Credit Recovery Essay

The Random sampling drawn, in suburban, middle to high class residential environment. Random sampling has to be equal in the participant’s culture and environment and educational status. The method was public school and ethnicity/racial mixed however the ethnic was 70% non-Hispanic White 7% Black and 19% Hispanic in the ending of the eighth grade. The 26 families randomly selected was not even of racial approximates. one or two parents interviewed. The successfulness of the students’ transition was evaluated in terms of their final grades as well as the number of credits earned

Although taking online courses may appear to be very time consuming and hard at times, the idea of obtaining your college degree from the convenience of your own home has made it easy for students to continue on with their everyday life. This article has given me a whole new perspective to this online learning experience. Through the group assignments and class participation, online learning generates relationships amongst peers and instructors and allows us as the students to value each individual student’s walks of life under the same subject. This online course will prepare me to become the educator that I need to be when dealing with the different diversities with the students, parents,

Park Middle is located in Scotch Plains, New Jersey and is one of two middle schools within the town. On average there are 930 students enrolled at Park over the past three years (See Appendix A, Table A1). Additionally, Scotch Plains’ population consists of 77.4% White citizens, but is also composed of 11.1% of African Americans, 7.7% Asian, and 6.7% Hispanic citizens (see Appendix B, Table B1). The town’s population is largely representative of the school’s demographics (see Appendix C, Graph C1). When referencing the school’s performance on district benchmarks and state testing, Park Middle School has met most of their established targets. However, even with most established targets met, certain subgroups are in need of further attention

Across the United States, high school students can encounter a variety of issues that hinder their ability to successfully complete course work to earn the required credits towards graduation. High schools across the United States have an obligation to ensure that students are achieving and receiving a diploma. It is also in the school’s best interest to ensure students are gradating both funding wise and for the overall school rating. When a student does not receive a high school diploma the action affects the student, community and the school. High school dropouts may find it harder to obtain a job that would provide a stable and productive income verses a high school graduate thus, the financial disadvantage in turn can cause

Credit repair works. And the results will have a dramatic impact on your financial life. Lenders everywhere have tightened their credit requirements. Every single point on your credit score matters. Credit blemishes can quickly translate into higher interest rates and even loan denials. You cannot afford to ignore the potential of credit repair. Do it yourself, or for a small investment you can hire a professional credit repair service to manage the process for you. Either way, now is the time to take action.

African American students in an affluent, suburban district have not successfully closed the achievement gap. These students’ are generally lower performing that whites and Asians and sometimes lower than Hispanic and/or socio-economically disadvantaged. According to Sohn (2012) the phenomenon of the black white achievement gap has returned. Slaven and Madden (2006) assert “The gap in academic achievement between African American (as well as Latino) children and their White peers is arguably the most important of all educational problems in the U.S.” (p. 389). This leads to continued disparity in educational goals and mastery and ultimately adulthood successes.

In the twentieth century, the world has become so corrupted with racial discrimination that people have become accustomed to solely interact with people of their own race. This complication is predominantly found in schools and has become increasingly problematic. About one-third of all schools in New York has a population that is dominated by a single race, usually African American or white. Academic studies show that segregation in school has diminished academic performance and failed to equip students for the interracial world that awaits them. Explore Charter, a k-8 public schools 502 students from kindergarten through eighth grade consisted of a population of 92.7 percent black students, 5.7 percent Hispanic, and a scattering amount are

According to the 2014 Public School Review Diversity Report, the state of Maryland is rated the third most diverse public school system in the nation, with 43% White students, 37% African American students, 11% Hispanic students, 6% Asian students, and 3% Unknown. With a significantly higher population of African American students compared to the state average, the Baltimore City School District is a far less diverse agency than the state school system as a whole. Collectively, the Baltimore City Public School District is comprised of 85% African American students, 8% White students, 5% Hispanic, 1% Asian/Pacific Islander, and less than 1% American Indian, Multiracial, Native Hawiian/other (Baltimore City Public Schools, 2013a). Considering

Gottfried (2013) found a higher propensity for academic issues for minority youths in urban school systems, particularly when instigating retention issues. Stillwell (2010) found African-American (38.5%) and Hispanic (35%) students retained at higher rates than Caucasian (19%) and Asian (8.6%) students. The characteristics of retained students require strong consideration because “the more risk factors young children are exposed to, the more likely they are to experience school failure” (Whitted, 2011, p.

