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Citation:

James, D. W., Jurich, S., & Estes, S. (2001). Raising minority academic achievement: A compendium of education programs and practices. Washington, DC: American Youth Policy Forum. http://www.aypf.org/publicatons/index.html.

Annotation:
This synthesis and compendium of reports are the result of a 22-month effort to identify, summarize, and analyze evaluations of school and youth programs that show gains for minority youth across a broad range of academic achievement indicators, from early childhood through advanced post-secondary level. As a whole, these evaluation studies suggest that the Ògaps in overall minority student achievement are still large and although most reported achievement gains are small, these programs have proven there is every possibility of succeeding in raising achievement for all.Ó The 38 evaluations included used sound methodology and measurable academic achievement data on racial and ethnic minorities and were subjected to an expert internal and external review process. Family involvement was one of the most frequent strategies mentioned to address minority academic achievement. The studies report on activities geared toward improving communication with families and involving them with programs. It aims to inform policy making and funding decisions and to provide information that researchers, practitioners, families, community members, and young people can use to design, implement, and evaluate effective practices in raising minority academic achievement. The school initiatives included in these reports provide concrete examples of efforts to increase achievement of minority youth. No magic bullet emerges, but the authors recommend a comprehensive set of 10 strategies that practitioners can implement to improve minority academic achievement based on the results of the evaluation reports.