Stop Learning:
One hears a great deal today about the poor quality of education. While some children do well, others cannot seem to learn even the basics. eading, writing, and arithmetic -- the famous four 's -- have garnered a great deal of attention in one educational initiative after another. Presidents, governors, mayors, and school district superintendents have all taken up the battle cry. Numerous ideas have been proposed, but so far none have been adopted universally, perhaps because none have been proven fool-proof. Clearly, we must look closely at the problem at hand; determine precisely what it is that our children are lacking; what our goals are, and how these goals can best be achieved. Among the many proposals that have been floated is the idea of Year ound Schooling. A marked break with tradition, Year ound Schooling would seem to offer various advantages. The lack of extended breaks…...

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References

1) 2001 Summer Arts Directory. (2001, February). School Arts, 100, 52.

2) Chrispeels, J.H. (2002). EFFECTIVE SCHOOLS - the California Center for Effective Schools: The Oxnard School District Partnership. Phi Delta Kappan, 83(5), 382.

3) Dewert, M.H., Babinski, L.M., & Jones, B.D. (2003). Safe Passages: Providing Online Support to Beginning Teachers. Journal of Teacher Education, 54(4), 311+.

4) Doll, B., Song, S., & Siemers, E. (2004). 9 Classroom Ecologies That Support or Discourage Bullying. In Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention, Espelage, D.L. & Swearer, S.M. (Eds.) (pp. 161-179). Mahwah, NJ: Lawrence Erlbaum Associates.

Round Schooling -- a solution or a slogan?
"More is better,' is an ethos that is often frowned upon by parents and teachers alike when it comes to, for example, chocolate or recess. However, when it comes to year 'round schooling, even some school administrators are inclined to blanch at the prospect, according to Ann McGlynn of the Journal of the School Administrator. In her March 2002 article on the subject, she notes how the cherished institution of summer vacations came under attack on one Kentucky school district known as Bardstown. But because of poor performance, changing the district's five schools to a year-round calendar seemed to be the only logical route for the princple at the time. He decided to break up vacations "into smaller pieces and offer remedial and enrichment activities during those shorter breaks." (McGlynn, 2002, p.1)

The principle made his decision ten years ago. Since then, "the…...

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Works Cited

McGlynn, Ann. (March 2002) "Districts that School year-round." Journal of the School Administrator. Retrieved 12 Feb 2005 athttp://www.findarticles.com/p/articles/mi_m0JSD/is_59_3/ai_83698555/pg_3

Another significant benefit of the year round system pointed by the proponents is that the YRE system offers year round assistance for children who need additional time to catch up. As intersession classes are followed up immediately children do not have to wait until summer classes to catch up with their difficult subjects. "While changing the calendar year in itself can provide many benefits, the importance of intersession instruction cannot be overstated. Those additional instructional days and weeks can spell the difference between success and failure for many students" (Stenvall, (2001) p. 21).
On the other hand there are also disadvantages to the year round education system. First and foremost is the administrative burnout. Management working round the year can feel it quite stressful and the same applies for teachers as well. Most teachers use the summer breaks to complete their certification requirements and other courses and the year round…...

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Bibliography

Deborah a. McAllister and Susan M. Bothman, (Fall 2004), 'Culminating Experience Action Research Projects', Accessed April 3rd 2008, Eric Database (ED495484)

Mollie Louis Trewartha, (2007), 'A Focus Group Study of Community Members' Perception About Year round Education in Michigan's Copper Country', Accessed April 3rd 2008, ERIC Database (ED499805)

Glines, D. (2002). Year Round Education. In the encyclopedia of Education. (Vol 7, 2698-2701). New York: MacMillan Reference USA

Shields, C.M. (2000). Year round schooling: Promises and pitfalls. Lanham, MD:

The school programs have been a subject of research, legislation and debate across many states and over many years. There has always been the urge to come up with a harmonized calendar that is suitable for the students, the teachers, the parents as well as the management of the schools. This has always proved to be a delicate balance, one rarely achieved in many institutions. There is need however to have year-round school programs that help in the completion of the needed curriculum, but also friendly to the main stakeholders. There are factors that must be put into focus and consideration by the relevant persons in building up a program for the educational institutions. The students need to be the first consideration in formulation of the school program. It should give the students significant time to rest and refresh their minds after many months of continuous learning and other academic activities.…...

