Stanford researchers concluded that ‘culturally relevant’ teaching is an principal part of the education of students who could flunk or might drop outHigh school students saw large improvements in their grades and attendance records when they enrolled in a class committed to exploring race and ethnicity,researchers in California found.
The Stanford University study analyzed a pilot program of ethnic studies classes at three San Francisco tall schools and found that, on average, and at-risk ninth-graders encouraged to enroll in the course performed significantly better than their peers who didn’t.
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Source: theguardian.com