Colorado Measures Of Academic Success

College Success: Chapter 1 is a great recourse for every student whether they are experienced or not. Specifically, descriptions about the best possible choices made to get the most out of your experience are plentiful, and self-assessments are included to evaluate a starting point. If one were to follow the step-by-step advice given, such as overcoming obstacles and enriching your learning experience, it would be close to impossible not to have a great experience at college. The author wasn’t afraid to delve deep into the fact that college is difficult and requires a lot of commitment to follow through. The information given is easily suitable for a wide range of students, including anything from discovering resources many colleges offer,

Here’s a joke. What do we call a person who speaks two languages?: A bilingual. What about a person who speaks three languages?: A trilingual. What about a person who speaks only one language?: An American. The joke may not be funny, but it tells one piece of truth about the American education system; despite the multicultural background of the American society, our students are not quite multicultural when it comes to their linguistic ability. Recently, the debate on bilingual education has been brought to public attention. While both proponents and opponents of bilingual education pose valid arguments, those rooting for bilingual education hold a stronger case, as the lame-but-sadly-true joke introduced earlier demonstrates that the lack of exposure to the world culture and language is a pressing issue for American students.

Also the TCAP does not assess the entirety of the Colorado Academic Standards, nor does it assess the new standards at the same level of difficulty, which will be expected once the new standards are implemented (Colorado Department of Education). So as of the 2014/2015 Colorado Schools will be implementing the new Partnership For Assessment of Readiness for College and Careers (PARCC) exam which will be based directly on the Common Core State Standards. So now Third grades students in Colorado must:

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

State tests have existed as a main subject is high school for many years now. It

College is indirectly served to have fun, make new friends, and learn about ourselves. As an attendant at Miami-Dade College I would never forget the real reason for enrolling in this institution. Any other individual who is a current student should know that education is the knowledge of putting potential to maximum use. Throughout the semester I have been given various assignments and objectives to comprehend making it challenging. At Miami-Dade College, the professors offer a variety of ways that can ensure academic success. My academic success this semester came with being able to be self-motivated, communicate with professors, and use available resources throughout the campus.

The Common Core State Standards (CCSS) initiative is a plan to restructure the educational system in the United States and provide students with a high-quality education. Many states have adopted and are implementing these standards. In our fast changing world, different skills are needed to do the jobs our society has to offer. Upon completion of high school, these students need to be equipped to either enter the workforce prepared to meet the demands of their employers or to enter college prepared to take their education to the next level in pursuit of careers. The CCSS will increase in depth and difficulty from kindergarten through grade 12.

“The result is highly rationalized liberate activity that is explicitly employed towards the ends of a bureaucracy” (Scott 141). The bureaucratic framework is manipulating the creative thoughts of students and turning art into work. Scott exposes this coerced system in an attempt to bring freedom to literature and revive the identity of the author. He accomplishes this by first analyzing the current testing methods and emphasizes its failure to measure knowledge. This can cause one to question the validity of an exam, which then begs the question, why not improve the methods of testing? He sets out to study two high school English classes to gain perspective and substantiate his position. What we come to understand it is not the tests that are captivating the minds of students, however, it is the bureaucracy’s involvement in the educational system. Scott allows us to come to this conclusion from the way he presents the data. “Eventually, Ms. Sloan pull the conversation back toward the third scoring criteria…” (Scott 147). This shows how the foundation of the class is based on the rubric that was created by officials to determine success, determining whether they pass or fail. While analyzing the students, he is able to use the data to demonstrate how learning to write is learning bureaucracy and are being molded into compliant

This model supports the use of both the native language and the new language within the daily teaching curriculum (Ray, 2008). The No Child Left Behind Act threatens the Dual Language method and negatively impacts bilingual education because of the high degree of emphasis that is placed on standardized testing. The weight of standardized testing that is felt from the state all the way down to the classroom level has forced curriculum to focus on the passing of these tests. Because bilingual students must take the standardized test in English, this has caused a shift in the landscape of bilingual education. Teachers of bilingual students are abandoning the DL method in favor of a more English only environment as a means to help students pass standardized tests (Ray, 2008). This negates the purpose of bilingual education and decreases the benefits that these students receive while learning in a dual language

Our bilingual students and teachers are facing the same and more complication than a regular classroom. “English language learners, like all the students throughout the United States, are expected to excel on a single-measure high-stakes test” (D. Palmer, A.W. Lynch, June 2008). Not all the students master or gain their second language as the same way like everyone else, some student show difficulties in different areas but the most common one is the writing and reading because they have language gaps that they will being filling over time. “English Language Learners face a particular challenge: to perform in a language that they by definition do not master. Students who are limited in English are unlikely to be able to demonstrate their content knowledge on a test written in English” (Abedi 2004). I am a ELL student, when I was in 11th grade I felt the same pressure that most of the student felt to pass the TASK test to be available to continue with my education and graduated. It was difficult for me to pass the test because the gaps of the language and the vocabulary, I remember seen words that I didn’t recognize. When I took test, I did know that there where accommodation that could be set up for me because I was ELL student, instead I took the test without any accommodations. During that time, I had a lot of pressure from my teachers to

As the time passes by, the school board in Texas changes the requirements for passing to the next school grade level. “Texas led the way in implementing standardized test in the early 1990s” (Klein). Before, grade level students used to take the TAKS (Texas Assessment Knowledge and Skills) and now students are taking STAAR (Student of Texas Assessments of Academic Readiness) test. With this choice, students are not learning other materials other than just testing, testing, and more testing material. I believe that students should be taught something different other than just focusing on tests for the whole school year.

Dean’s List is a scholarly achievement at Marymount California University. Since I maintain a high overall grade point average, I have been named to the Dean’s List of the highest distinction for academic achievement each semester at Marymount California University. In order to earn and keep this recognition, I had to obtain a 3.9 grade point average or better and complete 12 or more college-level units in each semester. The achievement shows that I have the ability and the commitment necessary for success in college. Moreover, being named to the Dean’s List, I have an additional motivation to strive for excellence and gain success as I advance in meeting my educational

We learn primarily through language, and use language to express our understanding. In order for English learners to have access to core content, they need academic language and literacy skills (Echevarria, Vogt and Short). Academic language is used to succeed in reading, writing, listening, and speaking. Often English learner students enter school with limited to no exposure to academic language. These students are from homes in which English is rarely spoken. They are bright students who would excel in classrooms whose academic language was the same as their native language. The task No Child Left Behind has given to researchers and teachers is to educate the increased number of immigrants in English speaking classes. It is important to realize that there are approximately 180 native languages among the student body population. Spanish by far surpasses other language groups.

As educators, we need to find that vehicle of learning that suits their needs. In the article, A Culturally Inclusive Classroom Environment, it states that in order to engage the learner the classroom must be set. The classroom must be set up in a fashion to encourage all students to learn and be successful. As I look back on my students that struggled with reading, I realized that they were never given the tools or strategies needed to become a successful reader at an early age or as they progressed from one grade level to the next. Informal Assessment Strategies such as highlighting texts, using index cards, annotating the text, were strategies that many of my struggling readers did not use when reading independently or during whole group instruction. As I learned these informal assessment strategies and begun to employ them in my classroom, struggling readers begun to shine. They came out of their shell and started to open up. They felt comfortable enough to participant in the learning process. What happened? The classroom environment changed. It was no longer a “one size fits all” classroom. Needs of students were being