Students in these kinds of schools do not attend school longer, but they do not have a summer break that is longer than any of the other breaks that they take during the school year.
esearch done by McMillen (2001) indicated that there were 106 schools in the state of North Carolina that operated on the year-round school calendar for third through eighth grades during the 1997-1998 school year. McMillen (2001) then conducted an analysis of the academic achievements of these students and compared them to the academic achievements of students in the same grades that attended schools where the traditional calendar was still used.

Data for the study came from a database of statewide testing in which 95% of the public schools in the state participate. In order to determine the academic achievements of the students, McMillen (2001) looked at achievement test scores and demographic information that was collected from…...

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References. Retrieved April 17, 2008, at  http://www.ericdigests.org 

Painesville City School District. (2008). Year Round Education. Retrieved February 20, 2008, at http://www.painevillecityschools.org

Polite, V.C. (1999). Combating educational neglect in suburbia: African-American males and mathematics. In V.C. Polite & J.E. Davis (Eds.), African-American males in school and society: Practices and policies for effective education (pp. 97-107). New York: Teachers College Press.

Poplin, M., & Weeres, J. (1992). Voices from the inside: A report on schooling from inside the classroom. Claremont, CA: Claremont Graduate School, Institute for Education in Transformation.

Pothering, S.L. (1998). The decision-making processes of higher education undergraduate academic program development in a public liberal arts institution. (Doctoral Dissertation, University of South Caroline, 1998). UMI Dissertation Services.

Schooling is Enough -- Twelve Months is Overkill
Getting and obtaining a formal education are one of the most important achievements people perceive as a valid measure for success. Aside from the prestige that comes with being able to be educated formally, the economic prosperity and great knowledge that a person gets from studying is also another important factor that serves as many people's motivation in studying. Also, education is already an established institution in our society, and that is why we, as eternal learners of everything here in this world that we live in, strive and always look for information that is important to us. Our quest for knowledge is one of the main reasons why education became a primary institution in societies of the world.

The education institution may serve functionally in the society, but this important institution also has its own problems. One of the most talked- about…...

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Bibliography

Carroll, Molly. "Year- Round Schooling Can Cure Much of What Ails Us." April 1997. Catalyst Magazine. 16 October 2002  http://www.catalyst-chicago.org/04-97/047opin.htm .

Chaika, Glori. "Is Year- Round Schooling the Answer?" 8 November 1999. Education World Website. 16 October 2002 http://www.education-world.com/a_issues/issues066.shtml.

Zimmerman, Joy. "Improving Student Achievement by Extending School: Is It Just a Matter of Time?" 20 April 1998. WestEd Website. 16 October 2002  http://www.wested.org/wested/papers/timeandlearning/4_implications.html .

He says that the busy roads are clear, even though the roads near our house are still thick with snow. My mother says she will have to go to work tomorrow, and that school will probably be open -- if they call a half-day, father will stay home with me. It is getting dark, so I have one last request -- I want to take some snow inside -- "but won't it melt" says my mother. I want to put it in the freezer, so I have snow all year 'round. My father says that some people eat snow with sugar and maple syrup, but my mother says that is not sanitary, but I can keep the snow in a plastic bag, provided I do not eat it.
We sit down to dinner, a hearty dinner of potatoes and meatloaf, and for the first time meatloaf tastes good. For dessert…...

School Counseling in a Multicultural Society: An Overview
More and more diversity is becoming the buzzword in society at large and within educational facilities across the nation. As the population in the United States continues to become increasingly diversified and representative of individuals from varying ethnic, socioeconomic and racial backgrounds, educators are realizing an increased need for attention to the specific needs of diverse student populations.

