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African American Educators’ Ideas and Practices for Increasing High School Graduation Rates, 1920–1940

African American Educators’ Ideas and Practices for Increasing High School Graduation Rates,... Abstract: This study explores African American educators’ ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both discussed and engaged in rhetoric around high school completion. The study finds that African American educators primarily advocated for institutional adjustments when discussing ways to increase high school completion. Specifically, African American educators overwhelmingly encouraged schools and teachers to adjust the school day, differentiate the curriculum, and restructure guidance programs to address high school completion concerns. However, the author finds that high school completion did not exist as an isolated educational concern. Instead, the data indicate that African American educators viewed high school completion as part of a long-term strategy for racial uplift and economic advancement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

African American Educators’ Ideas and Practices for Increasing High School Graduation Rates, 1920–1940

Juergensen, Miyoshi B.
The High School Journal , Volume 99 (1) – Nov 12, 2015
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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: This study explores African American educators’ ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both discussed and engaged in rhetoric around high school completion. The study finds that African American educators primarily advocated for institutional adjustments when discussing ways to increase high school completion. Specifically, African American educators overwhelmingly encouraged schools and teachers to adjust the school day, differentiate the curriculum, and restructure guidance programs to address high school completion concerns. However, the author finds that high school completion did not exist as an isolated educational concern. Instead, the data indicate that African American educators viewed high school completion as part of a long-term strategy for racial uplift and economic advancement.

Journal

The High School Journal – University of North Carolina Press

Published: Nov 12, 2015

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