Differences Between Kipp Schools And Public Schools

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” (Malcolm X) When a student goes to high school their goal is to graduate and earn their diploma. About ninety percent of students that graduate high school after attending KIPP go to college and ten percent do not. The graduation rates of students who attended KIPP are much higher than the students who attended regular high schools in New York City. The programs in Marita’s Bargain and Kewauna’s Ambition helped students obtain a better education and changed their lives.

In “Showing What Is Possible,” Jacques D’Amboise reflects on an experience when a teacher helped him discover ballet. Madame Seda helped D’Amboise fulfill his talent. With ballet, he overcame the pressure to join a gang like his friends. D’Amboise was able to become a well-known ballet dancer with help from his teachers. When it was time to retire from dancing, he started the National Dance Institute. This project enabled D’Amboise to influence his own students around the world. An influential teacher can affect one’s future by challenging pupils to move past their comfort zones, teaching them to actively control their future, and setting up an environment where they can improve together.

Dance began as a form of communication and storytelling. Thousands of years ago dancing served as a way for people to tell a story and helped distract themselves of the hardships they faced. Furthermore, dance was a form of storytelling through communication, which then turned into using storytelling through dance as entertainment. According to the History World, many dancers during the BC time danced in front of only a few people to get a story across. That later turned into hundreds of thousands of people as dance was used by many. Today, dance is also a form of entertainment and storytelling, but in a modern sense. However, today perfection and technique are stressed more than they were in the past. Yet, the passion for dance has not changed. Many dancers who share this passion also have many of the same qualities. Among a discourse community of trained dancers, one expects to find individuals who are healthy and active athletes, expect perfection from themselves through competition, and religiously attend dance performances.

I have been dancing since the age of two. When asked about my career aspirations, there is no hesitation before saying “I want to be a dancer.” Being a dancer means putting all other distractions aside, and focusing on my craft. Currently, I dedicate over forty hours a week to dance, which is a schedule that requires sacrifice. When I am dancing, the rest of the world fades away, slipping out of my mind with relaxed importance. For that moment in time, I am completely free, wholly focused on my goals, letting me know dance is what I’m meant to do. With this realization comes a responsibility to myself and the work I have put into improving my craft thus far, and I know I must seek out the best opportunities for growth and continued learning.

From kindergarten until high school, I was a member of the Jean Wolfmeyer School of Dance. Up to 5 days per week, I would be at the dance studio taking classes, rehearsing for shows, and helping out in the less advanced classes. Regardless of skill level, Jean never hesitated to speak the brutally honest truth about students’ performances and she never settled for anything less than perfection. Jean would often preach that she is only the instruction manual and she cannot make us good dancers, we had to do that for ourselves. However, it was not her critique or teaching alone that motivated dancers to perform well, it was her relentless work ethic and commitment to her studio. As a 70 year-old women, Jean held classes as much as 7 days per

“What are you even doing here? I have never seen such flawed technique in all my years as a choreographer.” The words echoed throughout the medical college auditorium. Impelled by the admonishment in front of my peers, I persevered in my endeavor to improve upon my dancing prowess and by the final year of medical school was leading the college dance team. The above mentioned undertaking further spawned an interest for the discipline of Latin Ballroom which lead to participation at the national level. The unwavering focus and persistence even in the face of unfavorable odds is more broadly reflective of my approach towards learning, both academic and extracurricular. This has been instrumental in achieving stellar academic outcomes including being ranked nationally in the top 0.0004 percent in the premedical test and the top 0.6 percent in the common aptitude test for management training.

Ballroom dance is a sport that involves productive thinking, strength, balance and control. This term has been centred around Figueroa 's Framework and the effect on access, equity and cooperation in ballroom dance. The aim for this report is to recognize which level of Figueroa 's Framework and Maslow 's hierarchy of human needs has had the most critical impact on my advantage and attempts in ballroom dancing this term. This report will focus on the interpersonal level of Figueroa 's framework and the associations that have affected my participation in ballroom. These consolidate the associates, friends, educators (Mrs Humphrys, Miss Grehan and Mrs Brennan), family member and mentors such as

Of all the values that dancing instilled within me, I believe I learned the greatest lesson when I forfeited my first love. In my mind, I rationalized that school’s importance outweighed my devotion to dance. In my eighth grade year, my studio encouraged me to join their dance company, while my school implemented an academic plan for me that met my educational needs, which included placing me in ninth grade honors courses. Faced with the truth of the difficulty of balancing schoolwork with a demanding practice schedule, I reluctantly withdrew from my dance

Being committed to competitive dance for 15 years has immensely impacted my life, as I have not only progressed technically and performance-wise, but I have been given numerous opportunities for self growth and development. Dancing has shaped me into a well-rounded, confident individual who is able to prioritize responsibilities, cooperate and collaborate with others, and exhibit strong leadership skills. Involvement in any extra curricular can aid one in developing a true passion, and through dance, I have been fortunate to find my passion.

