James L. Moore III All across America, many professionals - educators, counselors, administrators, researchers, and policy makers - share the view point that the nation's public educational system has a responsibility to ensure that all students are equipped to enter the ever-evolving global and technological workforce (Aspen Institute, 2002; Carnevale & Desrochers, 2003; Employment Policy Foundation, 2001). The importance of public schools to the economic prosperity for this nation and its citizens is, of course, an important issue (Southern Education Foundation, 1995, 1999, 2002a, 2002b). Unfortunately, current national statistics in education suggest that public education is not meeting the needs of all student populations (College Board, 1997, 1999; U.S. Department of Education, 2000a, 2000b). As a result, a number of national as well as state educational policies have emerged in recent years to reform public elementary, middle, and secondary schools (U.S. Department of Education, 2002). Contemporary educational policies reflect desperate measures to improve educational outcomes for all students in American schools, particularly for students of color. The main thrust of these educational reforms is to "raise the bar" for student achievement, while holding public schools accountable. Too often, students of color, such as African Americans and Latinos, find
The High School Journal – University of North Carolina Press
Published: May 11, 2003
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