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Academic diversity in the classroom
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At-Risk Students
Historical Overview
Overall “student performance was lower in the early 1900s than it is today, quite possibly because schools felt much less pressure than they do today to achieve equity and excellence among students” (Rossi, 1994, p.4). While many of the challenges schools encountered during the early 20th century are the same challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise (Rossi, 1994, p.4).
Throughout much of U.S. history, the separate and unequal schooling of diverse groups has been reinforced. Ethnicity and class have been perhaps the most obvious basis for discrimination, but other student characteristics, such as gender and disability, have also been used to separate students and place them into appropriate courses regardless of their potential or interest (Rossi, 1994). Soon, reform movements, dating back to the 19th century, to provide all students with a common and equal education that cut across differences in class, ethnicity and religion became a focus.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
Defining Students At-Risk
Sometimes, determining when students are at risk can be a difficult task. The term “at-risk” has been used to describe a particular category of students who, on the basis of several risk factors, are unlikely to graduate from high school (Land, Stringfield, 2002). Yet educators are also confronted with children who have other at-risk conditions. For example, educators will be responsible for working with students who are at risk due to health problems, substance abuse, disabilities, socioeconomic status and other various reasons. These conditions can make students academically at-risk, or in danger of not meeting their educational potential. The use of the term “at-risk” to describe learners is often controversial and deserves consideration, as the at-risk label can convey a negative connotation.
Causes of At-Risk Conditions
Determining the cause of at risk conditions can be helpful and can contribute to the development of reform programs. First, school conditions might actually be creating at-risk conditions. “ Inappropriate instruction, competitive learning environments, ability grouping and hostile classroom environments are just a few ways schools contribute to the problem” (Muller, 2001, p.
As stated from Wikipedia, an at risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and
A successful president’s legacy is measured by his ability to address issues of public concern, rid the government of corruption, create reliable foreign affairs with existing countries and most importantly, act as a voice of the people. However, it appears that Warren G. Harding was more concerned with striving to satisfy many of his cabinet members priorities, without weighing the negative consequences it could have on his presidency. Additionally, his successor Calvin Coolidge was caught in the web of political corruption and sexual scandals that had surrounded Harding’s presidency. Many historians have accurately depicted Warren G. Harding as one of the least consequential president’s due in part to his various political scandals that defined his term; whereas Calvin Coolidge has been wrongly tarnished with the same reputation as his predecessor without sufficient evidence.
America’s public school system started off very rough, but through the dedication of many hard-working Americans, it was starting to shape into a system that allowed all children, regardless of race, gender, religion, or nation of origin, to have an education.
The issue of equality in education is not a new problem. In 1787, our federal government required all territories petitioning for statehood to provide free education for all citizens. As part of this requirement, every state constitution included, “an education clause, which typically called for a “thorough and efficient” or “uniform” system of public schools” (School Funding 6). Despite this requirement, a “uniform” system of schools has yet to be achieved in this country for a variety of reasons, many of which I will discuss later on. During the early part of th...
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
America is often thought of as the land of equality and opportunity. We have fought for many things like all people being treated as equals and women’s rights and seen change, but one thing that has not seen a lot of change is the equality for the students in the American education system. Many people think that the American education system gives all students an equal chance to succeed, but minority students such as Hispanics, African-Americans, Asians, etc. have a harder time persevering in school than other students. Since our education system is based on strict disciplinary methods, curriculums for students that speak English, and funding for resources, the question that arrives in many people’s minds are, if all students are given an equal
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
A rule is an explicit or understood regulation or principle governing conduct within a particular activity. Everywhere you go in the world has at least one rule. In the book Anthem by Ayn Rand, the society is based completely off of rules. Almost everyone follows the rules, but there are some who could care less about them, or they just simply don’t believe in them. So, why do they exist? What is their purpose? Will Equality use the same rules for his new society or will he change them? In Anthem rules exist to keep everyone equal, their purpose is to stop problems from happening, and Equality tries so hard to get away from these rules.
There seems to be obvious differences in the education system all over America. It caters the upper class majority and it is biased to the ones that serve the lower and middle class minority. There is a strong undercurrent of racial inequality in today's school systems that negatively affect the quality of education that its students receive. A schools potential to give a proper education often depends on the perspective economic, and social, or perhaps the racial backgrounds of its students.
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The magnetic susceptibility χ (=M/H) (FC and ZFC) as a function of temperature measured at low applied field (H=50 Oe) is presented in Fig.5. The molar susceptibility shows a monotonic increase upon cooling down to ~ 22 K, where a steeper increase is observed. Below this temperature a bifurcation between the ZFC and the FC curves is evident (see inset of Fig.5. On the other and above 22 K the reciprocal magnetic susceptibility (1/χ) as a function of temperature shows a linear trend (Fig. 5 right scale). In detail, above ca. 30 K, in the paramagnetic region, the Curie-Weiss law is strictly followed. By fitting the linear part of the 1/χ curve with 1/χ = (T-p)/C, in the 30-310 K temperature range, a Curie-Weiss temperature, p = -2.3 K, and the Curie constant, C = 1.30 cm3.K.mol-1, (µeff = 3.2 µB) were obtained. The small negative Curie-Weiss temperature indicates the presence weak antiferromagnetic exchangeinteraction between the Ni magnetic centres. Indeed, the χT curve (Fig. 6 left scale) shows a downward curvature, typical of systems with antiferromagnetic correlations and/or non-negligible spin-orbit coupling. The χT=1.31 cm3.K.mol-1 at 310 K undergoes a small and gradual decrease to 1.19 emu.K.mol-1 at 24.5 K. The Curie constant value, either obtained by1/χ linear fit or the χT product for T>>p is in reasonable agreement with the expected spin-only theoretical value for NiII in octahedral environment with S=1 spin state (C = 1 cm3.K.mol-1and µeff = 2.83 µB considering g = 2) for unquenched orbital moment C = 3.91 cm3.K.mol-1and µeff = 5.59 µB).
Students who get held back will soon become discouraged about school. Grade retention is found to be a robust predictor of school drop-out, poor academic achievement and lower rates of postsecondary education participation. In fact, even when compared with similar low achievers who are promoted to the next grade, retained students are more likely to drop out of school, and perform more poorly. Retained students score significantly lower than promoted peers in reading and math standard scores. Overall outcomes were more negative than positive for retained students compared to their peers. Negative outcomes were evident when retained students moved to a subsequent grade level. In addition, substantial research has found that grade retention
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...
One of the main reasons we need to be concerned with at-risk youth is that if we do not try to help these students they, frankly, will become a drain to society. When they dropout they increase their risk to becoming drug dependent, unemployed, adjudicated end up in jail, and they increase their risk of teen pregnancy. In addition, they will need social services such as welfare and healthcare, both of which are currently over taxed already. We discussed in class that states such as California are using reading scores to anticipate how many new jails they need to build rather than reinvesting that money into the education of those at-risk students.