Poor Schools Obtained High Achievement

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

During the school visit, many of the teachers expressed the high expectations they have not only for the students, but for themselves also. They used methods and resources, which engage students’ interest and accelerate their progress as well. Students are provided with interesting tasks and activities, which stimulate higher order thinking skills. The relationships are excellent and students respond to their teachers as well. As far as assessment, students of all abilities are addressed equable along with self-assessment and peer group assessment. The teachers are pleased with their strong curriculum, therefore; they are successful in motivating students and developing their independent learning and personal qualities. In addition, the quality of leadership and management is outstanding. The principal has distributed leadership responsibilities effectively throughout the staff; consequently, there is effective teamwork in within the school activities and staff turnover is

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

As Connell, White and Johnston (1990,p.9) state, 'There is not a “culture of poverty”, nor any key “deficit” that makes poor people different from everybody else and therefore and educational problem'. Teachers and Education Assistants need to adapt into the culture of poverty and be sensitive and understandable to the extensive bar of needs that children of poverty bring to the classroom and they need to consider the cultural values of these children as they arrange their learning. The basis of Groundwater-Smith, Ewing and Le Cornu's opinions in the article is they position readers to view that the teachers dispositions low income students and that rarely the educators offer the same level or enough aid and attention than the other students and they are less likely to succeed in school when compared with the more advantaged children. According to Groundwater-Smith, Ewing and Le Cornu's and Geoffrey D. Borman and Laura T. Rachuba they both state that students from lower income families may not have as high expectations from their parents, teachers or their peers within the school. The students may also not be confident in their own abilities and

Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.

This interview was conducted with Wes Jensen the current principal of Mountain View Middle School. He has been the principal at his current school for two years, and was vice principal of the Blackfoot High School for two years. Before he became an administrator he was a classroom teacher for seven years, giving him 11 years of experience in education. The school has a very diverse population comprised of many different ethnicities including Native American, Hispanic, and Caucasian. The economic situations range from wealthy to highly impoverished. As the principal of this school he is a very professional man who holds high expectations for his staff.

Time, place of meeting, and environment - The school board meeting is held at Jones Magnet Middle School, 1819 Nickerson Blvd. at 6:30 p.m. The meeting is held in the auditorium and it is open to the public. The members of the board sat next to one another on stage while the visitors sat t in the audience. There was a clear distinction between the members and visitors. The environment is very structured and the members of the Board were task orientated. There was a great sense of group cohesiveness among the members and I could see there was a great deal of respect.

Every school district has board meetings throughout the school year. Unfortunately, many parents, community members, & school personnel do not attend such important meetings because they don’t realize or understand the importance of such board meetings or how informative they can be. According to Kankakee School District (2017), the Kankakee School District Board of Education is composed of seven elected members, who were elected by the citizens of Kankakee to serve a four-year term that do not receive no salary for they services, are committed to ensuring a quality of educational excellence that will enhance the opportunities and challenges facing today’s student and additional responsibilities that board members include are selection of the District superintendent, developing general polices according to wishes of the community and requirements of law, hiring school personnel based upon recommendation of the Superintendent and the Assistant Superintendent of Personnel, adopts salary schedules, approves funds to finance school operations, must adopt and review the annual operating budget for the District, and setting the property tax levy to produce adequate funds to meet the District’s financial needs ranks among the responsibilities of the Board of Education (Retrieved from https://www.ksd111.org/domain/68). For this paper, the Kankakee School District board meeting will be used, information learned from board meeting, use of

There are diverse and contradictory views on school funding inequalities and school performance. Various research and reports have shown in great detail beyond this paper’s scope that inequalities in school funding does cause different outcomes for school children (Jackson, Johnson, & Persico, (2015. Unequal funding leads to unequal education: from the start, schools have different resources and means to educate our children (Kozol, (1991). Other reports suggest that different funding will lead to different social outcomes later on in life (Hyman, (2013); Biddle & Berliner, (2002). The fact is that schools in poorer neighborhoods all over the united states, funding are limited and they have poorer schools (Kozol, 1991). Schools in richer areas and especially in suburban white neighborhoods receive higher funding and they have better schools (Kozol, 1991). Some argue that school funding is not the problem and throwing money at the problem would not be the solution. This is somewhat contradictory because most well-funded schools are predominantly white. The schools are well lit, classrooms are spacious, student-to-teacher ratio is smaller, labs are well equipped, hot lunches are plenty, and teachers are experienced and well paid (Kozol (1991); Jackson, Johnson, & Persico, (2015).

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

This summary will provide information related to topics related to the board meeting on October 24. Among those topics, discussion will be had on meeting format, how the meeting was conducted, controversial issues, public participation and other interesting observations. The board meeting space and how it tends to be organized can be somewhat telling to what role the meetings play in the school and community. At this meeting, the board was seated on 3 six foot tables placed end to end with the ends angling in. The Superintendent Wilson and President Copeland was seated at the middle table with Copeland sitting to Superintendent Wilson’s left. The other board members we seated at the outside tables with with Ms. Galloway, Ms. Smith and Mr. Shackleton to the Superintendent’s right while Mr. Bowlby and another member named Bill who came in about 20 minutes after the meeting