Change in Differentiation Instruction

Experts agree that education is a determining factor to the overall wealth of an individual in American society. As the income disparity between the wealthy and middle class becomes more profound, more education will be subsequently needed (Breaden, 2004). The problem of educational inequality has been a difficult aspect for Americans in general to overcome. Alarming statistics provide an illuminating perspective in regards to African-American and Latino children. For one, they are lacking behind their Asian and White counterparts in most metrics of academic success (Greene, 2002). Many children, especially those within the African-American and Latino do not have access to the same quality educational facilities and teacher as do their white counterparts. Extensive tests reveal that in many subjects many Asian students both abroad and domestically are outperforming their American counterparts ("Department of Education" 2009). This is in part due to the fact that Asian countries are collectivistic in nature. The community at large has a vested stake in the education of its younger children which has a profound impact on their overall achievement levels. As a result, the community helps in both education and corrective action in regards to education. This helps to establish a high quality standard for those individuals that are lagging behind their peers. This expectation of success coupled with community involvement in regards to education creates an environment in which children can flourish. Many would not dispute that America is a country based on individualistic values. In many instances, we simply avoid the thought of community involvement and instead elect to provide for our own well-being. There is no dispute as to the merits of providing for ones own well-being. It is my contention however, that some thought must be placed on community endeavors in order for society at large to benefit. This theory can be applied to any country with an education centered on individual merit. As mentioned above these communities often care only for their own children without regard to how the ineptitude of other children will affect the communities in which they interact with one a daily basis. In particular African-American and Latin Americans bare the brunt of our broken education system. In regards to any performance metric, African-Americans and Latinos are near the bottom (George, 2004). For example, not only do these two races have the highest high school drop out rates, they also have the highest prevalence of incarceration rates (Delpit, 2001, p.203-211). In America's individualistic society, many individuals are simply content with putting individuals in jail as oppose to helping educate them as a community for example.

Changes will need to take place in order to keep America more competitive in regards to its students and educational facilities. The KIPP academy which will be discussed below is a form differentiated instruction that has been very effective in lower income communities. This academy is cultivating individuals who in turn, will benefit society as these individuals will contribute innovations, products, and services all designed to benefit America.

Background of students, staff, educational setting

In the area of differentiated instruction, many innovations are taking place within the education industry. One in particular that this document will focus on is that of the KIPP academy. KIPP is unique as it addresses the education inequality in America in a profound manner. Below is a table outlining high schools within the Montgomery and Fulton county area. Both of these schools have heavy prevalence of KIPP schools in the area. They also have some of the best counties in regards to school performance in the nation. Below are a few overarching facts that have made the KIPP academies overwhelmingly more successful than their ordinary counterparts (Sahm, 2009).

Now before I begin. I by no means am attributing the entire success of these districts to KIPP. In fact I believe that KIPP is only partially responsible. However, the numbers and performance do indicate that in regard to differentiated instruction, there is a superior method to teach. I have decided to highlight only a fraction of the outstanding schools and what makes them outstanding.

In regards to high schools in both Montgomery and Fulton county two schools are distinct in their methods of teaching and supervision. These schools although in entirely different locations exhibit qualities that set them apart from their mediocre counterparts in both overall performance, and academic success. The first superior school is that of Amsterdam High School. The second superior school is Northville High school. Both these schools are outstanding in many of the academic metrics used to evaluate, pinpoint, and reward great high schools. First and foremost, the both have high graduations rates. In 2010, the average graduation rate in high school was approximately 72% (Dillon, 2010). Both high schools exceeding this benchmark by more than 10% each as their graduation rates were well above the norm. Amsterdam high school has a highly regarding program for evaluating and helping teachers perform better relative to their peers in the industry. The mentorship program termed PAR for "Peer Assist and Review," is a program designed for senior teachers mentor newcomers who might not otherwise have the skillset needed to be effective. This is quite helpful as Amsterdam high school has a reputation for achievement well above the national average. As such, the high school is ensuring continued success by relaying the information from teacher to teacher in a manner that is conducive for efficient teaching. Thus, in the event that a replacement is needed, that individual will have the same thought process and mindset of success as did the persons predecessor. As such, these teachers continue to teach their students at a high level irrespective of who the person actually is. In essence, instructors are trained how to effectively communicate from teachers with a proven track record of success. The superior result abounds with Amsterdam High School and Montgomery County. For one, 84% of the counties students go on to college with 63% of these individual earning degrees, again, well above the national average. In addition, nearly 2.5% of African-American who pass the advanced placement tests lives in Montgomery County. This is nearly 500% above its share of nation African-American population. Simply put Montgomery County is doing more with less.