The need for multicultural competencies development among school counseling professionals has recently been acknowledged by the American Psychological Association (1992) and the American Counseling Association (1995) whose ethnical standards dictate that school counselors should achieve a certain level of multicultural competence prior to embarking on a professional career in student counseling.

Despite the acknowledgment of a need for increased awareness and training to ensure a positive student/counselor relationship, there is little evidence that much is being done in the way of establishing a core set of standardized…...

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References:

American Counseling Association. (1995). Code of ethics and standards of practice [Brochure]. Alexandria, VA: Author.

American Psychological Association. (1992). Ethical principles of psychologist and code of conduct. American Psychologist, 47, 1597-1611

Arredondo, P., Cheatham, H., Mio, J.S., Sue, D. & Trimble, J.E. (1999). Key words in multicultural interventions: A dictionary. Westport: Greenwood Press.

Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A

Private Public School Similarities and Differences
isk and Benefits in Public and Private Schools

Special Need Students

Teachers Credentials in Private and Public Schools

This research paper focuses on the similarities and differences of private and public school education. It deciphers several truths and realities associated with these two systems. isks and benefits along with teacher's credentials in private and public schools are discussed in detail. Another factor brought to light is the positive role played by ample resources in the betterment of private sector and the loss it has incurred to public sector education system.

Parents always face this query whether they should choose a private school or public schools. They want best for their children and it is a normal perception that private schools are way better than public schools in terms of quality and academic excellence. Although problems exist in both the sectors but due to ample resources in private system of…...

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References

Anonymous. American Academy Of Child And Adolescent Psychiatry. March 2011. 29 January 2013.

-- . PISA. 2 November 2012. 29 January 2012.

Nan, Stein. "Bullying, Harassment and Violence among Students." Radical Teacher (2007): 43-55.

Reese, William J. America's Public Schools: From the Common School to "No Child Left Behind." New York: John Hopkins University Press, 2005.

Education
Apex Middle School, part of the wake county public school system in aleigh, NC has implemented a rigorous curriculum for grades 6, 7 and 8. The curriculum for Apex Middle School includes the following: Language Arts, Math, Science, Social Studies, Computer Education, Health and Physical Education (Wake, 2003). The objectives of each of these programs are stated below. The Apex Middle School curriculum and objectives outlined in this paper are similar to the curriculum and objectives for most public middle schools in NC. How does this differ from the middle school curriculum typically seen in New York middle schools?

According to the New York State Education Department, the objective or mission of educators is "That all students will meet or exceed high learning standards at the elementary, middle, secondary and continuing education levels" (NYSED, 2003). Major reform is currently occurring in New York. These reforms will have the potential to greatly…...

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References

Wake County Public Schools/Middle School Curriculum/Raleigh, NC/

 http://www.myschoolonline.com/site/0,1876,31679-750-33-1773,00.html 

 http://www.emsc.nysed.gov/ 

New York State Education

Internet Privacy for High School Students
The unrestrained stream of information is conceived necessary for democracies and market-based economies. The capability of the Internet to make available the vast quantity of information to practically everyone, irrespective of their locations thus entails large benefits. The Internet provides access to the greatest libraries of the world to the students even in the smallest towns and permit the medical specialists to analyze the patients situated about thousands of miles away. The attribute of interactivity of the Internet fosters communication and personal and political expression. The Internet also assists to make the economies progress as it enhances the ease, speed and cost effectiveness with regard to the collection, compilation and delivery around the world to the multiple extent. The electronic commerce will decline the business costs as companies are able to take the benefits of enhanced access to customers, products and suppliers worldwide along with…...

