Improving Students Attitude Towards Math, Reading, And School

Two researchers, Dynarski and Gleason (1998), made an argument concerning dropout prevention programs, with the focus on the populations of alternative schools with a different perspective. They found that students labeled at risk in their programs also had other concerns such as high academic achievement and high expectations for their future. Alternative schools and programs have evolved through the years to address a variety of student issues from within and outside the school environment. While the definitions of current alternative school and programs are varied, several common characteristics are among the options currently in existence (Young. T 1990). The students within alternative school require a specific education program that will provide them with their best chance at success. Programs that include individualized, flexible plans with clear expectations, an emphasis on student personal care, and

All children need a safe place to be after school with caring, responsible adults and engaging activities that connect each child to his/her school, family and community. One method to provide this is through an after-school program. After school programs are any organized program, which invites children to participate in the traditional school day. In Lynda Barry´s essay, “The Sanctuary of School”, the author describes how the school helped her feel in a better environment since his parents had many problems and did not pay enough attention to her. Yes, Barry´s assessment of after-school programs is accurate. They are very important to children because from a social aspect it helps the children develop relationships, get them out of their comfort zones to try new things, meet new people, and overall improve on their general outlook on situations they may not have engaged on their own.

High schools work to offer more learning materials, however, it will only benefit those who attempt to receive guidance. One of the programs states, “We try to build some relevance into their experience to go along with the regular curriculum... So many of these ninth graders- particularly in high-poverty areas-just do not see any reason to stay in school” (Willens para 11). Students in the ninth grade are given the chance to grow better as a student and benefit them and “goals are set for every student, and the aides are available 24/7 and serve as links between child and school, parent and school, and child and parent” (Willens para

Communities and educators are seeking programs like Charter and Magnet Schools, in place of the traditional public school setting. Charter Schools allow teachers and a local school board to determine decisions regarding education. Likewise, the teachers and the local school board are also held accountable, in regards to student performance. In regards to magnet schools, students are given an opportunity to learn through themes. Henceforth, these themes are usually centered on the talents of the students. For example, a magnet school could be designed around performing arts. The School-Within-A-School is similar to the magnet school idea. Consequently, these alternative school programs allow students to learn through their individual interests. However, there are other forms of alternative programs. Multi-Aged Classrooms is designed based on the layout of the school. In a Multi-Aged Classroom setting, students are not grouped according to their age, but are grouped based on developmental stages. Therefore, all students are grouped in one classroom with numerous teachers. The students receive one on one instruction. Therefore, the instructional process is delivered based on the needs of a particular student. Another aspect of alternative programs deals with the economic and the environment of the school. In a School/ Community Economic Development the primary focus is on the local economy. The students work with municipal planners, research spending patterns, and start-up of student businesses. In the Community-Based School, the school draws on the local environment as a way to make abstract concepts and textbooks lessons more meaningful. Finally, the last alterative program is the Year-Round School idea. This approach is designed to keep students in school longer durations of time with short breaks in between. Although the year round school can vary, research has suggested that student

Without the proper volunteers and supervision, these programs would plummet. Furthermore, looking into published studies on these after school programs, my optimistic view is further backed up by existing programs success stories. With suitable goals after school programs have had substantial success with keeping kids up to speed in the classroom as well as motivating elementary students of proper behavior and good morals. These programs allow kids to depend on their adviser as a friend; in result the kids emulate those mentors actions and requests. Most importantly my research looks into why we need after school programs and how the programs really benefit each elementary participant?s life and future.

I feel that a school in many ways is like a clock: it has several gears and mechanisms that when separate do not do much, but when working together, they can even sometimes sing you the time! Most recent example I have witnessed second handedly, aside from the teacher shadowing at Mapleton Jr. High, was the reading in Educational Foundations. I actually had to read the first chapter twice because the first time I did not read it through a personal perspective—I did not see how an alternative school district and its performance would apply to me since I do not want to teach at an alternative school. However, after reading it a second time, I saw many key points that made the alternative school a good school. They built their school and designed it for the students and their exact needs. They periodically collaborated as a staff and discussed their students’ progression and successes. They took the time to know their students and provide them with the instruction that would directly affect each individual’s life. Within the schools’ walls, there was a sense of respect, not simply for one another, but furthermore, a deeper respect for one another’s education. I especially enjoyed the quote in chapter thirteen that states, “Successful teaching requires recognition of the social and cultural context of school and a deep understanding of how these factors influence, shape, and most importantly, can nurture […] schools” (157). When we are aware of our surroundings, we

This past year, Mountain Home Junior High reinvented their after-school program. Throughout the year, several students in the program dropped out, and by the end of the school year, only ten students were being served. The ineffectiveness of the program, in my opinion, was due to a weak initiation phase before the program was implemented. A small committee was formed to write a grant from the program, set the program goals. There were no teachers, teacher leaders, or counselors on the committee and no input from community members or parents were considered. The curriculum for the program centered only on addressing benchmark scores of basic and below basic students and did not meet any other needs or the students. As a counselor, I heard complaints from parents throughout the year that their children would benefit more from having homework help and extended instruction. Teachers felt as if they were already using instruction time during the regular school day to prepare students for the last year’s PARCC and now the ACT Aspire exams.

