Ronald D. Ferguson, NCREL Policy Issue 13
December 2002
In a report released in December by the North Central Regional Education Lab, Harvard professor Ronald Ferguson evaluates findings from a recent survey of secondary school students in high performing suburban school districts to help understand the racial and ethnic achievement disparities in otherwise outstanding schools. He concentrates on findings that showed that, while African American and Hispanic students were more likely than whites to respond to teacher encouragement, they were less likely to have high demands placed on them. This finding, says Ferguson, "focuses attention on the possibility that effective teacher-student relationships may be especially important resources for motivating black and Hispanic students" and helping to reduce achievement gaps within high performing schools. To narrow those gaps, Ferguson encourages schools to focus professional development strategies on improving teacher-student relationships in addition to improving content and pedagogy. He also observes that, for black and Hispanic students to achieve at the levels of their white counterparts, they will have to work harder. "After all, no runner ever came from behind by running the same speed as race leaders." To read Ferguson's analysis, go to http://www.ncrel.org/policy/pubs/html/pivol13/dec2002b.htm.
