Forget the Tremendous Impact That Governmental Cutbacks

¶ … forget the tremendous impact that governmental cutbacks and recessionary times have on certain populations. For instance, in the wake of the recent recession, more and more families face poverty and lack of job and housing stability, which impacts family life in a relative negative manner. Too, investment in insurance, food, and other social programs for children is often cut during recessionary times as a line item budget -- not necessarily realizing the impact this has on the lives of millions of children. Finally, educational cuts that may see quick fixes to state and federal budgetary concerns have a marked negative effect upon children and youth -- many who are never able to recover and thus increases unskilled workers and the eventual possibility of unemployment (Children in the Recession, 2011).

Part 2 -- The data show an interesting set of circumstances regarding the school district in question:

Funding -- From local sources less than the state average, from state and federal funding, above state average. Preliminary indications are that local area is lower in tax-based resources than other parts of the state.

Performance Data -- There is contradictory information from the two paragraphs on performance data from the ABC's End of Grade and End of Course Tests:

Group

End of Grade

End of Course

Males

2% above State average

4% below State average

Females

1% above State average

2.8% above State average

Minority

10% above State average

5% above State average

Disabled

3% above State average

9% below State average

We are not given information as to the timing differences for end of course and end of grade, nor how many courses are included in the course tests. We can assume that the end of grade is a conglomeration of courses.

Suspension/Attendance, etc. -- suspensions and expulsions are at a low level; daily attendance is 1% below state average (all levels).

Turnover, etc. -- The highest teacher turnover is in the High School, 13%, which is identical to state levels; middle and elementary turnover are below State average.; More principals are white males than the state average, turnover is drastically less (0% to the State's 9%).

Analysis -- It is interesting to note that this district seems to have a higher level of principal satisfaction and, by in large, with teachers. There are very few suspensions/expulsions. In six of the eight performance categories, the district is outperforming state averages. Outsiders, or those who do not study the data carefully might make some assumptions about more white males as principles that might be appropriate after looking at more data; and the performance data is quite confusing without specifics as to course tests.

Part 3 -- Based on the data listed, the following are ten items, ranked in priority order, that would best address the issue gaps in the community:

Gap/Issue

Response

Analysis

Performance

Improve End-Of-Course Scores for Males

Identify specific course gaps and reintegrate additional time and focus in classrooms.

Performance

Improve End-Of-Course Scores for students with disabilities

Identify focal areas and explore ways in which the discrepancy between end of course and end of grade tests affect this population.

Performance

Widen gap and Improve End of Grade Scores specifically in males and females in regular course work

Establish basal goal of no less than 8% above state averages for regular classroom students and integrate specific learning strategies and teacher training to improve scores.

Attendance

Improve 1% gap between local and state average attendance.

Establish reasons for attendance issue, integrate policies that are proactive (calling parents, providing alternative transportation, etc.) to improve statistics.

Attendance

Identify top reasons for long-term out of school issues in all grades.