Action Research On Act Best Practices Essay

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Texas schools are experiencing an epidemic in meeting the state graduation goals for some subgroups of students. The school districts are reporting their data which shows a decrease in graduation rates and high increase in retention rates from 2012-2016. According to Texas Education Agency (2017), “The longitudinal graduation and dropout rates for 2012-13 fall semester, 378,286 students began Grade 9 in public schools and in three years and increased by 24,048 students in the 9th grade cohort (p.xi). Further reports, a total of 47,504 students removed from the system for other reasons instead of completing graduation requirement “(p.xi).

As a first-year principal, I must immediately address two significant issues at Nutmeg High School. The first significant issue involves unacceptably low student achievement. On multiple indicators, students at Nutmeg High School are not performing at an acceptably high level. The second issue is related to divisions within the community. The declining student enrollment has exacerbated pre-existing divisions in the community, and illustrated the reality that the community of does not share a common mission, nor have they developed a shared vision or goals.

The immediate problem found in the United State’s educational system is one of unavoidable occurrence. As a world leader, our nation’s educational values must meet or succeed our counterparts. However, in these endeavors to meet such high expectations, many of our nation’s high school students find themselves feeling overwhelmed and fatigued from the pressures of school. Many have argued for later start times, healthier school lunches, and even an elimination of homework in order to counteract these feelings. However, we must not change our current educational system, not when so many of our young generation are going on to succeed in ways unimaginable. Undoubtedly, prepared by said education. But the problem

This research will touch on the subject of At-Risk students. Students who do not experience success in school and are more than likely to drop out of school place them at-risk for academic failure. The brief will start with defining and explaining the contributing factors of an at-risk student. It continues on to explain the Iowa Standards to identify a possible at-risk student, type of intervention strategies, and differentiation that would be in place once the student is identified. A teacher can use motivation techniques and assist students make them aware of their strengths and personal achievements to change the trend. Furthermore, this research will trace on the role of parents in their children’s education. How does the Henry County

going to work on ACT practices quizzes and starting to read more books that I discussed in session one. Overall, I see myself making progress and I know what work I should put into finish achieving my goals.

Student academic success is a direct reflection of how a particular school system is run. From kindergarten until fourth grade, I attended large public schools and I performed poorly in all of them. I was placed into learning support services that would clarify new concepts and reduce the amount of class work given to me. However, it did little to help me, and after fourth grade I attended High Point Academy, a charter school that changed me entirely. During the first month of fifth grade, I was given daily reading assignments that I got no help on. For the first time I could think on my own, and I was passing with perfect scores; my teachers took notice and placed me in advanced classes. Taking advanced reading let me think critically about an argument and craft my own thoughts. This inspired me to love learning. From fifth grade to a current freshman at McLennan Community College (MCC), I have been an avid learner because I went to High Point Academy. The charter school experience allowed me to learn without being told how to think; my teachers ultimately pushed me to become a better student. Reflecting on this, I

People tend to have either very strong opinions on the educational system, or none at all. The opinionated ones, however, can talk for days about the drawbacks of the Common Core, or standardized testing. But many of them seem to be overlooking one of the largest problems that seems to infiltrate even the best of schools: the complete lack of passion in many high school students. For many, “I hate school” has become more than an overplayed cliche for TV teens to groan upon the prospect of having to do work; it’s become their entire opinion on education. Students are tearing their hair out because they are trying their best, but still not achieving, and others, having resigned themselves to misery and mediocrity, are just giving up all together. Parents look on helplessly as the bad report cards pile up, unable to decide if their kid is lazy or just plain dumb. But, more often times than not, the answer is neither. It is not the child who is failing, but the school system. While the approach to education is constantly evolving, and has made great strides over the past decades, the detrimental effects of prejudice and the lack of individualized education are still taking their toll; that is not to say, however, that they cannot be fixed through necessitating psychological screenings of teachers and reducing class sizes.

“Education is not the filling of a vessel, but the kindling of a flame.” –Socrates (Secret). Unfortunately, many school systems, today, are not following Socrates’ advice. Many teachers have forgotten what learning is all about, and as students mindlessly memorize facts and figures, the only flame being kindled is their burning hatred towards school. Students stress about grades and believe that their self-worth is defined by their GPA. As they struggle under never-ending piles of homework and standardized tests, there is little time for students to worry about sports, family, health, rest, or even learning. The unnecessary pressure that today’s high school students suffer from has a huge effect on social lives, mental stability, and

The purpose of action research is not only collect data but to aim for useful data that can be used to change the lives around us. According to Esterberg, “action researchers see knowledge as power” (pg. 137) thus meaning if individuals can see the inequality around them and are educated on it then they can use the “power” to change society and promote equality.

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the

From 1940 to present, Project Management has continuously advanced from line managers using a small set of processes that were considered nice to have to the formal assignment of one individual assigned as the Project Manager that utilized a formal methodology by which to manage the project. Often the term “best practices” is referenced within a defined methodology. Why must an organization capture best practices? What are the determining factors in base-lining a best practice? Can an organization have too many best practices? What are the impacts of establishing too many best practices that mandated by senior management for use on all projects?

In this study, there will be a focus on two groups of students: those graduating high school and those entering high school in the 2017-18 school year. A quantitative study will examine the on-track status of these students over the course of their years in high school. Given these on-track rates and consistency among the rates, the cohort graduation rate will be assessed for numbers of students who graduate, are accepted to post-secondary education, those who enroll and over time persist toward completion of a college degree. Data will be collected from historic data that is available to the school in regard to grades, attendance and overall GPA throughout semesters and over time. Acceptance rate information will be collected through surveys and interviews, and persistence rates will be collected through the use of interviews and evaluation of student transcripts. The second group of students will be the recipients of targeted strategies and interventions to support their remaining on-track given their status at the end of their eighth grade year. Qualitative data above will be supported by survey and interview results of teachers and individual students’ experiences with each intervention.

Academic success of each student is an ongoing process that constantly evolves as a child grows. The success of a student is dependent upon many variables that are involved in the educational process as a whole. Each and every student who has the privilege of having a consistent and positive support system throughout their educational process is more likely to experience higher levels of educational success, which can translate into a more promising future. Developing a school and community partnerships is a vital aspect of academic success for students. By bringing together families, schools, and community organizations in a collaborative effort it will help to meet the comprehensive needs of children, families, and the community (Zhang 2011). The cultivation of school-business relationships will also benefit both school and business partners and sustain family-involvement programs. The future of the children in the community is truly dependent upon all of the entities that make up the community. This is not to say that students who lack a positive support system and quality parental involvement will not experience success. There are many documented stories of poverty stricken individuals, who lack parental support, and grow up in a less than ideal household that go on to be successful. Likewise, there are many students who have all of the favorable factors in place to be successful, but simply lack the individual discipline and motivation to do what it takes to be

Changes are already necessary and desired at Kearney High School. According to a survey taken by over one-hundred Kearney High School students, sixty-five percent reported that they would be interested in taking a life skills class and thirty-seven percent would be interested in workforce training. Clearly, students are willing to learn, but are not offered the opportunities they desire. On a scale of one to five, one being least prepared, five being most prepared, fifty-seven percent of students rate Kearney a one to three on preparing them for life after school. These disappointing statistics would lead one to believe that Kearney High School needs more variety to interest their students. This also suggests a frightening thought that on a school wide scale, Kearney is failing to provide their students the tools to succeed, or at least the confidence