Marita's Bargain: Student Analysis

Malcolm Gladwell, the author of Outliers, a novel depicting success, provides different examples of how an individual can achieve success in every chapter of his book to show his audience that success, despite a variety of barriers, is in fact in our control. A very important chapter titled, “Marita's Bargain”, explains the flaws in today’s public school systems. He shows the problems with the solutions to fix them while showing the alternatives to the regular system such as the KIPP Program in New York. The KIPP Program (Knowledge is Power Program) is a new kind of middle school that selects students from less fortunate locations and uses unique teaching strategies to turn them around into fantastic learners. In the chapter, Gladwell is extremely descriptive by using visual words to paint the picture of the South Bronx in New York City. He describes the buildings that were built in the 1960’s as squat and bleak looking. Gladwell had an interest in this subject as it involves success, however he had no prior experiences to produce the piece. Gladwell establishes personal credibility through the use of knowledge, reason, and facts and figures. He comes across very knowledgeable on the subject presenting great data with excellent vocabulary. He is able to do this with no obvious bias as well. Gladwell shows authority because he is well known for writing novels that involve success. His intention is to teach and explain how schools need to change the length of vacation breaks

students can learn feel free. They take care of their students specially who are weak

Another important advantage for many school districts is that year-round school can enable multi-track schedules. A multi-track schedule is one in which teachers and students are divided into equally sized groups called tracks (Gerard 1). Each track attends school and has vacation at the same time, but there is always at least one track on vacation at any time (1). This is somewhat analogous to our P.E. system at Johnston High. Imagine if everyone had P.E. on the same day; we’d never be able to manage students or fit them into the gyms. This is comparable to our

Malcolm Gladwell's essay, Marita's Bargain; is a text all high school students should read to motivate them to do their best in high school because it relates to us how success is not defined by your social class, how the struggles of outside pressure and how that affects high school students in school, and how high school students  feel about how much time goes into a school.

Intensifying pre-kinder is a major concerns after the 2011 Texas Legislation eliminated all grants for full-day programs. It is said that success made in pre-K lasts a lifetime, and children with a high quality pre-K program begin school with more advanced skills in comprehension and problem solving. If programs to elongate school days do not pass the next option would be to increase the number of days students attend school. With smaller amount of schools along with estimated population growth Texas educators have put a lot of thought into this option.

I currently teach 7th grade at Park Middle School in Scotch Plains, New Jersey. As I reviewed the multitude of data, a few specific statistics emerged. The population of our sending districts in 2010, Scotch Plains and Fanwood, totaled 30,828. The United States Census Bureau predicts our total sending population to rise to 31,433 within the next 5-7 years (U.S. Census Bureau, 2015). Even though that increase is slight, our school district has implemented a full-day kindergarten program this year. This data and new program generated the following questions:

Professor, Mike Rose reflects on his high school teacher, Jack McFarland, stating “He tapped my old interest in reading and creating stories. He gave me a way to feel special by using my mind” ( ). Rose implies that school before meeting Mr.McFarland had sucked the life out of an activity such as reading. This is not just with Rose, there are many high schoolers that would say that they do not read anymore. Ironically, schools are supposed to instill the exact opposite of that. Suli Breaks identifies that “If education is the key, then school is the lock”. It does not have to be that way, education is the key to success in which case for most it is sought through school. Education and school are interrelated and are meant to help everyone and therefore should not be about “regurgitating facts…[but about] inspiring one's mind” (Suli breaks) . Benjamin Franklin once said, “tell me and I forget, teach me and I may remember, involve me and I learn”. Accordingly, schools must adapt to the children’s learning styles and involve them in everything so that they feel like they are learning. Grades can be positive if the students are able to understand and have a take away message from each

Schools that have implemented after-school programs have shown to be a very favorable decision for children and have displayed results of having greater scoring on tests and exams rather than schools that have not implemented these programs. After-school programs have improved scores for individuals and it has reflected on the school, making the entire school’s average look better as a whole. According to Barnett, a school that he personally researched himself, went from an F average for two years to a B average in one year. This shows that they did not have a good grade reflection before they made the decision of making the addition of after-school activities. (Barnett 8). Since this specific school has gone from an F to a B average, it makes the school look a lot better. This does not mean visually appealing, it means that the school looks as if they are a better place for learning and they can

