DISCUSSION REPLY 1

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Oct 30, 2023

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DISCUSSION REPLY 1: C Temple High School in Temple, Texas is a 2200 student high school of which 63% are classified as having low socio-economic status. Overall, the district supports a 77.5% economically disadvantaged population which is well above the state of Texas average of 60.7% of students. As it is, students who are economically disadvantaged are much less likely to enroll in college than those from higher socio-economic groups, so for a district with high numbers, this can be of a particular concern (Fletcher, et. al, 2021). Those numbers are exasperated by the time one looks at advanced degrees, with one medical school in the state showing that 10% of it’s last in coming class were classified as having a low socio-economic status. Looking at the same group of students, only 50% of students met Texas Success Initiative Standards and had access to college prep program in high school as opposed to 70% of students in higher economic subgroups (Fletcher, et. al, 2021). This data all points to the need for early intervention to allow these students the same opportunities as their more affluent peers. One such program that Temple ISD utilizes is the federally funded GEAR Up program, which looks at entire cohorts of students, schools, and districts that have higher low-SES populations (Schaefle 2018). This program has shown an improvement in standardized test scores for participants enrolled in their academic programs, but the real results seem to come from participation in mentoring and summer enrichment programs. The presence of mentorship and non-academic interventions has been at the center of my thoughts as I have worked toward my applied research project. Various other studies have pointed to the impact of mentorship programs on closing the gaps for low-SES and first-

generation college bound students and this research adds to that literature. Of note for my research is the specific analysis of the GEAR UP program that I have participated in previously and am looking to integrate into moving forward. Comprehensive mentoring, shadowing, and career counseling are part of this process, yet I have seen a need for more granular and intentional mentoring to take place. I also firmly believed that we are each called to share our talents and to not hide them our own selfish usage or advantage. While this calls to mind a well know parable, I am also drawn to Psalms 32:8, “I will instruct you and teach you in the way you should go; I will counsel you with an eye upon you.”. Personally, I would not be where I am today without a litany of support along the way, and I suspect that is true of all os in this course; it is with that motivation that I hope to make a tangible impact in this arena. Fletcher, C., Cornett, A, & Webster, J. (2021). State of student aid and higher education in Texas. Trellis Company. https://files.eric.ed.gov/fulltext/ED613370.pdf Links to an external site. New International Version Bible. (1973). Open Bible. https://www.openbible.info/topics Schaefle, S. (2018). The relationship between GEAR UP program involvement and Latina/o students’ performance on high-stakes tests. Journal of Latinos & Education, 17(3), 201– 214 .

DISCUSSION REPLY 2: L Applied research in education aims to solve real-world problems and improve educational practices (Flores, 2019). Multidisciplinary applied research in education uses many research methods. It may employ surveys, interviews, observations, experiments, case studies, or other methods to gather and analyze educational data. Applied research informs educational policy and practice. One of the key benefits of applied research in education is that it bridges research and practice. Researchers can better comprehend educator and student difficulties and possibilities by conducting studies in real-world educational settings. The purpose of this essay is to identify and describe a real-world problem of practice at an actual site and suggest ways to address the issue. One of the prominent problems of education practice is the achievement gap between students from different socioeconomic backgrounds. Low-income pupils fare poorly on the National Assessment of Educational Progress (NAEP). Reading and math skills show this discrepancy. Low-income fourth graders are just 13% proficient in reading compared to 50% of their higher- income peers (Flores, 2019). To give equitable opportunity for all students, many US schools have this practice problem. This problem is problematic in the specific site where I propose to conduct my research, Jefferson Elementary School in Baltimore, Maryland. The school has a large number of low- income children who perform poorly academically. Many low-income pupils lack the resources and support structures of their higher-income peers. They struggle academically due to lacking resources and support, perpetuating the achievement disparity. Jefferson Elementary School pupils are affected by this practice issue. These students risk academic failure without proper resources and support. This could hurt their academic and employment prospects. To ensure all kids receive the resources and support they need, this practice problem must be addressed.

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