Cross Sectional Survey

Finally, this journal has enlightened me and my thought process of generalizations pertaining to urban schools: “When we think of low poverty schools the first thing that comes to mind are inner urban schools. Again, this process is considered a stereotype because many urban schools perform well and meet required standards. Unfortunately, there are urban schools across the nation who has a high demand for teachers and resources. Teacher.com is a comprehensive resource for information. It is in partnership with California State University-Rossier online. It provides state specific information on how to become a teacher, areas that are in demand of teachers, teacher pay in those areas, teaching credentials, teacher certification tests, alternative teacher certification and more. Its objective is to provide all information to become a teacher anywhere in which you reside. Sadly the schools that have the highest demand for teachers are the

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

This chapter presents the research findings used to address the research questions presented in Chapter One. To that end, demographic is presented for each of the eighteen school districts studied in rural Kentucky. In addition, statistical analyses is presented as it relates to student success in each of the eighteen school districts at the third grade, the sixth grade, and the eleventh grade levels in the content area of reading. The data examined is from the 2015-2016 school year testing cycle as required by the Commonwealth of Kentucky. The statistical analyses focuses on the relationship between students’ success, based on the results of the Kentucky Performance Rating for Educational Progress data, and superintendent tenure in each of the districts.

Starting with the introduction of the survey they seemed to be too specific in their intro of what was going to be in the survey by describing each type of question that would be presented throughout the survey. I feel like this information isn’t necessary and over excessive in an introduction. That part of the introduction should be taken out and instead maybe include something along the lines of “Please read every question carefully and thank you for participating” or something along those lines.

Since completing the Agency Observation Checklist, I have taken a deeper look into the district I am currently employed in and the inequities that exist in its policies and practices. South Middle School is part of the Wentzville R-IV School District in Wentzville, MO. Wentzville is about 40 miles west of St. Louis and is considered a suburban city. Wentzville has grown significantly since 2010 and is continuing to rapidly grow. Wentzville School District currently serves close to 17,000 students. There are three high schools, three middle, schools, ten elementary schools, and one early childhood center. I work at South Middle School and have focused my observation and analysis on the English Language Learner structures

According to the state report card, Salem Elementary School’s socioeconomic status of students is strongly high in poverty. Correspondingly, all of the students enrolled in Salem also have some type of economic disadvantage. As discussed in our EDTE 2020 class, high poverty areas tend to have teachers “with less experience”, who do not have “proper certification”, or who have a “high turnover rate”. This is the complete opposite at Salem, as it’s stated on the report card that all teachers have a bachelor and a master’s degree, with over 72% of teachers being

data and a meta-analytic framework to synthesize results across sites. This study found that the

The questions are asked are urban school districts, educated of the same level as its counterparts. Some question we need to ask during this research is as follows: do urban schools have larger enrollments, on average, than suburban or rural schools at both the elementary and secondary levels? Do urban teachers had fewer resources available to them and less control over their curriculum than teachers in other locations, as did teachers in urban high poverty schools compared with those in rural high poverty schools? At least as likely to have a parent who completed college? At least as likely to have parents with high expectations for their

A primary survey is a process in which paramedics are able to quickly assess to see whether a patient has any injuries or illnesses that could be deemed life threatening. The Primary survey is set up in a way in which the paramedic can follow each step carefully and methodically allowing for the paramedic to use the find it and fix it method to treat the patient’s illness or injury in an order of priority. The Primary survey is made up of many components that are all equally as important as each other. The following is a discussion on the components that make up a primary survey and how they relate to a 28 year old male named Steve who was witnessed to collapse while working at a spray painting business.

An example of this educational gap was in the New York schooling system. Where blacks and Hispanics “make up about 71 percent of public and charter school students citywide, they received just 12 percent of specialized high school students in 2003 ( Leonie, Ravitch 2). One of the causes this of disparity is the difference in schools. According pew research there is a difference between schools in the suburban which are made up of mostly white children and inner city schools made up of mostly minorities like Hispanics and African Americans. The suburban schools which according to pew research center is mostly white and the inner city schools which are mostly made up of the other minorities (Citation 3). Staring with the quality of teachers, according to Pitre “unqualified teachers are disproportionately assigned to teach low-income ethnic minority children” (Pitre 5). An example of this difference is in the state of California where it was found that in the most segregated schools there “were more than five times as likely to have an uncertified teacher” (Pitre 5).The importance of teachers in the schools, especially teachers who teach young children is invaluable. According to Cowan Pitre “the issue of access to a high quality teacher is important because research has consistently identified teacher quality as the most important school-based factor in student achievement” ( 5). When low quality teachers are assigned to minorities how

A total of 204 teachers in 52 schools participated in this study from several school districts in eastern Pennsylvania.

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

We therefore used a three-wave snowball sampling design (summarized in Figure 1). Snowball methods allow researchers to map networks when population boundaries are ill-defined (Doreian & Woodard, 1994). We began the snowball by conducting exploratory interviews with PD providers (Wave 0, n = 10) representing the range of actors and organizations involved in providing PD in the region. To ensure geographic diversity of the sample, we identified individuals in key PD organizations in different counties. We interviewed providers from school districts, charter management organizations, non-profit organizations, and local universities. The aim was to solicit the names of individuals involve in providing PD in the region. We created an initial list of names that formed the seeds of the snowball. Inclusion in the sample required that participants had planned or provided mathematics and/or science professional development for teachers within the prior year. The sample was also constructed to include all the organizational sectors and geographical locations represented in the initial list. This was done to ensure the sample covered the range of actors involved in providing professional development in the

My initial reaction to my results from my self-regulated survey were mixed to say the least, as I haven’t been back to school in the past 10 years and didn’t quite know what to expect. I was completely amazed and pleasantly surprised by the DAACS and the results it produced.It was a major eye opener for me. I have forgotten how important simple things like carving out time for classwork are, or what it looks like to juggle a family, a job, and going back to school. For me this survey really hit home utilizing specific examples of what it looks like to actually sit down and walk through the entire “back to school” process. As I’m typing this essay I can’t help but think about how I actually took time to do some thinking about my thinking,

In the first year of teaching, four out of ten teachers quit. An educators job is not a walk in the park. In Kansas, we are facing a shortage of teachers. The most areas that are facing these shortages are Special Education, Adaptive and Functional Special Education, Early Childhood Handicapped, and hearing and visual impaired. It has been reported that Fewer students have chosen to major in education. There are many reasons that are causing the shortages, lack of