In their 2007 study, the weak correlation between attendance and credits earned for the SFAS group suggests that attendance may not be a useful outcome indicator for alternative schools that use a self-paced curriculum. These students continue to earn credits even when their attendance is low. (Franklin et al., 2007,p.141) There was a No Child Left Behind policy highlighted students must graduate in four years that impacted the study results. For this reason, SFAS must count students who take longer than the traditional four years as dropouts in their graduation rate (Franklin et al., 2007,p.141) Additionally, the researchers felt this choice allowed for comparisons between a large public high school and a smaller, academic alternative school was challenged to measure the results. The effort was made to match students on important characteristics, it is not possible to ensure that all threats to internal validity were removed (Franklin et al., 2007,p.142) The recommendation is in further study in specifically focusing on full time high school students who will attend the program. The study has identified the weak correlation between attendance and credits earned. The effectiveness of full time students as an outcome indicator for measuring effective high schools (Franklin et al., 2007,p.141) Above of all, the recommendation will get better results and strong correlations to interpret and tackle the overlooked solutions clearly in SFAS program of instructional

As a result, it is a challenge to provide appropriate services to them and their families. Dropping out of school, however, is only the end of the more general process of school disengagement, a process that typically begins earlier in the educational career. A strategy is needed to recognize early school disengagement and potential dropout (K. k. h. c. e. Henry, Knight, & Thornberry, 2012).

According to the Office of Juvenile Justice Delinquency Prevention (2010), mentoring helps prevent at-risk students from becoming involved in delinquency activities and also helps those who are already delinquent to change their lives for the better. Mentoring relationships have been shown to improve students’ self-esteem, behavior, and academic performance.

After a year, I would compare the academic results of students from this alternative school with those of students facing trauma but learning in the traditional school setting. This comparison could be analyzed to determine effective methods for creating a successful learning environment for students from disadvantageous backgrounds. Such an experiment would help a set of students attend a safe school while helping to advocate for change in all school systems. I would want all students to have the opportunity to enjoy school despite personal

Education is important for our future. From the time children reach pre-kindergarten age to even adulthood, they are constantly learning new things. Without education, we would only learn through exploration. Exploration is wonderful, but having a structured setting and learning a variety of topics helps us to become well rounded individuals. In today’s school systems, children come from all walks of life. Some have very involved parents, some come from poverty, some come from wealthy families, and some come from families that speak a foreign language at home. With some students, stability at home is an issue. These students may face challenges in school that make it hard for them to excel like other students. Many schools offer programs for all students, based on their needs. These programs strive for motivation and success, they explore each child’s learning style, and they strive for diversity. Programs offered by the school are a wonderful way to help those students who may not receive what they need at home and they also help students who may have stability at home, but need a boost in other areas. Ultimately, there’s a program for every student, no matter what their situation is.

In middle school in the county we have experimented with the three configurations. The research conducted in the county by Swinton and Sunwonton (2014) sought to compare the success of sixth graders in the different grade configurations. “Success” was defined as proficiency in reading and in math, low absenteeism, and fewer suspensions. The achievement was examined from the end of the fifth grade to the end of the seventh grade, to determine how transition had an impact on their preparedness for high school. The results of their research determined that students who experience a middle school transition appear to improve the least in reading achievement the year of their transition compared to the other students who do not transition that

In this chapter, I will present the scholarly peer-reviewed literature regarding the transition from middle to high school and possible transition programming for students entering ninth grade. Literature research methods, the philosophical framework, and the need for scholarly research on the transition from middle school to high school are presented. Early indicators for are fully discussed. Five major themes from the literature prevailed and will also be captured. The first theme is the predictive behaviors for at risk students, which include poor attendance, low academic performance in middle school, and student misbehavior (McKee & Caldarella, 2016; Samel et al., 2011). Student transitions to ninth grade are of the highest importance, since transition programs help mitigate the risk factors of students likely for early dropout (Easton et al., 2017; Neild et al., 2008; McKee & Caldarella, 2016). Then, the academic, procedural, and social concerns of students, families, and educators regarding the transition from middle to high school are discussed. Next, the most commonly researched freshman transition program models are explored. Common freshman programs include ninth grade only teams of students and freshman courses focusing on academic remediation (Ellerbrock & Kiefer, 2010, 2013, 2014; McIntosh & White, 2006; Balfanz,

public school system 's inability to effectively manage the impact of socially related challenges that affect the learning process, it has become obvious that a more community-based program can offer the necessary support system needed to provide students with imperative resources essential to the achievement of academic success. Partnership programs between schools, families and communities are expanding across the nation offering health, social, and human services for children and families on school sites, thus, earning the title of “community school.”