Public High School Graduation Rates: Newark City and the State of New Jersey

Abernathy, Scott Franklin. No Child Left Behind and the Public Schools. U of Michigan P, 2007. eBook Academic Collection (EBSCOhost). In this eBook, Scott Franklin Abernathy, an Associate Professor of Political Science and a Distinguished Teaching Professor at the University of Minnesota, presents a balanced critique of No Child Left Behind (NCLB). Abernathy argues that all policy makers must ask themselves “Can we ever really know if a child’s education is good?”, rather than assuming any test can accurately measure the elusive thing called a good education. Along with strengths and weakness of NCLB, Abernathy also presents many new models that law makers have been seeking to replace or use

Education is an important political topic on the national scene, and statements made at national education forums are taken seriously. Therefore, when a speaker at the US News STEM Solutions Conference in San Diego says that "Ninety-nine percent of school kids are failed by the K-12 system," experts on both sides of the aisle take notes. Certainly, most teachers and those in the education industry are going to object to those numbers, and others will seek to define what "failed" means.

One of the problems in the debate over funding and choosing reforms is whether these reforms will be effective or not. The future expectations play a heavy role in making these decisions. In the neoliberal society we live in today, sometimes speculative logic drives decisions leading to disasters. Without objective metrics to test the effectiveness of reforms, no legislation for change will be enacted. The data available currently is too general such as student population, age distribution, and graduation rates (Bailey). The School Funding and Budget Stability Act of 2016 provides $15 million for institution effectiveness which should be spent on implementing the following analytical tools & metrics:

The National Center for Education Statistics (2017), describes the adjusted cohort graduation rate for public high school students in 2014-15 was 83% nationwide. Connecticut outperforms the national average at 87% (National Center for Education Statistics, 2017). Academically, Connecticut still has an achievement gap,

Alvin Independent School District, for instance, has a program in place which assists individuals between the ages of 18 and 21 to earn a high school diploma. The goal of this program is to target the demographic needs of the community and the drop-out rate within the school district. Further, this program aligns itself with the school district’s goals and academic performance, which states that “emphasis will be placed on initiating strategies aimed at closing the achievement

The Times is curious about how California will do. The school official have had the results for weeks, but haven’t said much to the public. They question whether the test results will show that students are meeting the curriculum standards. However, they believe it would be a mistake to compare the new results with the old ones, and it would be years before it becomes clear on whether the

Tatter discussed possibility of a bill being passed that involves Tennessee schools earning a “letter” grade in addition to the state report card which is already in place. The purpose of assigning a letter grade to the schools was to help parents better understand schools’ overall performance.” Supporters of this bill state that this bill is a common sense aid to parents trying to navigate an increasingly complex school choice system” (Tatter). However, some argued that this letter grade assigned to the schools would only confuse parents because it does not give an adequate amount of information necessary to determine if a school is a good “fit” for their child. These “letter grades” are earned based on a combination of data, which included student growth and proficiency rates. The critics state that “letter grades lack nuance”, which “could oversimplify their status and circumstances, further stigmatizing schools and communities, especially those with low-income populations.” (Tatter).

A more detailed breakdown of each layer of the the school system can help analyze which aspects are failing. Starting with the teachers, the nutrients in the soil; the seed is introduced to the first factor affecting student learning and progress. The No Child Left Behind initiative has accumulated some bugs. Rather than improving opportunities so that each child is receiving equal chances to close the achievement gap, the outcomes of sometimes misrepresented data is being monitored and recorded. This means, while the purpose of educational proposals are to close the achievement gap, this act had unexpected opposite effects. This is due in part to the way schools are graded, which is based off results of standardized test scores and similar tracking identifications like attendance (Educators Share, 2015). After the results are reported to the state, a grade is administered to the school district and teachers. If proficiency is not met for two years, changes can be made at

During the late 1980’s the campaign for gender equality struck once again with a 3rd wave. The gender wage gap shows that women only got approximately 70% as much as money as men got, doing the same occupation with the same salary, showing that people thought that women were less successful than men.

Do students think twice about their future before they drop out of high school? Students should be required to stay in high school until they are at least 18 years old. Every year the dropout rates increase and children become likely to be less successful later in life, and it needs to change.

It is believed that education is the key to it all. We go to school to have the opportunity of becoming someone important in life; We want a good job for a better future. Although, getting an education is what most would want to do, it is not as easy as it seems. To tell the truth, students have had to make not so good decisions, but not all of them have a real choice. To point out, high school dropout rates in California seems to have a pattern. Important to realize, students who have dropped out of high school are separated into known groups and we will notice that there is a big difference between those groups.

educational outcomes. In Kentucky, for example, 40 percent of the students who used state educational

The APA is the leading scientific and professional organization representing psychology in the United States, with a mission to advance the creation, communication, and application of psychological knowledge to benefit society and improve people’s lives. For these reasons, it is not surprising that the American Psychological Association published an article in May of 2013, bringing to light the impact of family and community poverty on high school dropouts (Rumberger, 2013). According to the APA, an estimated 1.1 million individuals did not earn a high school diploma in 2012, and unfortunately the drop out and the drop out’s family are not the only ones affected, but the decision to drop out can also affect all of society as well. With lasting consequences, even after earning a GED, it is safe to say that something must be done to reduce the current dropout rate of approximately 7,000 people per day.

Throughout numerous elementary schools nationwide, various educational, mental, social, physical, and health concerns have been brought about. These concerns begin to emerge as a result of unjust or unwarranted instances that effect faculty, staff, and especially the student body in the elementary schools. These concerns have caused legal and federal cases to arise in order to resolve and correct the issues for the student body nationwide. There has been a tremendous amount of important, vital, and significant court cases regarding concerns in elementary schools about the health and well-being of students. One of the many important cases brought about in the school system is the case regarding a sixth- grade boy by the name of Jack McLaughlin.

Growing up in a district area is much more different in many ways than growing up in a big city, where people have more guidance and facilities in almost every part of life than people living in any small town or district. The part of the country where I grew up had separated schools for girl and boys. Co-education was not common. The population was between 0.2 million to 0.3 million. There were few elementary public schools and public high schools. Peoples ' education was really effected by the social culture, and by a lot of authorities ' negligence of the law.