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References

Baskin, Joy Surratt; Surratt, Jim. "Student Privacy Rights and Wrongs on the Web" School Administrator. Vol: 35; No: 2; pp: 102, 114-116

Beth Givens, (February 2000) "Privacy Expectations in a High Tech World" Computer and High Technology Law Journal. Retrieved from   Accessed on 14 April, 2005http://www.privacyrights.org/ar/expect.htm 

'Board Policy with Guidelines Date Subject: Student Technology Acceptable Use Policy" (17 July, 2001) North Sanpete School District Policy. Number V-30. Retrieved from Accessed on 14 April, 2005http://www.nsanpete.k12.ut.us/~nshs/nslibrary/accuse.html

Brooks-Young, Susan. (November-December, 2000) "Internet usage update" Today's Catholic Teacher. Vol: 17: No: 2; pp: 53-56

"
Another factor that determined the failure in the 2002 elections, is that the Democratic candidates' campaign was not as aggressive as it should have been. The Democrats' opponents used attack campaigns, so the Democratic candidates should have responded "preferably with a plan that turns his attack campaign into a character issue on him."

Other than this, Shawni Littlehale of the free-market Pioneer Institute for Public Policy esearch estimates that: "the majority of the electorate wants a fiscally conservative governor to push for lower taxes and cuts in our bloated state government, while they want their [state] rep/state senator to bring home perks for their cities ad towns."

The Democrats' success in the 2006 elections was determined by a very strong electoral campaign, the 50-State Strategy. From the beginning, the Democrats were determined to win and geared up in every precinct in the country in an unprecedented 50-state organizing strategy. Governor Howard Dean…...

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Reference List

Massachusetts gubernatorial election, 2006. (2006). Wikipedia. Retrieved December 3, 2006 at  http://en.wikipedia.org/wiki/Massachusetts_gubernatorial_election%2C_2006 .

Kamarck, Elaine C. Glass Ceiling. Why the dominant Democrats can't elect a governor. (2003). CommonWealth. Retrieved December 3, 2006.

Keough, Robert. Why can't the Bay State elect a Democratic Governor? (2003). CommonWealth. Retrieved December 3, 2006.

The 50-State Strategy (2006). The Democratic Party. Retrieved December 4, 2006 at  http://www.democrats.org/a/2006/09/50-state_strate_17.php .

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\\\' different special education roles and the various interventions used in supporting needy students.Table…...

