Graduation Speech On Students ' Academic Performance

A higher education has been an important priority in my life. While I realized a high school education was important, my parents expected more. They said if I wanted to succeed in life, a college education was something that I could not live without. What they don’t tell you is how exhausting and confusing the process is to get even into.

Good afternoon [name of members of the head table], teachers, parents, students, fellow graduates and distinguished guests. I must first and foremost thank God for this blessing and honor to stand before you today as Valedictorian of the Class of 2011. Yet, today is not only my day to shine. Every graduate present here is deserving of high praise and recognition and I would like to congratulate each of you on reaching this milestone in life. I think I speak for my fellow graduates when I say that this is a moment we have always imagined and one we will remember for the rest of our lives.

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

Obtaining a college degree is ideal and expected in today’s society. Having attended and completed course work at a college institution can have an enormous effect on an individual’s life outcome. There are currently 2.2 million black students in college, with that being approximately 15% of the college population (Payne & Suddler, 2014). Black students’ enrollment in college has increased 5% over the past 40 years (U.S. Department of Education, National Center for Education Statistics, 2015a). Although the Blacks students’ rate in college has increased it does not eliminate, nor decrease the challenges that comes with being a student.

The relevance to this study was important because it examines factors that cause withdrawals and my assist with increasing retention rates. The information collected is significant to all stakeholders who wish to retain minority students in higher education. Both public and private universities can stand to increase their knowledge base of how to improve higher education retention for minority students.

Low-income minorities face many social challenges that can have a great impact on an individual’s ability to pursue higher education. Although the rate at which American complete four year degrees has expanded, the “achievement gap” is certainly evident (Table 326.10, 2014). Minority groups for decades have been proportionally misrepresented for students entering and completing college (Cox, 2016). According to the National Center for Education Statistics (NCES), in 1996 the graduation rate for white students was 36.3% and 19.5% for African Americans, and 22.8% for Hispanics (Table 326.10, 2014). The graduation rate for African Americans has been steady between the years 1996 and 2007; in 2007, the rate for African Americans was 20.8% which

The most effective response to this changing population has been an “increased advocacy for inclusive environments” (Kinzie, 2015, P.33). Programs that non-traditional students need range from academic advising, family care, to residential life (Schlossberg, 1989). At most colleges and universities, there are programs designed specifically for minority, handicapped, and international students; student populations that are at risk for not completing degree programs. It is important that higher education institutions recognize the need to allocate space, personnel, and budget to establish that non-traditional students are important (Schlossberg,

For students from historically and substantively under-represented groups, particularly first-generation and low-income students, the aspiration for a college education is often met with information barriers that make navigating the college application process daunting. For

The Great Being saith and I quote: “Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom”.

As result of creating and implementing this artifact, I realized that the most effective lesson plans are those which initiate with the final assessment in mind. So, I applied a pre-test at the very beginning of my lessons with every different group I would be teaching to measure a starting point or the amount of pre-existing knowledge on the topics to be taught. Based on this, I planned the instruction to deliver and how to differentiate it.

Based on immigration trends, predictions indicate that there will be a significant growth of immigrant college students on college campuses (2-year and 4-year institutions) in the near future (Erisman & Looney, 2007). Therefore, student affairs professionals will see a drastic shift in

I want to thank you for listening to me yesterday afternoon. After a much needed soul search I re-evaluated my purpose for why I come to work Monday-Friday and my purpose is to serve kids. That’s my sole purpose and my only purpose. You asked me to send you the criteria for entering PASS. I gave you a hard copy of this information before school started, but will be happy to submit another copy to for your records. As an Aspiring Leader I know that I will encounter conflicts from both staff and students. My number one priority is to remain professional at all times. Next, find a positive solution to solve the problem. My solution to the problem that I brought to you on yesterday is this, do not give adults power to take away from the focus

This project was exciting to complete, as we rarely have prepared anything like this before. Beginning by looking at the roster of students, I was able to recognize how I would group the students. I knew, however, that I wanted to avoid groups larger than five students. I also understood, from the ideas of many education classes that the best pedagogical solution would be to include a mixture of performance levels. Because of these implications, my first set of groupings consisted of the grade of the student, followed by a break down of their level.

Hsio-Ping Wu, Esther Gaza, and Norma Guzman’s article entitled “International Student’s Challenge and Adjustment to College” has the implied intention of informing universities in the United States (US) the problems faced by the international students in higher education. The authors have done a fine job providing comprehensive, but overwhelming information of the challenges international students face. The article is explanatory which makes it drawn-out and ho-hum, still the universities and colleges can greatly benefit from the information as it is supported by the authors’ own experiences, researches, surveys and lot of details in the woods of citations. This is anticipated as the authors are ESL Professors at the Texas A&M University.

Welcome fellow graduates and honored guests to the sixtieth anniversary of commencement for Stoll Community College. For those graduating, this day marks the culmination of a period of courage, commitment, and accomplishment. For these reasons, I am greatly honored to be chosen as student speaker for this outstanding class of graduates and I hope that my words will give a measure of justice to the significant event that has brought all of you here tonight. Hopefully, we will laugh a little, perhaps cry, and give some much-deserved praise.