The at-risk population is growing at a far more rapid rate than the rest of the U.S. population. The actual number of at-risk students varies depending on what proxies we use as indicators. One growth estimate is based on the increase in the size of the U.S. minority population. From 1970 to 1980, the U.S. public school population from the preprimary level to the 12th grade declined from 46 million to 41 million, and during that same period the minority student enrollment increased from 9.5 million to 11 million. In the subsequent 2 decades, the minority proportion of public school enrollment has increased even more, with schools in central city areas experiencing the most

The second most commonly referenced effort to reduce racial isolation in hyper-segregated White high schools involves participation in the Open Choice or A Better Chance Program. Of all the reported efforts to reduce racial, ethnic and economic isolation by providing hyper-segregated White students the opportunity to interact with students from diverse racial, ethnic, and economic backgrounds, Project Choice and A Better Chance appear to be the most effective. Based on a review of Strategic School Profile and Performance and Profile Report narratives, in combination with discussions with principals at hyper-segregated White high schools, we determined that urban students participating in the Project Choice and Better Chance programs are subject to racial, ethnic, and/or economic isolation. These programs therefore provide hyper-segregated Minority students the opportunity to interact with racially, ethnically, and/or economically hyper-segregated White students. However, the number of students participating in Open Choice or A Better Chance programming is a small fraction of the overall student body in hyper-segregated White high schools. It is unclear from the data if and how Open Choice and A Better Chance students interact with the hyper-segregated White student body, and how many White students benefit from this interaction. Therefore, we conclude that the Open Choice and A Better Chance programs do not provide meaningful opportunities for all White students in hyper-segregated White high

In today’s society, so many people are continuing their education beyond high school. We realize that in order to make a decent living, a degree is most likely a requirement. In some cases even a bachelor’s degree is not enough to qualify for many positions. Nevertheless, thanks to technology, we now have the option to learn online or in a traditional classroom setting. There are very few differences between the two, and students need to understand that as much time and energy will need to be devoted to the online courses as on a campus. “A 2010 meta-analysis and review of online-learning studies concluded that online learning was as good as or slightly more effective than traditional face-to-face instruction” (Mendenhall, 2011).

Non-traditional students are finding it easier and easier to maintain a job, a family, and pursuing a college career at the same time. This is possible because more and more non-traditional students are receiving an education using distance learning, as opposed to traditional, in-the-classroom teaching. Distance learning is basically taking college level, credit-bearing courses via the Internet. One of the most obvious advantages of distance learning is that it puts the classroom in your home, office, or wherever you can find a computer and log on to the Internet. However, there is much controversy regarding the quality of the courses being offered on the Internet versus the quality of

(“Online Classes”). Due to the increase of young adults taking online courses, researchers have been able to collect data to compare the grades of online learners to the grades of those learning in the classroom. According to the article published by the University of the Potomac, 90% of students will successfully reach higher achievements beyond what traditional in-class students will attain (“Online Classes”).

But without the securities of the traditional classroom environment cheating has become a big concern in online education aside from cheating the quality of online education is also in question in addressed by article posted Greg Rodriguez which states “the level of effectiveness of educational technology is influenced by this specific student population, the software design that educators role, and the level of access to technology I agree that having a quality program is important but still requires much effort from both student and teachers to ensure success of the online program”. This is also true for traditional classrooms the use of online education impacted not only colleges but grade, middle, and high schools alike one of the biggest issues discussed on the topic of online learning is age and maturity an article written by Sam Dillon talks about the use of online learning in elementary and home schools. While I do agree with the statement made by Tracie Weldie, a native from Milwaukee, which home schools her three kids than there is no reason for Isabel to practice counting if she can already add not every child learns at the same rate and this will elevate, concerns the parent might have about their child being challenged to reach their full academic potential. Either the online