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BibliographyBatsche, G. M., Eliott, J., Graden, J. L., Grimes, J. Kovaleski, J. F., Prasse, D., & Tilly, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. The study\\\\\\\\\\\\\\\'s goal is to assess the level of intervention programs that target preschool children, especially in regions with poor education standards. In this research, a sample of 129 children was chosen for those aged between three and six years and who resided in a Brazilian state. The chosen state is ranked second-lowest in terms of its human development index. These children were clustered into a control group and the experimental intervention group. Here, items like intelligence, phonological awareness, vocabulary, naming, and memory were assessed pre and post the intervention. The recorded finding indicated improvements in rapid automatized naming and vocabulary for the experimental group for post-intervention tests. Before the intervention, intelligence levels, vocabulary results were 25%. Phonological awareness was at about 26% for the experimental group.Burns, M. Appleton, J. J., & Stehouwer, J. D. (2005) Meta-analytic review of responsiveness-to intervention research. Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.In this research, a meta-analytic assessment was done on 4 RTI models that were large scale and complemented by other models. Here, unbiased estimates of effect (UEE) for 24 identities were computed. According to the results, there was a high value of UEE in the RTI models that existed earlier than the university faculty results. However, both cases showed a strong impact. The values for UEE on the systemic results and student achievement was beyond 1.0. However, the UEE student value was nearly half the value of systematic outcomes for the RTI models. The models\\\\\\\\\\\\\\\' results also recorded a UEE value of 0.47 in systemic tests and 1.14 in the case of outcomes. In this research, the non-responders accounted for 19.8%, with an SD of 12.5. The average was 1.68% representing an SD of 1.45 of the entire student population under special education. The article also shares details about future research and possible implications.Burns, M.K. Griffiths, A., Parson, L.B., Tilly, W.D., & VanDerHeyden, A. (2007) Response to intervention: Research to practice. Alexandria, VA: National Association of State Directors of Special Education. This publication is a compilation of research regarding traditional LD diagnostic practices and RtI. The authors sought to identify the most important 25 articles for each topic and provide specific references. The most seminal five articles for each topic are annotated to summarize findings in an easily accessible manner. Although the authors attempt to provide a comprehensive resource for both traditional and RtI, the primary objective is to respond to concerns about a lack of a research base for RtI.Castillo, J. M., Hines, C. M. Batsche, G. M. & Curtis, M. J. (2011) Problem solving and response to intervention Project 3 evaluation. Educational and Psychological Studies Faculty Publications, 51. Retrieved from   this report, the researchers examine the implementation outcomes for three years. That is 2007-2010 for a Florida Problem Solving project (PS/RtI). There was a collaboration between the University of South Florida and FDOE on training and technical help supporting the PS/RtI structure in the project. Second, the research covered the effects of implementing PS/RtI in different regions that would act as a demonstration point. According to the report, there was notable professional development for the three years in the pilot programs\\\\\\\\\\\\\\\' schools. To enhance the implementation of PS/RtI and to be certain that the project was implemented faithfully, the staff used a model that included three stages. In this model, there was engagement among stakeholders who were primarily in the implementation of PS/RtI, those who aided in developing the infrastructure, and those in the delivery tier. Findings were based on the adopted model.Elliot, J., & Morrison, D. (2008). Response to intervention blueprint: District-level edition. Alexandria, Va National Association of State Directors of SPED education.The article discusses Response to Intervention (RtI), which is defined as offering advanced interventions tailored to meet the students\\\\\\\\\\\\\\\' needs, enable monitoring of the advancement, and promote the decision-making process by utilizing the available data. Information from RtI is employed in remedial, special education, and general decision-making procedures to help create an integrated system whose merit is based on gathered data. \\\\\\\\\\\\\\\"Blueprint documents\\\\\\\\\\\\\\\" aid in the development of a platform that is is usable in RtI construction. These \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" are also built on publications done by NASDSE. There are three \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" in this series: one at the state, district, and building level to guide implementation. These documents are created to provide concrete guidance to implementation sites. This \\\\\\\\\\\\\\\"District Level Blueprint\\\\\\\\\\\\\\\" outlines a district-level strategy\\\\\\\\\\\\\\\'s components to help realize RtI throughout the district and support the individual projects. In this case, districts must assess these features in terms of their relationships and structuring for state and individual school agencies. Kratochwill, T.R., & Shernoff (2004) Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. The authors present an overview of evidence-based practice issues and school psychologists\\\\\\\\\\\\\\\' duty in developing and sharing EBIs. They advance the argument that an intervention should carry the evidence-based designation when information on context-based usage in a practical setting is where it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Such a plan is called EBI reciprocal effect and forms a fundamental aspect of EBIs. This framework extends the developmental agenda of designating an EBI intervention