Raising Student Achievement in a High Need School When I had questions about homework, it was no problem for either of them to assist me with my homework, and when I encountered math issues that they were unable to address when I was in high school, they had the financial resources to hire a tutor and enough working knowledge of math to be able to assess whether that tutor was an expert. This is not a situation one generally sees in the homes of students in high needs schools; instead those parents frequently lack the educational background to provide learning assistance to their children and the financial wherewithal to pay for that assistance when something is beyond their skill set.
To me, the major issue that people consistently fail to adequately address when discussing raising achievement in a high need school is the generational impact of educational disparity. For many people, providing equal educational facilities and equal quality of education is the only remedy to solving educational disparity. However, that ignores the critical role that parents play in a child's education. This role goes far beyond parents and the PTA; in fact, while those parents may help to contribute to the overall quality of a school, they do not necessarily impact individual student education in the necessary manner. Instead, I am talking about the critical role that parents play in education and learning-readiness, if only in an ancillary manner in their children's lives.
For example, I grew up with a father who had a graduate-school level professional education and a ...
It is critical to realize that it is not a lack of parental involvement or desire to help their children that may prevent these parents from doing so, which has been the assumption of many people who want to dismiss lower-socio-economic class members as somehow less deserving than people in higher socioeconomic groups. It is not a question of will they help, but a question…
When I had questions about homework, it was no problem for either of them to assist me with my homework, and when I encountered math issues that they were unable to address when I was in high school, they had the financial resources to hire a tutor and enough working knowledge of math to be able to assess whether that tutor was an expert. This is not a situation one generally sees in the homes of students in high needs schools; instead those parents frequently lack the educational background to provide learning assistance to their children and the financial wherewithal to pay for that assistance when something is beyond their skill set.
Subsequent to the gathering of resources, the Review will be presented here within as a synthesis of the most pertinent findings relating to the research subject. The Methodology will take as its point of initiation the following primary research question: What parenting style(s) have proven most effective and least effective in producing positive special education achievements and developmental outcomes in special needs children? The Literature Review will set out to answer
Staff Development and Student Performance Staff Development: An Overview State Standards for Staff Development Progressive Trends in Staff Development Recommended Guidelines for Successful Implementation Georgia's Example It stands to reason that proficient teachers are poised to make a positive contribution to the learning environment. The more educated, prepared and confident a teacher can be when entering the classroom, the more the students too can benefit. The National Commission on Teaching and America's Future issued a
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
"Schools will not be able to attract high-quality teachers to a system that stifles richness and creativity and emphasizes a narrow band of knowledge and a very restricted set of tests to measure it." Consequently, struggling schools will get worse as teachers move to more affluent public or private schools to teach. The students will suffer the consequences of inadequate instruction the most. In the end, High Stakes Testing does
" And the third category was, c) a combination of the two earlier-mentioned approaches, with "early childhood education services provided in centers supplemented by parental education delivered in the same setting" or through visits by teachers into the homes. What were the verified benefits of these RAND-surveyed programs? At least one of the following "domains" showed benefits that were demonstrated to be "significant" and/or "sizable"; "cognition and academic achievement"; "emotional and
(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 Reports 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