Black and Ethnic Minority Achievement in Schools Strategies and Successful Practice to Tackle Inequality

PART I

Introduction - Black and ethnic minority educational achievement issues, debates, and policy concerns

1    Introduction: Policy concerns and challenges.

2   The achievement gap: the empirical evidence

3    Barriers to learning

PART II

The experience of raising the achievement of Black and ethnic minority students in schools

4   Success factors in improving leadership and teaching to raise achievement

5    Targeted interventions strategy to raise achievement

6     Strategies and success factors to raise pupils with English as an additional language achievement

PART III

Good practice in parental engagement, use of inclusive curriculum, and school exclusions

7     The experience in parental engagement: teachers, headteachers, parents, and pupils view

8    Inclusive curriculums to raise achievement: teachers and headteachers' perspectives

9    Tackling school exclusions of ethnic minority pupils

PART IV

The international experience in raising the achievement of Black and ethnic minority students

10   The international experience in raising the achievement of black and ethnic minority students 

PART V

What are the lessons for those concerned with Black and ethnic minority Achievement?

11   Summary, conclusions, and lessons to raise achievement and tackle inequality

12  Implications for policy and practice

Biography

Feyisa Demie is Honorary Professor at Durham University, UK, and a Fellow of the Academy of Social Science (FAcSS).

‘This is a new book by prolific author Professor Feyisa Demie looking at attainment gaps at school for minority ethnic groups, especially Black students. The focus is on England, but there are lessons here for other countries and education systems. Using a combination of research evidence and professional experience, the book looks in detail at how ethnic attainment gaps can be, and in some cases have been, successfully addressed. It moves from description to analysis and practical recommendations. Its main audience will be policymakers, school leaders, and other practitioners. But it will be of great interest to anyone concerned with improving outcomes for any disadvantaged groups, including parents, activists, and the public more generally.’

Stephen Gorard, Professor of Education and Public Policy, Director of the Durham University Evidence for Education, UK

‘This is a timely, contemporary, and relevant examination of Black and Ethnic Minority Achievement. What makes Feyisa Demie important is his career and research in local authorities, which has given him over 30 years of access to culturally diverse schools and classrooms. This is a key text in education and the wider social sciences, not only for undergraduate and postgraduate students but significantly for teachers and everybody who works and cares for children and young adults.’

Dr. Richard Race, Senior Lecturer in Education, Teesside University, UK

‘This is an excellent book that is firmly located in the “what works” approach to education. It should be a must read for staff in schools who are teaching diverse pupil communities. It offers a wide range of effective strategies and good practices to address disadvantage and tackle educational inequality. It should prove invaluable to classroom teachers, school leaders, and school improvement professionals alike.’

Sean Hayes was a local authority educational researcher for over 30 years and is an Honorary Fellow at the Education Department of Durham University.