• Journal Article

Research on Effective Instruction for At-Risk Students: Implications for the St. Louis Public Schools: The Role of Social Science in School Desegregation Efforts: The St. Louis Example

Citation

Stringfield, S. (1997). Research on Effective Instruction for At-Risk Students: Implications for the St. Louis Public Schools: The Role of Social Science in School Desegregation Efforts: The St. Louis Example. Journal of Negro Education, 66(3), 258-288.

Abstract

This report provided the U.S. District Court hearing the Liddell case in 1996 with a detailed review of research on promising programs, reform designs, and school components that have been found to support or enhance achievement among historically disadvantaged young Americans. Data on various programs that have been implemented as part of the ongoing St. Louis, Missouri, desegregation case are examined, as are the reasons why several of these no-doubt well-intended efforts may not have produced the desired results. Specific steps are proposed for improving the academic achievements and other educational outcomes of St. Louis's African American students