griffin and Chris Paul were heroes in Saturday's playoff win for the Clippers.
But Paul's 2-year-old son was the media darling.
While Paul was describing a pass to Griffin, he asked his son, Chris Paul Jr., to make the "Blake Face."
The youngster did a dead-on impression of the Los Angeles big man.
NBA PLAYOFFS: Clippers take a 2-1 series lead
Reid Cherner has been with USA TODAY since 1982 and written Game On! since March 2008.
He has covered everything from high schools to horse racing to the college and the pros. The only thing he likes more than his own voice is the sound of readers telling him when he's right and wrong.
Michael Hiestand has covered sports media and marketing for USA TODAY, tackling the sports biz ranging from what's behind mega-events such as the Olympics and Super Bowl to the sometimes-hidden numbers behind the sports world's bottom line.


text:
Units of Study
SPAN3612 - Spanish Level 8
Semester 2, 2011 | Credit Points: 6
Coordinator: Dr Anne Walsh
This unit is for students who wish to extend their knowledge of Spanish to an advanced level of proficiency in all kinds of communicative situations. It focuses on the use of Spanish in a variety of formal and informal contexts, using authentic materials in order to help you deepen and perfect your Spanish. Class discussion and written tasks will allow you to improve your oral and written competence in Spanish as well as your analytical and communication skills.
1x10-15 minute oral test (15%), 1xlanguage portfolio (equivalent to 2000wds) (35%), 1x2hr exam (45%), class participation (5%)
1x1-hr and 1x2-hr language class/week
SPAN3611 or SPAN3601
A timetable is not available for this session.
Please refer to the list of Units of Study on the left-hand menu to view the units on offer for the relevant academic year.
The information displayed above is indicative only as online information is subject to change without notice. The Faculty Handbook and the University of Sydney Calendar are the official legal source of information relating to study at the University of Sydney


text:
Police report arrests and incidents
By Don Pritchard
PERRYVILLE -- The Perryville Police Department has released its latest report of arrests and incidents.
Arrested were:
31-year-old Laura M. Wright of Perryville on March 30th in the 1100 block of Lottes Street on a Ste. Genevieve County warrant for traffic violations.
The following incidents were reported to police:
Identity theft on March 21st.
Someone kicked in a door at an apartment at Perryville Manor. 11 East Wichern Road on March 24th.
Theft of a controlled substance at Wal Mart on March 28th.
Theft of items from an outbuilding in the 200 block of North Walnut on March 31st.
Lost or stolen rear license plate in the 2300 block of West St. Joseph Street on April 1st.


text:
Avg.Rate: US$ 70.00 - 100.00
Rating: 0 stars
Featuring free WiFi throughout the property, ApartHotel Costa Huasco is situated in Huasco, 46 km from Vallenar. Free private parking is available on site. ApartHotel Costa Huasco also includes a terrace. devamını oku
Avg.Rate: US$ 35.00 - 67.00
Rating: 0 stars
Offering a barbecue and terrace, Hospedaje Entre Rokas is located in Huasco in the Atacama Region. Free private parking is available on site. Certain units include a seating area for your convenience. Views of the sea, garden or city are featured in certain rooms. A flat-screen TV is featured. There is a 24-hour front desk and gift shop at the property. An array of activities are offered in the area, such as cycling and hiking. The guest house also offers bike hire. devamını oku
Avg.Rate: US$ 70.00 - 150.00
Rating: 0 stars
Hosteria Huasco offers elegant rooms and self-catering bungalows in Huasco, with free Wi-Fi and free continental breakfast. Chica Beach sits just 50 metres away. Rooms here have an arty design, with colourful bedspreads, wooden floors and large windows. Each room and bungalow provides a private bathroom, cable TV and a safety deposit box. The bungalow also has a kitchen, dining area and seating area. At Hosteria Huasco you will find a garden. A laundry service is available. Grande Beach sits 500 metres away and the city of Vallenar is 46 km away. Copiapó is 191 km away and Desierto de Atacama Airport is located 230 km from Hosteria Huasco. Free parking is possible here. devamını oku
Avg.Rate: US$ 52.00 - 78.00
Rating: 0 stars
Located in the town centre of Huasco, Apart Hotel Skitniza offers accommodations 46 km west of Vallenar. Free private parking is available on site. The accommodation has a cable TV. There is a private bathroom with free toiletries in each unit. Towels are provided. Apart Hotel Skitniza also includes a terrace. Huasco is an excellent starting point to enjoy some of the main attractions in the area, including the beaches, trekking through the desert or surrounding mountains, visits to national parks and whale watching. Car hire is available at the property and the area is popular for diving and fishing. The property is 40 km from Challes National Park and 160 km from Humboldt Penguin Reserve. The town of Bahía Ingles is 170 km away. The nearest airport is Desierto de Atacama Airport, 200 km away. Santiago is 720 km away. Shuttle services can be arranged to different spots for an extra fee. devamını oku


