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Successfully addressing student diversity in public schools is no more about numbers for numbers’ sake than it is about diversity for diversity’s sake.
Meaningful strategies will, rather, focus on leveraging and enhancing existing diversity among students as part of the enterprise -- working to promote academic and educational outcomes that school district leaders seek through programmatic efforts inside and outside of the classroom.
We have co-authored a policy guide, to provide school boards, district leaders and staff, community leaders, and parents practical guidance on policy issues associated with student diversity.
It is designed to help you frame conversations around diversity, with a particular emphasis on education policy development and community engagement, so that you can help your district meet its educational goals.
Moreover, I can tell jokes and stand in front of an audience and give a speech.
We must ensure we are paying attention to a resource that is a given in many districts -- the diversity of the student population -- and capitalize on this resource to enhance learning, achievement, and success. Part of that investment must include a focus on current resources and ways we can leverage those resources to benefit all students. Challenges abound -- ranging from our ability to educate students with the knowledge and skills required of a 21st century workforce to the ongoing challenges of budgets and the need to “do more with less.” Amplifying our collective national challenge is a demographic reality: Significantly larger segments of our emerging workforce will come in future years from low-income and racial and ethnic groups that often have been the least well-served by our schools. As a nation, we have clear national and nonpartisan agreement that education plays a critical role in ensuring that we produce citizens who can meet the challenges facing our nation -- and that we must invest, and invest wisely, for those aims to be achieved.Student diversity—then and now In the two decades following 1954’s school districts focused on curing problems of the past, acting to end legally imposed segregation of students on the basis of race.Federal courts consistently held that the districts’ remedial interest -- remedying the present effects of past discrimination -- could justify these race-conscious considerations in appropriate circumstances.The most intensive period of school desegregation occurred from 1968 to 1972. Supreme Court cases established scope and time limitations for these remedial policies.