from its experimental research foundations to its application in practice settings. Providing professional development to practitioners, researchers, and trainers in identifying, reviewing, and disseminating EBIs is a key part of the Task Force plan. Graduate programs may use competency-based training that would require students to master specific EBIs. A second model for integrating content on EBIs into graduate training would be for universities to encourage cross-disciplinary courses (e.g., offered jointly by departments of the school, counseling, and clinical psychology) or interdisciplinary concentration courses on EBIs. Sugai, G., & Horner, R.H. (2009) Responsiveness-to-interventions and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17, 223-237. The No Child Left Behind and the Individuals with Disabilities Education Act recommend scientifically based research to improve students\\\\\\\\\\\\\\\' outcomes. From this emphasis, response-to-intervention has evolved. The researchers in this article present one perspective on the defining features of response-to-intervention and applying such tools in school-wide positive behavior supports (SWPBS). According to the research, the original objective of interventions has grown from the outcome and screening-based approach to interventions that target students\\\\\\\\\\\\\\\' decision-making. These interventions give details about SWPBS evolution that include behavioral support and creation of social culture in schools. They conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision-making. SWPBS is an example of applying fundamental tools to challenge formal methods that target behavioral change in a classroom setup. In efforts to support SWPBS realization, the researchers offer a self-assessment protocol for school and leading spearheading teams to improve the creation of an integrated set of interventions that ensure the process is relevant, durable, and affective aspects.ReferencesAspiranti, K., Hilton-Prillhart, A., Bebech, A., & Dula, M. E. (2019). Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 23(3), 327-337.Barker, N. (2011). Systems Change: A study of response to intervention model implementation at two elementary schools in southern California. (Doctoral dissertation). Pepperdine University. Malibu, CA.Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers\\\\\\\\\\\\\\\' levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.Batsche, G. M., Kavale, K. A. & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32, 6-20.Berliner, D.C. (1993). 100-year journey of educational psychology: From interest to disdain to respect for practice. In T.K. Fagan & G. R. VanderBos (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 37-78). Washington, DC: American Psychological AssociationBurns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.Burns, M.K., Preast, J.L., Kilpatrick, K.D., Taylor, C.N., Youing, H., Aguilar, L., Allen, A., Copeland, C., Haider, A. & Henry, L. (2017). Leadership theory for school psychologists: Leading for systems change. Communique Professional Practice, 46(2), 1-30. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: the University of Florida, Center on Personnel Studies in Special Education.Curtis, M. J. & Batsche, G. M. (1991). Meeting the needs of children and families: Opportunities and challenges for school psychology training programs. School Psychology Review, 20(4), 565-577.Eisner, P. E. (1963). The School Psychologist. Washington DC: Center for Applied Research in Education.Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47(2), 236.Fagan, T. & Wise, P.S. (2007). School psychology: Past, present, and future (3rd ed.). National Association of School Psychologists. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness?to?intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Response to intervention. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 115.Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and special education, 27(1), 42-52.Hawkins, R., Kroegar, S.D., Musti-Rao, S., Barnette, D. W., & Ward, J.E. (2008). Pre-service training in response to intervention: Learning by doing and interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.Herron, W.G., Green, M., Guild, M., Smith, A., & Kantor, R.E. (1970). Contemporary school psychology. Scranton, NJ: Intext Educational Publishers.Hosp, J.L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11.Kirk, S.A., Galllagher, J.A., & Anastasiow, N. J. (1993). Educating exceptional children. Dallas, TX: Houghton-Mifflin.Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School psychology review, 33(1), 34-48.Little, S. (2013). School psychologists\\\\\\\\\\\\\\\' perceptions of stakeholder engagement in response to intervention. Contemporary Issues in Education Research, 6(4), 399-408. Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204.M. K. Lose (2008). Principal Magazine, 87(3), 20–23McIntosh, K., Goodman, S., & Bohanon, H. (2010). Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support. Communiqué, 39(2), 1-14.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Powers, K., Hagans, K., & Busse, R. T. (2008). School psychologists as instructional consultants in a response-to-intervention model. The California School Psychologist, 13(1), 41-53.Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. DOI: 10.17105/SPR-2015-0118.V46.2Smith, T. E. (2005). IDEA 2004: Another round in the re-authorization process. Remedial and Special Education, 26(6), 314-319.Splett, J.W., Fowler, J., Weist, M.D., McDaniel, H. & Dvorsky, M. (2019). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677Villegas-Gutierrez, M. (2015). Special education assessment process for culturally and linguistically diverse (CLD) students. Oregon Department of Education. Retrieved from https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/EL/Documents/SPED-Assmnt-Proc-for-Culturally-Linguistically-Diverse-Students-2015.pdfYsseldyke, J. E. (1982). Spring hill symposium on the future of psychology in the schools. American Psychologist, 37, 547-552.http://scholarcommons.usf.edu/esf_facpub/51 In