text:
One of my photography goals this year was do to more videography. Yes, I know it's not photography it is a different genre completely.
I was out doing some long exposure photography at Sand Key Beach State Park in Clearwater and decided since I was there I would take some time and shoot some video. I was surprised on how much fun I was having at the time and how easy I got into doing it. Sometimes shooting video could be boring because your doing small shots of simple things and putting them all together later. Because this was the ocean and waves it was relaxing and enjoyable. There was a Sea Shell that you will see in this video I was lucky enough to capture that was rolling in and out with the tide and it was beautiful.
I don't know about you but the more I listen to the ocean the more calm I get. My wife and I talked about it on our cruise and she lived on the ocean when we met. You really don't understand the impact of the sounds until you spend time listening and losing yourself in it.
The video isn't perfect as I put it together quickly and I haven't done any editing on color or exposure so it's simply compression and transcode. I hope your enjoy!
All shot with Canon 5d Mark III if you would like to know more about the camera and lens combination:


text:
- Home
- Accommodation
- Services
- Specials
- Photos
- Photo Galleries
- Kangaroo Valley Videos
- Tourism
- News
- Gift Shop
- Reviews
- Contact & About
Outdoor fund for the kids
Kids love to explore Kangaroo Valley
Crystal Creek Meadows is a great for family holidays and located near interesting destinations to visit with the kids. Your hosts will provide you with recommendations, maps, refillable water bottles and picnics of local delicacies. You'll enjoy trips that will create memories to cherish forever.


text:
My response to the first prompt in the values development project begun by Libby Anne and Daniel Fincke, Forward Thinking: What does civic responsibility mean to you? Civic responsibility, for me, stems from two facts: the fact we are all human beings, and therefore morally valuable, and the fact that what we do affects other [Read More…]
Forward Thinking – What Does Civic Responsibility Mean to You?
January 20, 2013 by Leave a Comment
God Doesn't Get a Vote
October 19, 2012 by Leave a Comment
Fellow Patheos Atheist blogger Libby Anne has a great post up on whether a candidate's religion would affect her vote. Her opening almost perfectly parallels my own position: I personally feel that no, a candidates faith does not matter, but his or her values do. In other words, I don't care whether a candidate is [Read More…]


text:
Need a Thyroid Test in Pasadena, TX? Simply order online 24/7 and get a fast, affordable Thyroid Test at a lab near you (Find More Locations):
What is a Thyroid Test?
A Thyroid Test consists of lab tests to check the thyroid. People in Pasadena, TX get a Thyroid Test for general screening or at the request of a medical provider.
How much does a Thyroid Test cost?
Our Thyroid Test prices include the doctor's order that you need to get tested in Pasadena, TX, all lab fees and taxes, and a pdf copy of your results. For current prices, please CLICK HERE.
What does a Thyroid Test lab report look like?
For a popular Thyroid Test sample report, please CLICK HERE.
We are delighted to offer the Thyroid Test in Pasadena, TX.
Thyroid Test in other cities near Pasadena, TX:Alief | Barker | Baytown | Bellaire | Cypress | Houston | Hufsmith | Humble | Hunters Creek Village | Katy | La Porte | North Houston | Spring | West University Place


text:
Skype is being used by hackers to spread a "malicious worm" that infects Windows PCs and could result in computers being held to ransom.
The video chat service, owned by Microsoft, said yesterday it was "aware of this malicious activity" and warned users not to click on any "strange" or "unexpected" links.
A number of users received instant messages saying "lol is this your new profile pic?" By clicking on the link, they unwittingly downloaded a file containing Trojan horse malware.


