Expert on Public Education in America
Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. He holds tenured faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development at NYU. He also serves as an affiliated faculty member in NYU’s Department of Sociology. Noguera is the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings. He is the author of 10 books and over 150 articles and monographs. His books include: City Schools and the American Dream, Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools, The Trouble With Black Boys…and Other Reflections on Race, Equity and the Future of Public Education, and Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap with A. Wade Boykin. His most recent book is Excellence Through Equity with Alan Blankstein.
Challenging Racial Inequality in Our Schools
As a leading urban sociologist, Noguera examines how schools are influenced by social and economic conditions in the urban environment. What are the challenges they face in providing safe, academically rewarding environments? What is the state of race relations, racial inequality? What is the role of diversity? What is the impact of violence, parents, and school vouchers? What factors promote student achievement? Which detract from it? What is the impact of immigration and migration? A realistic, hopeful speaker, Noguera shows you the hurdles we face in providing equal education to all—and then unveils the solutions that are already working to overcome them.
Creating Conditions for Academic Excellence: What it Takes to Leave No Child Behind
In this talk, America's leading expert on public education tackles the growing issue of the academic achievement gap in American schools, giving examples of failed policy strategies as well as successful ones to break down why our education system is failing, and how we can fix it. To build a school system where no child is left behind, we must focus on creating schools where a child's race or social class is no longer a predictor for their performance. Why is the growing achievement gap between the best schools and the worst ones a glaring societal problem? What success stories can we turn to as examples of a better system? And, most importantly, is a massive reshaping of our public schools even possible? With infectious enthusiasm and passion, Noguera shares his vision for the school system of the future, and explains why we must demand it for today.
Johns Hopkins University Diversity Leadership Conference
Pedro far exceeded our already high expectations! He is knowledgeable and speaks with conviction while not afraid to speak the uncomfortable truth. Pedro's delivery quickly grabbed the attention of all listeners and left everyone with the desire to go back to their individual worlds and create positive change. The goal of our Diversity Conference is to educate our employees and encourage them to use their knowledge to continue the conversation on diversity and to do something different. Pedro captured this goal and showed attendees why it is important to act and not just watch.
Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every
School leaders know that the journey to equity can involve turmoil and controversy. This illuminating book demonstrates how in the most effective schools here and worldwide, equity is the most powerful means we have to lift all children to higher achievement. The authors challenge the “zero sum” myth head-on, arguing that equity is truly the path to excellence—for low AND high-achieving students, and our educational system overall.
In this ground-breaking anthology, renowned authors Noguera and Blankstein pair leading-edge ideas from award-winning educational scholars, visionaries, and practitioners with powerful case studies from multicultural K-12 settings at all levels of the system who have pursued equity goals and closed instructional and achievement gaps.
Invisible No More
Latino men and boys in the United States are confronted with a wide variety of hardships that are not easily explained or understood. They are populating prisons, dropping out of high school, and are becoming overrepresented in the service industry at alarming degrees. Young Latino men, especially, have among the lowest wages earned in the country, a rapidly growing rate of HIV/AIDS, and one of the highest mortality rates due to homicide. Although there has been growing interest in the status of men in American society, there is a glaring lack of research and scholarly work available on Latino men and boys.
This groundbreaking interdisciplinary volume, edited by renowned scholars Pedro Noguera, Ada Hurtado and Edward Fergus addresses the dearth of scholarship and information about Latino men and boys to further our understanding of the unique challenges and obstacles that they confront during this historical moment. The contributors represent a cross section of disciplines from health, criminal justice, education, literature, psychology, economics, labor, sociology and more. By drawing attention to the sweeping issues facing this segment of the population, this volume offers research and policy a set of principles and overarching guidelines for decreasing the invisibility and thus the disenfranchisement of Latino men and boys.
Creating the Opportunity to Learn
Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students race and class.
In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children.
Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective. Success is founded on equity, but equity involves more than simply ensuring students have equal access to education; equity also entails a focus on outcomes and results.
If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place. In short, we must create schools where a child s race or class is no longer a predictor for how well he or she might perform.
City Schools and the American Dream
Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live. Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity.
Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools "shape up or shut down": invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities.
Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve, provide the basic economic and social support so that teachers and students can get the job done!
Unfinished Business: Closing the Racial Achievement Gap in Our Schools
In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing, and their collaborators investigated the dynamics of race and achievement at Berkeley High School—a large public high school that the New York Times called "the most integrated high school in America."Â Berkeley's diverse student population clearly illustrates the "achievement gap" phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools—where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.
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