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Objectives: The question of a declining non‐Hispanic white (NHW) population has sparked debate in the United States. In examining this question, three bodies of research have emerged. One group reports that the decline is real, a second argues that it is an illusion, and the third provides evidence that the decline is concentrated within socio‐economic segments of the NHW population. We use the third groups' insight as the starting point for our research objective. Methods: In conjunction with data from Census Bureau sources, we use a series of Regression Models in this inquiry. Results: Our results show that the decline of the NHW population is real and related to factors embedded in the institutional anomie theory (IAT) framework. Conclusions: We conclude that the IAT framework is a suitable approach for examining the question of NHW population decline. However, we suggest that future research consider refining our approach by: (1) using sub‐state areas as the units of analyses; (2) examining changes in the NHW population relative to lagged changes in the IAT framework at both the state and sub‐state levels; (3) placing our framework into an "algorithmic modeling approach" that employs machine learning; and (4) developing anomie predictors. [ABSTRACT FROM AUTHOR]

In 1878, Charles Howard walked into the El Paso law office of Louis Cardis and shot him dead as Cardis was dictating a letter. Shortly thereafter Howard turned himself in to the local sheriff, and was later exonerated of all wrongdoing.Though Howard was eventually to pay with his own life for this act of violence, the events before and after his shooting Louis Cardis highlight the extent to which racial stratification affected all social institutions in the small town of Fabens, Texas. This paper explores, at a descriptive level, one such relationship—that between racial stratification and the educational system. In our analysis we use historical materials as well as data from a 1969 community survey of Fabens’s in describing how racial stratification originated, evolved, and maintained a rigid system of inequality in the community. We then examine the “effect” racial stratification had on the educational system by describing the views parents, students, and teachers had about one another and about schooling. Our analysis shows clearly how racial stratification relegated Mexican Americans to the lower rung of society in Fabens, and negatively affected their education.

Paradigms are important. Since the early part of the 20th century, a corporatist paradigm has influenced education policy and structure. A corporatist view is based on two assumptions: Schools are like businesses; therefore, sound business practices will improve schools. Another paradigm that has received only minimal attention in formulating education policy in the United States is a community paradigm, which envisions education as a comprehensive endeavor and the integration of students into the larger social system as the paramount goal. Both paradigms have views about the social good, and in my article, I attempt to outline each paradigm, its assumptions, and its potential impact on schooling in the United States.

In this article, the author examined the AG by noting that the NAEP reported math scores among 17-year-olds is upwardly biased when compared with the scores of this same cohort 4 years earlier when they were 13 years old. It is upwardly biased because an important event happens over the 4-year period between 8th and 12th grade--a large percentage of students leave school without graduating, and they tend to be the poorest performing students. The analyses indicate that there is indeed a considerable amount of bias in these test scores, for all three ethnic-racial groups and thus for the reported achievement gaps. There are two conclusions to be drawn from the analysis. First, it is inappropriate to compare the eighth-grade scores with those that occur 4 years later when they were 17 year old. Over the 4-year period, the population of high school students has changed as a result of significant events, such as dropout rates. These rates are especially significant among Black and Hispanic students. Second, because of such bias, the achievement gap, as reported, is misleading and adjustments need to be made if we are to get an accurate portrait of student achievement and the achievement gap. (Contains 3 notes, 4 figures, and 5 tables.)

Education serves many valuable social functions. Among these functions are the development of skills among students that can be used later in the labor market, the passing of societal history and culture from one generation to the next, and the inculcation of important societal norms and values so students have the opportunity of becoming knowledgeable participants in the larger social system. The education system is society's primary socializing agent in attempting to integrate children into the larger social system. In many societies, the effectiveness of education as a socializing agent has been an issue, especially in those social systems characterized by substantial diversity. One diversity issue that places a significant amount of stress on the socializing and integrating function of education is immigrant status. The case of the Turkish population in Germany provides an excellent opportunity to study the integration effects of education because they have a relatively recent history in Germany. In addition, data are available to see how well the Turkish population is embedded in the larger social system and explore the specific role played by the German educational system in their integration. The purpose of this paper is to examine the relationship between education and one dimension of integration: homeland identity. The authors examine, at a very fundamental level, the role education has taken in integrating Turks in Germany. In examining this relationship, the authors look at one measure of integration (homeland identity) among a sample of Turks who were educated in Turkey or in Germany. Results from the analysis indicate that Turks are not well integrated, and such lack of full integration leads to some ambiguity about homeland identity, particularly among Turks educated in Germany. While there is a small likelihood that Turks educated in Germany will identify with Germany rather than Turkey, there is no consistent consensus or dependency among this group in their views. The latter finding suggests some variability in the hold the community has on Turkish homeland identity. (Contains 5 figures, 2 tables and 11 notes.)

