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Raise Achievement Levels
Raising Achievement Standards
Start fostering a positive attitude to learning in the early grades, and ensure that students have a good foundation in basic skills. Using intensive, all-day kindergartens may be effective, particularly if they are attached to Head Start programs. Having programs that foster basic skills in students even younger than kindergarten-age is an important way to ensure that students develop positive feelings about school in general, as soon as possible, and help students enter kindergarten well-prepared.
Create after-school programs for middle school students. After-school enrichment programs, ideally programs that did not simply tutor, but also mentored students in a 'Big Brothers/Big Sisters' type of fashion, and provided them with outside activities to reinforce in-class learning, like going to local museums and events, would create a sense of enthusiasm about learning, and also a sense that the system 'cares' about them. If financially feasible, creating a summer recreation program, even if not explicitly academic, would keep students more focused upon the learning environment during the summer. Drama, music, and the arts and experiential science learning are fun ways to teach students while avoiding the sense that students are in 'summer school.'
Step 3: Establish mentors for 7th and 8th grades in the high school. Have high-achieving high school students who present strong and realistic role models come to the school, talk about their success, and provide academic and/or emotional support to older middle school students.
Step 4: Providing tutoring assistance on the high school level for standardized tests needed for graduation and the SATs would be valuable. Reinforce the connection between expanded life opportunities and success in school by getting local speakers to come to the school to lecture about their profession, to encourage students to avail themselves of tutoring services. Create internship programs for qualified juniors and seniors within the community. Making students want to succeed in school and come to school in the first place is just as, if not more important, than focusing on test scores and attendance rates.
The achievement gap also may ultimately negatively affect the U.S. As it may cause the nation to become less competitive in the increasingly global communities (What is the…, 2009). In addition, research indicates that the achievement gap contributes to students who more likely grow up to be unemployed, incarcerated, and poor. Consequently, a quality education proves critical for Black children (Elder, ¶ 3). Causes Contributing to Achievement Gap Causes contributing to
Peers and staff at major universities will review information collected in order to test for reliability and validity. Follow up studies will be necessary in order to determine the future efficacy of the theory proposed. Results The researcher suggests that the results of the study will reveal the critical factors that are likely to impact student's success in the classroom with regard to multicultural education. From the results of the fieldwork
Education Class Size vs. School Vouchers on the Achievement of Minority Students The continuous achievement gap between African-American students and their white peers is a major problem in American education. The gap in fourth-grade reading on the National Assessment of Educational Progress (NAEP) diminished in the 1970s, but since the early 1980s it has remained unchanged. Evidence from many studies suggests that African-American students may benefit more than other students from improvement in
Education The Affects of Block Scheduling on Student Academic Achievement The overall strategy of utilizing block scheduling is to organize the day into fewer, but longer, class periods to allow flexibility for instructional activities. Block scheduling is used primarily at middle school and high school levels. Currently, block scheduling is defined as a restructuring of the school day into classes longer than the traditional fifty-minute period classes (Adams & Salvaterra, 1997; Georgia
Parenting Education for Teen Mothers If a community values its children, it must cherish their parents. (John Bowlby) Rationale of intervention population Group based intervention programs Multi-purpose programs Teen Mother Empowerment Program Series (TMEPS) Framework of TMEPS Program-Fig Fig 2-Phased TMEPS Phase 1 sessions Table 1- Session Administration Lesson Plans Evaluation of program outcomes Follow-up plan Continuation of TEMPS Appendix II-Program Evaluation Questionnaire This paper is aimed at presenting a parenting education and support program for teenage mothers. To identify the most basic needs of
Credit Risk Management Banks are an important part of the economy of any nation. Traditionally, the banks operate as financial intermediaries serving to satisfy the demand of people in need of various forms of financing. Through this, banks enable people to purchase home and businesses to expand. These financial institutions therefore facilitate investment and spending that are responsible for fueling the growth of the economy. In spite of their vital role