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Thursday, July 16, 2020 | History

2 edition of Evaluation of the excellence in cities/ethnic minority achievement grant (EIC/EMAG) pilot project found in the catalog.

Evaluation of the excellence in cities/ethnic minority achievement grant (EIC/EMAG) pilot project

Cunningham, Mark (Researcher)

Evaluation of the excellence in cities/ethnic minority achievement grant (EIC/EMAG) pilot project

by Cunningham, Mark (Researcher)

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  • 37 Currently reading

Published by Department for Education and Skills in Nottingham .
Written in English


Edition Notes

StatementMark Cunningham, Joana Lopes ... [et al.].
SeriesResearch briefs -- RB583
ContributionsLopes, Joana., Great Britain. Department for Education and Skills.
ID Numbers
Open LibraryOL16227132M

Nicole Cooke, assistant professor in the iSchool at the University of Illinois at Urbana-Champaign, is the recipient of the American Library Association (ALA) Achievement in Library Diversity Research Award. As part of its ongoing support of the propagation of library-based diversity research, the Diversity Research Grants Advisory Committee, a subcommittee of the ALA Council Committee on. In sociology, a minority group refers to a category of people who experience relative disadvantage as compared to members of a dominant social group. Minority group membership is typically based on differences in observable characteristics or practices, such as: ethnicity (ethnic minority), race (racial minority), religion (religious minority), sexual orientation (sexual minority), or disability.

Ten Innovative Solutions for Closing the Achievement Gap. Here are ten innovative solutions Americans—whether it’s the government, educators, colleges, activists, or just ordinary concerned citizens—are taking to promote educational equity in this country: D.C. invested $20M in minority . Considerable attention has been paid to the academic achievements of Asian Americans because there is convergent evidence that this population has attained high educational mobility. In trying to explain the achievement patterns, researchers have largely limited their investigations to one of two contrasting hypotheses involving (a) hereditary differences in intelligence between Asians and.

The U.S. Department of Education’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Integral to furthering that mission is supporting efforts to create diverse and .   The fact that only a small number of minorities serve as faculty members in the nation's medical schools is cause for serious concern. While the United States has become more diverse, with African Americans, Hispanics, and Native Americans comprising 25% of the total population, minority faculty in predominately white medical schools make up only % of all faculty (). 1 Although there .


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Evaluation of the excellence in cities/ethnic minority achievement grant (EIC/EMAG) pilot project by Cunningham, Mark (Researcher) Download PDF EPUB FB2

Grant Ethnic Minority Achievement Grant (EMAG) Purpose 1. The Ethnic Minority Achievement Grant (EMAG) is a ring fenced grant allocated on a needs based formula to all Local Authorities.

The grant has two purposes: (i) it allows LA strategic managers and schools to bring about whole school change in narrowing achievement gaps for Black and. This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving.

The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic Cited by: Richardson, R.

() The future of multi-ethnic Britain—education, equity and the Ethnic Minority Achievement Grant, paper presented to the Language Development in Multicultural Schools (LDMS.

The Excellence in Cities (EiC) policy was launched in with the aim of improving the attainment of all pupils in disadvantaged urban areas.

Further Phases were launched in andby when EiC covered about a third of the secondary schools in England and over 60 per cent of the minority ethnic pupils in England attended schools in EiC by: 6.

This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving.

The article. Ethnic Minority Achievement Grant include data that support the same general trends. In one especially large metropolitan authority, for example, 28 per cent of African-Caribbean girls attained five.

INEQUALITY AND ACHIEVEMENT. The concentration of minority students in high-minority schools facilitates inequality. Nearly two-thirds of “minority” students attend predominantly minority schools, and one-third of black students attend intensely segregated schools (90% or more minority enrollment), most of which are in central cities (Schofield,p.

External factors Lawson and Garrod defined ethnic group as people who share common history, language, religion and customs. They often see themselves as a distinct unit within a wider society. Evidence from government statistics show that white and Asians on average to better than Black pupils.

However there are significant differences within the Asian subculture. Cutting services like the ethnic minority achievement grant will disadvantage the most vulnerable pupils, writes Emma Jones Emma Jones Fri 14.

Efforts by individual schools are outlined in Model Strategies for Ethnic Minority Recruitment, Retention and Training in Higher Education, which was published in May by the APA Office of Ethnic Minority Affairs (APA, ).

This document details 13 model strategies to enhance recruitment and retention of ethnic minority students and faculty. General Mills Twin Cities Grant Program.

These grants focus on the communities in the Twin Cities area and their surrounding areas (up to 50 miles from the General Mills facility in each community) in the areas of youth nutrition and fitness, social services, education, and arts and culture. To what extent do home background and cultural factors explain ethnic differences in educational achievement.

Indian and Chinese families have higher levels of Parental control and expectation Strand’s ()’s analysis of data from the Longitudinal Study of Young People found that Indian students are the ethnic group most likely to complete homework five evenings. Ethnic Minority Achievement Grant funding, from /12, and incorporate it into the Dedicated Schools Grant has given schools complete decision-making power over the uses to which the proportion of the Dedicated Schools Grant, comprised of the former Ethnic Minority Achievement Grant.

wide range of diverse ethnic groups. As disparities in educational opportunities and outcomes among ethnic groups continue to grow, the resulting achievement gap has reached crisis proportions.

Multicultural education is integral to improving the academic success of. The issue explained: Ethnic Minority Achievement Grant (EMAG) Tuesday October 18am, The Times.

Tuesday October 18am, The Times. What is it. Minority ethnic pupils and excellence in cities: Final report ii than five per cent of pupils consisted of those from Indian backgrounds.

This was also the largest single group in Phase 3 areas, where five per cent of pupils were from Pakistani backgrounds and in total 27 per cent of pupils were from minority ethnic backgrounds.

Joseph E. Trimble, a distinguished university professor and professor of psychology at Western Washington University, is a president’s professor at the Center for Alaska Native Health Research at the University of Alaska has written over publications on multicultural topics in psychology, including 19 books.

Trimble’s excellence in teaching and research awards for his work. The Encyclopedia of Applied Developmental Science is an important and timely contribution to this burgeoning field. This four-volume set is the authoritative source that encompasses the entire range of concepts and topics involved in the study of applied developmental science.

Its contents and levels have broad appeal for those interested in how the application of knowledge about. This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving.

The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government's policies relating to minority ethnic. In AprilLee received a Lifetime Achievement Award from the Association for Asian American Studies for her outstanding and lifelong contribution to the field of Asian American studies.

InLee earned the Ruth Christie Award for Excellence in Teaching, Department of. The ruling, Grant writes, "sealed the fate of cities in the North. Arguably, more than any other single factor, the Detroit ruling ensured that black and poor children in cities like Syracuse would continue to be segregated" (p.

). Despite the recent changes in Wake County, Grant's book ends with hope. consider the complexity and subtlety of racisms experienced by ‘successful’ minority ethnic pupils. This timely and authoritative book contributes to the ongoing debates about levels of achievement among minority ethnic pupils and is an essential book for all researchers, students, education professionals and policy-makers.margins of the school reform debate: low income, inner-city, minority, immigrant and English-language learners.

n. Policy Research and Evaluation To measure and understand student achievement gaps and policies devised to close them. n Strategic communications To convey research findings, increase public understanding and support.