Read the latest research behind the learning module: Building an Inclusive School Culture.
- Bridgeland, John & Bruce, Mary. (2012). 2012 National Survey of School Counselors True North: Charting the Course to College and Career Readiness. New York, NY: College Board Advocacy & Policy Center and The College Board National Office for School Counselor Advocacy.
- Burton, Nancy W.; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; & R. Myung-in, Kim. (2002). Minority student success: The role of teachers in advanced placement Program (AP) courses. New York, NY: The College Board.
- College Board. (2012). The CollegeKeys Compact™: 2012 catalog of effective practices. Programs and practices that expand options for students from low-income backgrounds.
- College Board. (2012). AP Report to the Nation. New York, NY: Author.
- College Board, National Writing Project, & Phi Delta Kappa International. (2011). Teacher voices: Immigration, language and culture. New York, NY: College Board Advocacy & Policy Center.
- Contreras, Frances; Flores-Ragade, Adrianna; Lee, Jr., John Michael & McGuire, Keon M. (2011). The college completion agenda: 2011 Progress Reports (Latino Edition). New York, NY: College Board Advocacy & Policy Center.
- Howell, Jessica & Smith, Jonathan. (2011). The CollegeKeys Compact™: Getting into college: A cross-cohort examination of college preparations by lower-SES students. New York, NY: College Board Advocacy & Policy Center.
- Jones, Tiffany; Bensimon, Estela Mara; Dowd, Alicia C. & McNair, Tia Brown. (2011). Using data and inquiry to build equity-focused college-going cultures: Findings and insights from the student success toolkit demonstration project at two Boston public high schools. Washington, DC: National College Access Network.
- Lee, Jr., John Michael & Ransom, Tafaya. (2011). The educational experience of young men of color: A review of research pathways and progress. New York, NY: College Board Advocacy & Policy Center.
- Lee, Jr. John Michael; Edwards, Kelcey; Menson, Roxanna; & Rawls, Anita. (2011). The college completion agenda: 2011 progress report. New York, NY: College Board Advocacy & Policy Center.
- Boykin, A. Wade & Noguera, Pedro. (2011). Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap. Alexandria, VCA: ASCD.
The authors 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. 2011. 231pp.
- Campbell, Jones, Franklin; Campbell, Jones, Brenda; & Lindsey, Randall B. (2010). The culturally proficiency journey: Moving beyond ethical barriers toward profound school change. Thousand Oaks, CA: Corwin Press.
Educators can develop a deeper personal understanding of cultural difference and gain a new perspective. Readers will learn how to better identify and remove barriers to equity in their classrooms, schools, and districts while developing a framework for ethical decision making on equity issues. Corwin Press. 2010. 144 pp.
- Goldenberg, Claude & Coleman, Rhoda. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin Press.
This comprehensive resource explores the research on promoting academic success among language-minority students. Discussions about sociocultural, school, and district factors, among others, that affect achievement for English learners offer educators a firm basis for making decisions on policies and programs for English learners. Corwin Press. 2010. 192 pp.
- Hawley, Wallis D. (2007). The keys to effective schools: educational reform as continuous improvement. Thousand Oaks, CA: Corwin.
Working in tandem with the National Education Association’s KEYS initiative (Keys to Excellence in Your Schools), this second edition has been revised and updated with new chapters that address continuous improvement and narrowing the achievement gap by changing a school’s organizational structure and culture to improve the quality of teaching and learning for a multicultural society. Corwin Press. 2007. 248 pp.
- Lindsay, Randall B.; Robins, Kikanza Nuri; Terrell, Raymond D. (2009). Cultural proficiency: A manual for school leaders. Thousand Oaks, CA:L Corwin Press.
The third edition of Cultural Proficiency provides a field-tested plan for addressing diversity and ensuring that schools are places of learning that value students of all backgrounds. This volume offers updated and expanded vignettes that enable leaders to engage in effective interactions with students, educators, and their communities. Corwin Press. 2009. 344 pp.
- Linton, Curtis. (2011). Equity 101: The equity framework. Thousand Oaks, CA: Corwin Press.
Based on the common characteristics observed in highly successful diverse schools, Equity 101 provides the foundation necessary for educational leaders and teachers to equitize their school and school systems. This first volume of a four-book series outlines an Equity Framework and provides readers with access to on-demand videos and an online community. Corwin Press. 2011. 184 pp.
- Barton, Rhonda & Larson, Rob. (March 2012). Leadership for equity. Principal’s Research Review, v7, n2. (NASSP member only resource)
- Protheroe, Nancy. (September 2010). Supporting English language learners. Principal’s Research Review, v5 n5. (NASSP member only resource)
- Protheroe, Nancy. (March 2010). Response to intervention in secondary schools. Principal’s Research Review, v5 n2. (NASSP member only resource)
- Gay, Lesbian and Straight Education Network (GLSEN). Tools for School Leaders.
GLSEN Tools for School Leaders includes several important resources that can assist principals and other school leaders in the developing and implementing school or district plans to improve and address the needs of LGBT students and their families.
- Gay, Lesbian and Straight Education Network (GLSEN). (2009). Shared differences: The experiences of lesbian, gay, bisexual, and transgender students of color in our nation’s schools.
The report documents the experiences of over 2,000 lesbian, gay, bisexual, and transgender (LGBT) middle and high school students of color who were African American or Black, Latino/a, Asian or Pacific Islander, Native American, and multiracial.
Download the article: Shared differences(.PDF/1MB)
- Just the Facts Coalition. (2008). Just the facts about sexual orientation and youth: A primer for principals, educators, and school personnel. Washington, DC: American Psychological Association.
The information in this booklet has been developed by a coalition of education, health, mental health, and religious organizations that share a concern for the health and education of all students in schools, including lesbian, gay, and bisexual students. We know you also share this concern—that all students have an opportunity to learn and develop in a safe and supportive environment.
- Gay, Lesbian and Straight Education Network (GLSEN) & NASSP. (2008). The principal’s perspective: School safety, bullying and harassment. A survey of public school principals. New York, NY: Author.
A study of public school principals released by GLSEN, the Gay, Lesbian and Straight Education Network, in collaboration with the National Association of Secondary School Principals (NASSP) finds that half of principals view bullying as a serious problem at their schools, yet they appear to underestimate the extent of harassment that lesbian, gay, bisexual and transgender (LGBT) students experience.