Suchergebnisse

Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of Black families' efforts to prepare their children to face the inequities and injustices they experience in the U.S. In this article, we discuss Black families' engagement in their children's education amid threats through racial socialization research aimed at developing and validating Black children's perspectives, experiences, and realities in Black identity to promote their positive social-emotional and psychological development. Black families must know how to cultivate their child's healthy self-identity, voice, and agency, along with academic achievement. Schools should learn from these practices. Schools that choose to ignore these concepts will continue contributing to trauma and violence against Black children and maintain deficit-oriented views. The article includes examples and implications for teaching and supporting the well-being of Black children, and concludes with practical ideas that educators can learn from and integrate into their practices.

"The empirical relevance of models of competitive storage arbitrage in explaining commodity price behavior has been seriously challenged in a series of pathbreaking papers by Deaton and Laroque (1992, 1995, 1996). Here we address their major criticism, that the model is in general unable to explain the degree of serial correlation observed in prices of twelve major commodities. First, we present a simple numerical version of their model which, contrary to Deaton and Laroque (1992), can generate the high levels of serial correlation observed in commodity prices, if it is parameterized to generate realistic levels of price variation. Then, after estimating the Deaton and Laroque (1995, 1996) model using their data set, model specification and econometric approach, we show that use of a much finer grid to approximate the equilibrium price function yields quite different estimates for most commodities. Results are obtained for coffee, copper, jute, maize, palm oil, sugar and tin that support the specifications of the storage model with positive constant marginal storage cost and no deterioration as in Gustafson (1958a). Consumption demand has low response to price and, except for sugar, there are infrequent stockouts. Observed magnitudes of serial correlation of price match those implied by the estimated model." [author's abstract]

This report investigates communication and data sharing between K-12 and community colleges to identify best practices. This wide-ranging topic encompassed many efforts that impact student recruitment, retention and success in their postsecondary education. To prioritize the most pressing issues, this report focuses on recent system-wide findings and recommendations. In 2016, the Virginia General Assembly directed the Joint Legislative Audit and Review Commission (JLARC) to review the VCCS, a process that had not been done since 1991. The JLARC report in 2017 stated that a relatively low percentage of community college students obtain a degree or credential (39 percent). In addition to the JLARC report on student success findings among Virginia's Community Colleges, community colleges do not consistently ensure the quality of dual enrollment courses. To meet the JLARC report's call to action, strong communication and data sharing between Virginia's Community Colleges and their K-12 partners is essential. Through background literature research, surveys and interviews with key stakeholders, this report identifies current practices in data sharing and communication, including successes and shortcomings. Recommendations will provide concrete steps to improve communications and data sharing between Virginia's Community Colleges and their K-12 partners.