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Introduction

Introduction All across America, many professionals - edu- cators, 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 edu- cation suggest that public education is not James L. Moore III 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 des- perate measures to improve educational out- comes for all students in American schools, par- ticularly 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

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Publisher
University of North Carolina Press
Copyright
Copyright © 2003 The University of North Carolina Press.
ISSN
1534-5157

Abstract

All across America, many professionals - edu- cators, 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 edu- cation suggest that public education is not James L. Moore III 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 des- perate measures to improve educational out- comes for all students in American schools, par- ticularly 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

Journal

The High School JournalUniversity of North Carolina Press

Published: Nov 5, 2003

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