Figure 1: Photo of Oyler School by Amy Scott (2015)
The Issue
Students in good health are more likely to succeed in school, and continue to jobs that provide higher income, which in turn can benefit health. The Oyler school in Cincinnati, has embraced its new role as a community learning center by offering health services for its students and members of the community. The school’s efforts to improve health has led to a reduction in dropout rates and improved access to healthcare, but educational test scores still lag behind other state schools.
The School & Students
Until just over a decade ago, the Oyler School, in Cincinnati’s Lower Price Hill neighborhood, educated students from grades 1-8. Built in 1930, the school originally served
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They spend a third more time in school than unhealthy students and are less likely to drop out. Students with families that can’t afford to pay for dental care often suffer from distracting pain that affects concentration, while those with poor vision have problems reading. Students with anxiety get lower test scores, while those with depression are less likely to go to college. Those who suffer from poor nutrition have worse educational outcomes than students who use drugs or alcohol, and are more likely to repeat a grade (Surhke & de Paz Nieves, …show more content…
Despite this, the school has garnered attention from other districts looking to improve schools, and there are promising developments. The school has moved from “Academic Emergency” to “Continuous Improvement” status, and more neighborhood children received high school diplomas in 3 years than in the last 85 years total (Cincinnati Public Schools, n.d.). Oyler’s commitment to overall health of the students can serve as a model for other school
I can remember the stares and glares of people eyes boring a hole into my body as I stated the elementary school I attended. To me, Booker T. Washington Academy was a place of hard work, recess, and friendship- but to others, Booker T. Washington is "poor," "ghetto," and " unsuccessful school." I have always wanted to debunk these stereotypes, but first I have to acknowledge and accept the fact that Booker T. Washington Academy has poor standardized scores and a high in and out of school suspension rate before I present promising approaches to make Booker T. Washington Academy more successful. Three great techniques for Booker T. Washington Academy to increase their ranking and lower their in and out of school suspension rates is incorporating
Lincoln High School, which is located in a low-income neighborhood in San Diego, was a rebuilt after 50 years of failing to educate children. Rebuilding the high school was the answer the community had been looking for they were hopeful. Before the rebuild most students who attended Lincoln did not meet the standards for their grade-level, few graduated and even fewer went go on to college. After years of suffering and neglect there was little doubt That Lincoln High School deserved the $129 million it received from the city to rebuild. But was rebuilding the school the solution for Lincoln High School 's education problem? First we’ll examine, How the problem started, the decision making steps and if the plan was successful.
Where the school goes wrong is where the school tries to deal with issues internally instead of bringing in the elders and families from the community we have sliced our way into; as Mr. Eagle puts it, “It is never about us, without us.” He went on to describe the National Wraparound Initiative which is a needs driven versus services driven model to deal with crisis when the adults don’t know what to do. The process involves finding the important people in the life of the kid having problems, looking at ways to build up the positive traits in that kid by setting short and long term goals that are
Herndon High School has embraced the following mission statement, “All Hornets Are Capable of Success, No Exceptions!” Herndon became a Kids At Hope school. Herndon encourages students to believe in their individual potential and challenge themselves to define success. They understand the importance of finding hope in the face of adversity. Students when presented with challenges see the opportunity for change and growth. Last year, in the first implementation year of Kids At Hope, the HHS faculty and staff focused on creating a culture where WE BELIEVE in the success of all of our students, NO EXCEPTIONS!. The real strength of the Kids at Hope movement is the way adults interact with students and how students have come to interact with each
Union Hill Elementary School is embedded in an area of rich history in the City of Worcester. Their school building was built following the Civil War and has withstood the changes of time from its early years of a primarily Jewish Immigrant and merchant town to today’s urban neighborhood, rich in diversity but plagued with instability, crime and poverty. In March of 2010, Union Hill was identified as a Level IV School; it was a school that lacked structure with a chaotic environment with many deficits. There was a lack of supervision, schedule, standard-based curriculum, effective instruction and leadership. Most importantly, there was a lack of trust among the parents. They did not have the faith that Union Hill was going to give their children the best education possible. Under the supervision of new Principal Marie Morse, changes were made. There was a new level of commitment and passion among the school staff that drove them toward creating five areas of focus for the year:
affects people with limited resources. Perhaps this is because, low income earners are more likely to indulge in unhealthy damaging behaviours such as eating unhealthy food and lack of physical activity (Hubley 2013). If this were the case, Molly might not able buy healthy food or accesses those activities that address her health needs such as the gym and other social networks in her community. All these factors might hinder positive health outcomes.
The school that I chose to write this evaluation about is High Tower Trail Middle School, located in Marietta, Georgia. This was the middle school that I attended, and as I look back on it now with the knowledge that I have gained, I can see that it really is an amazing middle school. With middle school being a major struggle for many young adolescents, High Tower Trail did so many amazing things in order to ensure students felt included and had a safe learning environment. High Tower Trail also had some things that they could have improved on while I was there. Some of the strengths of High Tower Trail had were that it was always changing, it was challenging, and gave its students equal opportunities. Some areas where it could improve would be to encourage more parent involvement, encourage teachers to be more involved, and have more teamwork between the students and teachers. I believe that in this case the strengths out-weigh the areas that need improvement, but no school is perfect, and in order to be a successful middle school, it must keep changing in order to keep up with the students learning within its walls.
The mission at Zebulon B. Vance High School “is to graduate young adults who are self-directed, intellectually engaged citizens ready for college, career, and life.” Furthermore, it is a communal belief that “all students can learn and achieve at a high level; that an open channel of communication among faculty; students and parents is vital to cultivating student respect, responsibility, and independence; a commitment from all stakeholders creates a safe and nurturing environment through academic performance, extracurricular activities, involvement, positive behavior, and respect for diversity; a secure and supportive climate fosters school pride and citizenship; high academic standards motivate students to realize their highest potentials; cross-curricular instruction and utilization of technology will prepare students for future challenges in work and in life; providing teachers and staff with resources and professional development opportunities promote individual and instructional growth; support from local businesses, universities, and community organizations help students develop life skills and decorum necessary for success in a diverse” world.
We 've designed our schools as small, individualized, and relevant to today 's workforce needs. Our first campuses were in partnership with
I am a member of the School Health Community of Practice, an interdisciplinary forum of professionals who are committed to safeguarding the health and well-being of school-age children. The School Health Community of Practice engages faculty, staff and students across colleges at Cleveland State University in dialogue and collaboration in research, service and teaching
In 1910, when this school was first open, many students throughout the United States still attended classes in one-room schoolhouses. Aside from the one-room schoolhouse in Marshwood, Olyphant had progressed beyond that stage. This building was the centerpiece of the Olyphant School District. It had the look of a high school in a major city. At the time all of the streets in downtown Olyphant were paved with red brick. Most of the students lived within walking distance of the school. They were able to walk home to eat lunch. Therefore, no one ever thought of including a cafeteria in the building plans. It was built without a cafeteria or kitchen of any kind.
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Columbus Regional Health (n.d.) serves 10 counties in Southeast Indiana. The demographics include a predominantly Caucasian population of approximately 300,000 people (Economic Opportunities through Education by 2015, n.d.). In southeastern Indiana, about 140,000 individuals have employment, and 15% of them, who are over the age of 24, have a bachelor’s degree (Economic Opportunities through Education by 2015, n.d.). Approximately 30% of the high-school students drop out in this mainly rural area with a flat population growth (Economic Opportunities through Education by 2015, n.d.).
In the U.S. children raised in poverty tend to miss school more often because of illness. These
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