Chance W. Lewis

African Americans in Community Colleges: A Review of Research Reported in the Community College Journal of Research and Practice: 1990-2000.

This article reports the results of a review of research published in the Community College Journal of Research and Practice from 1990-2000 regarding the African-American experience in community colleges. The authors found three major themes related to articles published over the 10-year period: (a) environmental factors related to student success, (b) the need for faculty diversity, and (c) race and community college administration. The authors found that more research needs to be done to understand and improve the African-American experience in community colleges.

NAMING THE OTHER: HOW DOMINANT CULTURE PRIVILEGE AND ASSIMILATION AFFECT SELECTED UNDERREPRESENTED POPULATIONS AT THE COMMUNITY COLLEGE

In this article we report on our review of articles published in the Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding certain underrepresented populations. Using the data and perspectives provided by CCJRP contributors, we show how dominant culture privilege and assimilation characterize various aspects of community college culture. We also identify specific problems noted by CCJRP contributors and describe their recommendations to counter the marginalization and underrepresentation of selected racial, ethnic, and cultural minorities on campus.

The Effects of Block Scheduling on High School Academic Achievement

The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex postfacto, longitudinal research design. Specifically, student scores from 9thand 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures consisted of Levels tests and ACT exams in mathematics and reading. Statistical analyses of student gain scores included main effects of scheduling type, gender, and ethnicity as well as interaction effects for these independent variables. Results indicate that students in 4 X 4 block scheduling had greater gain scores in reading and mathematics than did students in both traditional scheduling and A/B block scheduling.

African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment

The No Child Left Behind (NCLB) federal legislation has dramatically changed the way schools and school districts measure educational attainment for all students. In this article, the researchers examine whether African Americans have progressed or digressed in their educational attainment five years after the implementation of NCLB. To provide a clear picture on the status of educational attainment for African American K?12 public school students across the United States, an analysis of data from the National Assessment of Educational Progress (NAEP) was utilized. This analysis was grounded in the theory of structural inequality. Finally, recommendations to K?12 educational practitioners along with education policy makers and funding agencies are discussed.

Colorado's Voucher Legislation and the Consequences for Community Colleges.

In this article, the authors examine the new voucher program used to subsidize undergraduate education at Colorado community colleges and four-year institutions. The authors explain the voucher program and discuss the fiscal and policy conditions that led to its adoption. This baseline account of the voucher program and the underlying conditions leading to its enactment provides a foundation for further community college research concerning open access, the comprehensive mission, student participation, and organizational culture.