text:
Elizabeth by Kate Gilbert
Welcome! You are browsing as a guestWould you like to see 29 projects made from this pattern and much more? create a free account What am I missing?
© Kate Gilbert
This pattern is available for $5.00 USD
buy it now or visit pattern website
buy it now or visit pattern website
(from kategilbert.com)
This elegant scarf is an Elizabethan collar, with a modern twist. Knit from the top down, its soft angora ruffles frame your face. A strand of cashmere is then worked along with the angora to add warmth and a smooth hand to the fabric. The ribbing hugs the curves of your neck, and the picot-edged flare at the bottom neatly tucks into your coat to keep out the cold. The button closure of this quick knit blends practicality with a feminine touch.
For more information, see: http://www.kategilbert.com/ms_elizabeth.html


text:
Hours & Information
Regular Office Hours
Mon-Fri 7:00 AM - 7:00 PM
Sat 8:00 AM - 5:00 PM
Sun Open 24 hours
Saturdays Walk In only 8am - 5pm. Sundays we are only open for Emergency Care. We are Open 24 hours for Emergency Care.
In an Emergency
Your emergency needs can be met right here at our hospital.
VCA Oso Creek Animal Hospital and Emergency Center provides 24 hour emergency veterinary care, 7 days a week, 365 days a year. Emergency veterinarians, veterinary technicians and/or veterinary assistants are on staff 24 hours a day.
Please call us at 361-994-1145. We are located at 7713 South Staples St. Corpus Christi, TX 78413.We provide the highest standard in veterinary emergency and critical care services. We are trained and equipped to perform a variety of emergency surgeries and procedures.
We provide the highest standards of pain management. Emergency internal medicine consultations, including full diagnostics, are available.
Please call or come in immediately if you feel your pet is having an emergency or needs after-hours care.
Surgery Drop Off Hours
When your pet is scheduled for a surgery, you must bring your pet to the hospital ahead of the actual appointment time. The hospital is opened for drop offs between 7:30 am and 8 am.
Boarding Drop Off Hours
Our boarding facility is open Monday - Friday from 7:30 am to 6 pm and on Saturdays from 7:30 am to 3 pm. You will need a reservation for boarding.
Grooming Drop Off Hours
When your pet is scheduled for grooming, you must bring your pet to the hospital ahead of the actual appointment time. The grooming facility is opened for drop offs between 7:30 am and 9 am.


text:
।।ॐ श्री रामचन्द्राय नमः।।
।।ॐ श्री महावीराय हनुमते नमः।।
Dear Devotees,
Greetings! Tomorrow is Hanumat-jayanti. Rama-bhakta Anjaneya Hanuman is the greatest exemplar of Daasya Bhakti to the Lord.
He is an abiding source of ever-fresh inspiration, the ideal Hero for emulation, the repository of all desirable qualities anyone may aspire for!
Strength, wisdom, fearlessness and seva personifed is Hanumanji – the Mahaveera!
We bring you today meditation upon and salutations to Maruti, prayer to Him, His anga-pooja and Ashtottara-shata-namavalih – both in .pdf and .mp3 audio files, for you to adore Hanuman.
We also bring you the Hanumat-kavacha-stotram, praying to the Lord for protection from all difficult situations and afflictions in both .pdf and .mp3 audio formats.
May Hanuman, the सकल-गुण-निधानः , the बुद्धिमतां वरिष्ठः bless us with Intellect, strength, gift of speech, fearlessness, glory, healthy body-mind, absence of sloth,and steadfast-enthusiasm, is our prayer for the day!
AVT Jaipur
004 Hanumad-Anga-pooja.pdf 005-Sri-Hanumad-angapooja.mp3
006 Sri Hanumad-ashtottara-shata-namavalih.pdf 007-Sri-Hanumad-ashtottara-shata-namavalih.mp3
008 Sri Hanumat-kavacham.pdf 009-Sri-Hanumat-kavacham.mp3