When looking at these charter schools their idea for student evaluation and student one-on-one development is important to focus on. Referring back to Edwards Middle school, which is a public school, who are creating reforms that follow these guidelines have seen tremendous improvement in their students’ academic test scores. Edwards is not the only ones who are implementing these innovative practices in the public school environment. There are currently around 1,000 schools across the United States currently expanding learning time (Gabrieli 1). At Palmer Park Preparatory Academy, in Detroit, they are creating a private school atmosphere while individually tracking each student’s progress. Their focus is on scheduling, which focuses on

A study proposed that students have a tendency to be more productive in the morning than they are on the afternoon, particularly in math in Time of day and student productivity in middle school and high school by Kelly Peaton and Denise-Marie Ordway. While the author can't state for certain why, he distinguishes three conceivable causes or contributing components: changes in the nature of instruction through the span of the school day, changes in students' learning capacity amid the school day and contrasts in student participation toward the begin and end of the school day. The author expresses that "reworking school calendars can prompt expanded academic performance," yet notes there are imperatives to how much school directors can modify

Do you think a long extended amount of time in school will increase your student success? “Marita's Bargain” is an expert from Malcolm Gladwell’s article, In which students of KIPP attend this academy from the early morning to late afternoons, classes that are 90 min long. By offering a more time to at Anaheim will help students. Gladwell

For starters, students are able to perform better on tests or in extracurricular activities because that time off helps in all different areas of school. Also, teachers are affected as well in a good way due to the extra day off. “What’s the appeal? Historically, the allure of saving money has driven

Recent studies show that learning capabilities of students who are enrolled in 4-day-week schools seemed to improve, which means that they seem to be focusing more on their studies and increasing their knowledge (“10 Main Pros and Cons of 4 Day School Weeks” Np). Having one day less to go to school, students would not lose motivation by having as many days at school. Less days at school, would mean less homework and more study time, resulting in better test grades. This would also mean even more free time, to spend with family added on, to the extra day to do so. A four day week would even improve attendance by having less days to be at school kids would have less days to not be there.

There have been positive and negative outcomes found in the literature associated with the additional time a FDK student experiences. Early childhood theorists such as Piaget and Vygotsky speculate that larger blocks of time are necessary for young children to engage in the process of learning (Eliott, Kratochwill, Littlefield, & Travers, 1996). Cooper, Allen, Patall, and Dent (2010) state that benefits of FDK include higher academic achievement, fewer grade retentions, easier transitions into first grade, better socialization and self-esteem, less hurried instruction, fewer transitions, lower child care costs, more learning opportunities for low-income children, and greater academic quality. A major argument repeated in the literature is the additional hours of kindergarten provided in FDK better prepares children for first grade which will result in decreased need for grade retention (Wang & Johnstone, 1999). Ideally, the extra time in the school day allows for teachers to provide a relaxed classroom atmosphere in which children can experience kindergarten activities in a less hurried manner (McConnell & Tesch, 1986).

Students aren’t getting the help and support they need. When tutoring or help is offered, some students don’t take advantage of it. So if we implement that extra help into their daily required schedule then they’ll all get the help they need. This would definitely improve performance levels at Anaheim Schools. In the special class, tutors for every subject even language electives should be available. Even if students don’t need help, they can utilize their time to study or read a book. Some students may even be capable of helping out their fellow peers. In order for students to improve, the classes actually need to be given to the students. Also, if the students get most of their homework done in class, then they won’t need to rush when they get home and will have more time to study and rest. Students shouldn’t have so much homework or not understand something and become stressed, so, “What the extra time does is allow for a more relaxed atmosphere” (Gladwell 10). When students are able to feel confident in their own learning capability & be stress-free then they’ll be more focused and determined. And if students don’t have a quiet place to do their homework at home, then they can get most of their homework in this period, it could be offered as the last period of the day so that, any questions they had about something in any of their classes that day, can be answered. Not only does more time make the students feel more confident in their learning, but it makes the teachers more confident in their teaching and the progress of their students. Any teacher would agree with Gladwell's statement when he says, “I think that an extended amount of time gives you a chance as a teacher to explain things and more time for the kids to sit and digest everything that’s going on-to review, to do things at a much slower pace.” (Gladwell 10) By allowing the students to ask more questions and to allow to teachers to go into deeper depths on the material, we are giving them what they need to grow successful and really understand what they’re learning. Marita is a student from a poor neighborhood, the school that was in her neighborhood wasn’t the best. But, at KIPP Academy, she was given an opportunity to receive an education of