Since its inception, America's system of public education has faced many challenges. One of its more important challenges has been how to teach children from diverse backgrounds and cultures. As a society that prides itself on a democratic ideology, cultural diversity and schooling are not trivial issues. One of the more significant diversity topics has been the presence of English-language learners (ELL) in American public schools. This article introduces the topic of ELL students and the education and education-related issues surrounding ELL students. For researchers and policy makers deeply steeped in the issues surrounding ELL students, the issues and concerns raised in this article are familiar. However, for the vast majority of other researchers and policy makers, these issues are not familiar and may have important impact on their own research agendas. (Contains 1 figure and 11 notes.)

Examines the implications zero-tolerance policies have in public schools, especially in regard to race/ethnicity and social class relations, suggesting that such policies are neither effective, child centered, nor equitable and may exacerbate inappropriate student behavior and disproportionately sanction ethnic/racial minorities. Recommends that zero-tolerance policies should be reasonable, equitable, and understanding and should offer alternatives to expulsion and suspension. (Contains references.) (SM)

Describes a program undertaken by the New Jersey Education Association in partnership with the National Education Association to make three urban schools safer, the "Schools as Fear-Free Education Zones" (S.A.F.E.). Data are not yet available about program success, but early collaboration appears promising. (SLD)

Reviews and critiques some of the more prominent school-safety databases. Develops a framework for collecting safe-schools indicators by merging the safe-school framework of the National Education Association with a social-indicators model. Provides recommendations for annual data collection, publication, and dissemination. (SLD)

Reviews the literature on quality schools and safe schools, and proposes two testable hypotheses: (1) the greater the school quality, the fewer the school crimes; and (2) the greater the school quality, the more safe-schools components are in place. Supports both hypotheses with examples. (SLD)

Introduces this special issue on safe schools. Two articles concentrate on educational theory related to safe schools, and two articles discuss the analysis of data about school safety. The final three articles describe the activities of three safe-school programs. (SLD)

Develops and estimates a causal model describing the relationship between bureaucracy, legitimacy, and community as predictors of teachers' job satisfaction, using data from a national survey of National Education Association teacher members. Bureaucracy has important effects on community via legitimacy. Legitimacy has greater effects than bureaucracy on community, which itself enhances job satisfaction. (64 references) (MLH)

Over the past two years, the KEYS (Keys to Excellence in Your School) project research team, in concert with National Education Association (NEA) leaders, members, and advisors, has completed many important tasks in improving the quality of public education by disseminating information, lobbying for quality education, and refining the original KEYS instrument and study. (SM)

In an effort to recruit and retain Hispanic students in higher education, some policymakers are advocating a program using Hispanic faculty as role models. It is argued that, as currently conceived, such programs cannot be successful, and that the ideological and structural factors in academe that relegate Hispanic faculty to second-class status must be addressed first. (Author/MSE)

Examines earnings differentials between male and female teachers, using data from the 1987 Schools and Staffing Survey by the U.S. Department of Education. The estimated cost of being a female teacher is 5% in annual contract salary. In the female-dominated teaching profession, despite regulated pay scales and other structures to ensure pay equity, women appear to experience wage discrimination. (42 references) (MLH)

This paper examines the economic status of black, Mexican American, and non-Hispanic white male full-time year-round workers from 1972 to 1987. Data are from the 1973, 1978, 1983, and 1988 March Current Population Surveys. The analysis suggests that non-Hispanic white male workers realize greater marginal returns to their human capital than either black or Mexican American workers in all years (1972 to 1987) covered in this study, and that, though the earnings gap has narrowed in the period covered, substantial earnings differences persist and do not mirror the narrowing in human capital among the three ethnic/racial groups. The findings also indicate that the cost of being a black worker is substantially greater than that of being a Mexican American worker.

From a random sample of 14,596 White males aged 25-64, earnings of those who were employed full time, year round were analyzed. Results show that overeducated workers--those with educational attainments substantially above the mean for their occupations--often earn less than their adequately educated and undereducated counterparts. (SK)