The average grade point average for all students in the district was 2.4; for white students it was 2.7; for Asian- American students, 2.4. The average grade point average for African-American students was 1.8. While African Americans made up 53% of student population, they represented 80% of suspensions and 71% of students labeled as special needs. Against the backdrop of this dismal picture of school failure, the above-average performance of African-American students at the Prescott Elementary School caught the attention of members of the task force.
Table of Contents
- The Real Ebonics Debate
- An Introduction from The Guest Editors
- I 'on Know why They be Trippin
- Ebonics and Culturally Responsive Instruction
- Black English/Ebonics
- If Ebonics Isn't a Language, Then Tell Me, What Is?
- Holding On To A Language of Our Own
- What is Black English? What is Ebonics?
- If Black English Isn't a Language, Then Tell Me, What Is?
- Embracing Ebonics and Teaching Standard English
- Literature from Children's Roots
- First and Second title both empty, Update me!
- Teaching Teachers About Black Communications
- Removing the Mask
- The Oakland Ebonics Resolution
- Recommendations of the Task Force on Educating African-American Students
- What is the Standard English Proficiency Program?
- Oakland Superintendent Responds to Critics of the Ebonics Policy
- Linguistic Society of America's Resolution on Ebonics
- Opening Pandora's Box
- An Oakland Student Speaks Out
- Official Language; Unofficial Reality
- Black English
Rethinking Bilingual Education is an exciting new collection of articles about bringing students’ home languages into our classrooms.
For almost two decades, teachers have looked to Reading, Writing, and Rising Up as a trusted text to integrate social justice teaching in language arts classrooms.
This new and expanded edition collects the best articles dealing with race and culture in the classroom that have appeared in Rethinking Schools magazine.