I had just moved to Washington state and I auditioned for the local dance studio’s competition team for fun. I had no idea how talented they were. And I was just an untrained recreational dancer…Not surprisingly, I didn’t earn a coveted spot on the team it the first time I auditioned. That didn’t stop me from training seriously and auditioning for the team each year until I made it. And here I stand, now starting on my sixth year on the team and as one of the last people from my original team who decided not to quit when they started high school. Dance isn’t just twirling around in pretty pink tutus. What the general population doesn’t picture when they think of dance is the tremendous amount of strenuous work and the blood and sweat and tears that goes into every performance and competition. Certain dancers can’t handle it and quit when they realize they don’t have the passion. My passion keeps me living and breathing and most importantly, dancing, when times get

The first issue with KIPP Houston is funding. KIPP is a charter school and therefore does not receive the same funding as public schools in the United States. Public schools are funded through local, state, and federal sources, 10% federal and the remaining 90% is from state and local sources. Charter schools only receive funding from the reallocation of state tax revenues, which in Texas amounts to roughly $8,000 per student. KIPP receives less funding than that of other Texas charter schools and they do not receive funding for their facilities, they only receive the fixed amount per student enrolled. Due to the low funding received KIPP has been unable to update their facilities. The majority of the cost associated with running KIPP is the

Another issue in this community would be the competition for the fame. Many dancers who aspire to improve, dream of holding the centerstage in the spotlight. The race to become the best is certainly something that every dancer is willing to achieve. The deadlines for dance gigs, making choreography, and the efforts to improvement are extremely strenuous. It is a good feeling when an individual knows he or she is best at something, but when the individual is constantly doing it like a chore and thinking it as a job to get done, there is no fun in what he or she loves to do anymore. In an article, “Trending Now: #Competition by Candice Thompson”, a dancer Ida Saki states she “remembers feeling somewhat look down upon as a trickster with no artistry

This Documentary directed by Agrelo interviewed fifth-grade students who live in the New York, Bronx documented these students how they would react about ballroom dancing. The instructors noticed that over time the classes made the student’s behavior change their lives by this program helped the students to be off the streets and also learn skills and have positive energy in their life. The director gathered information by researching the schools and scenery of current events. Most of the students that are being documented are from poor low-income families that live in the New York, Bronx. Marita’s Bargain and Mad Hot Ballroom are very much in many ways as so the students are living in the New York Bronx and they are both using 5th graders

Good evening to Madam Sathiadevi and my fellow classmates. It is indeed a great pleasure to spend this wonderful evening with all of you today. Today I’ll be talking about a moral value that I have learned from the movie ‘Take the Lead’. The value that I learned is self-confidence when the polite ballroom dance instructor Pierre Dulaine sees a teenager vandalizing a car and on the next day he volunteers to teach dance to students to give value, dignity, trust and teamwork. Eventhough the teenagers who prefer hip-hop or rap, think it wasn’t a great idea but Dulaine catches the students' attention with a tango session and they started practicing ballroom dancing. Dulaine received criticism from parents and teachers who has got no hope on

It makes you work harder and go above and beyond giving one-hundred and ten percent every single class, so when you dance in front of the judges they will only have positive feedback to give. At the age of seven, I was just a little girl when I was asked to join my studios dance competition team. Not knowing what this team was all about at such a young age, I accepted the challenge to join such a strong team, who ended up becoming family, made of all ages that the only thing that connected us together is our love for dance. With all of the nights where I just wanted to break down and quit the team, I realized that I would not be letting myself down, but the others around me. The reasons I kept on dancing through all those rough patches in my life is because I was taught from my teachers that if you give up on yourself and just not give the amount of energy you once did before you are damaging your teammates. Realizing that throughout life you will always have to work with someone or for someone you might disagree with. But when you feel like giving up, you give up on that person as well, leaving them abandoned. Leaving someone high and dry is not what a person should do in life because you would never want to