Urban Education

Data from interviews with 475 parents (and 84 nonparent controls) of students attending a multiracial/ethnic high school in a major southwestern city were used to test hypotheses about parental school communication. Grunig's situational involvement theory of communication was supported. Passive and active forms of communication were largely explained by the extent to which parents recognized problems at the school, were involved with the problems, and felt constrained from acting effectivety in relation to the problems regardless of racial-ethnic background. Still, the major groups differed in anticipated ways concerning amount of communication, doubtlessly based on historical-cultural experiences.

This study examined local politics, economics, and other factors contributing to the results of 1987and 1992 tax elections in a Louisiana city-parish. The purpose of the study was to explain conditions of voter support for millages to fund educational and community enhancement programs in the city of Baton Rouge and East Baton Rouge parish. The research design was to employ separate examinations of tax referenda on parish election ballots in 1987and 1992. Urban voters appreciated distinctions among tax and expenditure referenda. Developmental policies were favored by voters in all precincts. Redistributive policies were preferred in precincts with high percentages of Black and normal Democratic voters, such as those located in the inner city.

This study seeks reasons for dropout from an urban basic education program for paraprofessional health care workers in which the retention rate was 47%. Demographics, students' perceptions of the program, and reasons given by dropouts for early departure were compared across four groups: Completers, Non-Completers, Leavers, and Non-Attenders, the last two of which are often overlooked in the literature. The groups differed significantly in terms of previous college experience, attainment of education goal, judgment of instructional level, and perceived usefulness of instructional materials. The Non-Completers and Leavers stated similar reasons for early departure, except where family matters were concerned.

Research shows that the distribution of grades among students remains constant in all grade levels even though a large percentage of students drop out each year The result is a depression of grades so that a typical sophomore may have more than a full letter drop in grade average. Studies also indicate that students with the lowest grades display the highest degree of dissatisfaction. As one group of students with low grades/high dissatisfaction drops out, it is replaced by a succession of newly created low grade/high dissatisfaction groups from stuents who were formerly more successful In this article the author explores the possibility that academic success may be dependent on factors often overlooked in reform efforts.

Gifted Black students face many barriers to achievement and motivation, including social, cultural, and psychological constraints. This article addresses the concept of underachievement among gifted Black students by appraising definitions of "gifted" and "underachievement, " and by exploring barriers to achievement. This discussion also focuses on a study that explored how perceptions and beliefs contribute to or exacerbate underachievement among even the most capable Black learners. Finally, the authors offer recommendations for promoting contemporary and appropriate definitions and identification practices so that Black students will become fully represented in programs for the gifted.