Richard Lofton // Posts tagged as "Richard Lofton"
NEW Community Research Project, Nobody Asked Me Campaign, Highlights Students’ Voices and Experience to Build a Pathway of Promise
The Nobody Asked Me Campaign is a community research project that seeks to highlight and empower students, families, and community members and their experiences living within Baltimore City, Maryland. The project centers community voices to strengthen Baltimore City Public Schools in hopes of ensuring students will receive a “thorough and efficient” education, and that they […]
A Call to Action: Generating Strategies that Promote Nurturing, Justice, and Equitable Environments in Baltimore
By Richard Lofton, Jr. In the 19th century, Daniel Coker, William Lively, William Watkins, and Father James Hector Nicholas Jourbert de la Muraille and the Oblate Sisters of Providence provided nurturing educational environments for Black Maryland residents through Sabbath and Day Schools that aimed to acknowledge and support the “whole person” (Gardner, 1976). At that […]
Delineating the “duplicity of equality” in academic placement for African American families
The Duplicity of Equality: An Analysis of Academic Placement in a Racially Diverse School and a Black Community is the latest study by researcher and associate professor Richard Lofton, Jr., of the Center for Social Organization of Schools at the Johns Hopkins University School of Education. This study explores how African American parents come to […]
Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community
Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community Richard Lofton and James Earl Davis The Journal of Negro Education Summer 2015 Vol. 84, No. 3, Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success (Guest Editors: Nadine Finigan-Carr and Yolanda Abel) (Summer […]
Boundary Crossing for Diversity, Equity and Achievement: Inter-District School Desegregation and Educational Opportunity
BOUNDARY CROSSING FOR DIVERSITY, EQUITY AND ACHIEVEMENT: INTERDISTRICT SCHOOL DESEGREGATION AND EDUCATIONAL OPPORTUNITY By Amy Stuart Wells, Bianca J. Baldridge, Jacquelyn Duran, Courtney Grzesikowski, Richard Lofton, Allison Roda, Miya Warner and Terrenda White CHARLES HAMILTON HOUSTON INSTITUTE FOR RACE AND JUSTICE • REPORT • NOVEMBER 2009 School district boundaries shape children’s educational opportunities in countless ways. Living on one side of a district boundary line or the other can dictate whether a student has access to challenging curriculum, well-prepared teachers, decent facilities, high expectations, non-poor peers, and a […]
Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts
Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts Final Report to the Long Island Index July, 2009 Teachers College, Columbia University Center for Understanding Race and Education (CURE) Amy Stuart Wells, Principal Investigator Bianca Baldridge, Jacquelyn Duran, Richard Lofton, Allison Roda, Miya Warner, Terrenda White & Courtney Grzesikowski, Research […]
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[REPORT] Using Chronic Absence to Map Interrupted Schooling, Instructional Loss, and Educational Inequity
National Analysis Shows Students Experiencing Chronic Absence Prior...
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NEW Community Research Project, Nobody Asked Me Campaign, Highlights Students’ Voices and Experience to Build a Pathway of Promise
The Nobody Asked Me Campaign is a community...
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Can Dropout Factory Researcher Save COVID Generation?
THIS WEEK IN EDUCATION with EJ Carrion...
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