(Stasz, and Bodilly, 2004)
In the press release by Mike Bowler and David Thomas (2005), High School Students Using Dual Enrollment Programs to Earn College Credits, New eports Say. According to this report, the federal budget proposes to increase access to "dual enrollment" programs for at-risk students. Out of the approximately 2,050 institutions with dual enrollment programs, almost 110 institutions, or 5% (about 2% of all institutions) offered dual enrollment programs specifically aimed toward high school students "at risk" for failing academically. Two new reports by the U.S. Department of Education's National Center for Education Statistics also confirm that high school students currently take advantage of programs to earn college credits. The High School Initiative, designed to help prepare high school students to graduate with skills needed to succeed, permits states and districts to utilize funding for:

individual performance plans, dropout prevention efforts, demanding vocational and technical courses, college awareness and…...

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References www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Ahola+Sakari%22Ahola, Sakari & www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Kivela+Suvi%22Kivela, Suvi. (2007). "Education Is Important, but..." Young People outside o Schooling and the Finnish Policy of "Education Guarantee." Routledge. Retrieved March 5, 2008, at   & RICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_dis ayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b801cf28f&accno=EJ 73348&_nfls=falsehttp://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStyle=listERICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=basic 

Bowler, Mike & Thomas. David. (2005). "High School Students Using Dual Enrollment Programs to Earn College Credits, New Reports Say." Retrieved March 5, 2008, at   www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Cavanagh+Sean%22Cavanagh, Sean. (2006). Perkins Bill is Approved by Congress; Editorial Projects in Education. RetrievedMarch 5, 2008, from:  http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStylelist&EICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=bas  & ERICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_ isplayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b8015ea43&accn =EJ748517&_nfls=false www.questiaschool.com/PM.qst?a=o&d=5020969480http://www.ed.gov/news/pressreleases/2005/04/04062005a.html 

Chang, E.S., Chen, C., Greenberger, E., Dooley, D., & Heckhausen, J. (2006). What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors. Journal of Youth and Adolescence, 35(3), 321+. Retrieved March 5, 2008, from Questia database:   www.questiaschool.com/PM.qst?a=o&d=5024401870http://www.questia.com/PM.qst?a=o&d=5020969480 

Christle, C.A., Jolivette, K., & Michael, N.C. (2007). School Characteristics Related to High School Dropout Rates. Remedial and Special Education, 28(6), 325+. Retrieved March 5, 2008, from Questia database:   www.questiaschool.com/PM.qst?a=o&d=5023042611http://www.questia.com/PM.qst?a=o&d=5024401870 

Dymond, S.K., Renzaglia, a., & Chun, E. (2007). Elements of Effective High School Service Learning Programs That Include Students with and without Disabilities. Remedial and Special Education, 28(4), 227+. Retrieved March 5, 2008, from Questia database:   www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Gentry+Marcia%22Gentry, Marcia; www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Peters+Scott+J.%22Peters, Scott J.; www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Mann+Rebecca+L.%22Mann, Rebecca L. (2007). Differences between General and Talented Students' Perceptions of Their Career and Technical Education Experiences Compared to Their Traditional High School Experiences. Prufrock Press Inc. Retrieved March 5, 2008, at  http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=keyword&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900019b801cbe46&accno=EJ773183&_nfls=false  www.questiaschool.com/PM.qst?a=o&d=5002014218http://www.questia.com/PM.qst?a=o&d=5023042611 

ound 2 Draft evision - Pilot Study: Influences of Geographical Location on Academic and Life Outcomes of Young Black Males in ChicagoAbstractThis draft focuses on how the geographical location within Chicago influences academic and life outcomes for young Black males. The pilot study is informed by initial findings that suggest significant disparities based on locationNorth, South, and West sides of Chicago. This research integrates qualitative data from school principals and local educational administrators, aiming to explore systemic factors that contribute to these disparities.IntroductionHistorical Context and Systemic IssuesHistorical ContextChicago has long been recognized as one of the most racially segregated cities in the United States. This segregation is not a relic of the past but continues to profoundly shape the socio-economic and educational landscapes of the city. The historical roots of this segregation can be traced back to discriminatory practices such as redlining, restrictive covenants, and urban renewal policies that systematically…...

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