Student Competency Essay

According to Sanford Graduate School of Education research, almost every school district enrolling large numbers of low-income studies has an average academic performance significantly below the national-grade level average. Achievement gaps are larger in districts where black and Hispanic students attend higher poverty schools than their white peers. The size of the gaps has little or no association with average class size. The most and least socioeconomically advantaged districts have average performance levels more than four grade levels apart. According to Reardon and colleagues, one-sixth of all students attend public school in school districts where average test scores are more than a grade level below the national average. Also, one-sixth

Early childhood education is crucial for success in the formalized education system. Many children born into lower income communities do not obtain this advantage. According to Kozol, simply based off accident of birth a child will lead completely different educational lives (2005). For example, a white toddler in an upper middle class neighborhood might attend a prestigious educational preliminary kindergarten. These respected early education schools are often referred to as “baby ivies” (Kozol, 2005). The child participates in pre-numeracy skills along with pre-writing skills. Conversely, a child of minority descent living in an underprivileged neighborhood may not initiate school until they are five years old. In the three previous years a

Statement of Issue: Many minority children and children from low-income families enter kindergarten without the academic skills they need to succeed. Math and reading abilities at kindergarten entry are powerful predictors of later school success. Research shows kids who start school already behind are unlikely to ever get caught up to standards. Hispanic and African American children are anywhere from 7 to 12 months behind in reading and 9 to 10 months behind on math when they enter kindergarten. Access remains extremely low to high-quality early education do to a couple of problems. First, rates of access to early education vary widely as a function of children’s socioeconomic backgrounds. Secondly, the quality of most early education programs is not high enough to substantially improve academic readiness. Considering the tremendous potential for high-quality preschool to improve children’s outcomes, this policy brief will consider how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

Fifty years after the declaration of war on poverty, an increasing number of children still grow up in poverty in this country. Poverty is now more determinative than race as a predictor of student educational success (Reardon, 2013). The achievement gap between the poor and the more economically advantaged child has actually widened over the last three decades (Reardon, 2013). If we are to provide all children with equal and excellent educational opportunities, it is imperative that we utilize the most effective strategies and enhancements to overcome the educational disadvantages that poor children experience.

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

Lack of money, health insurance, and other poverty related issues have also led to lower academic performance among children in poverty. In David Berliner’s Letter to The President, he explains how “medical problems are harming student learning in our schools” (252). Since poor children may not have health insurance, or their families may not have the funds to see a doctor, poorer children miss more school due to illness. Also, more children in poverty come from single parent homes, which leaves numerous children on their own after school. In fact, “three fourths of all single mothers are in the labor force” which means there happens to be usually nobody at home to assist poor children with their homework, or help them study for tests

Is the rising poverty rate of America negatively affecting the education of high school students across the nation? Unemployment, parents’ level of education and a profound list that continues has shown to impact a child’s education. In 2013, “a majority of of children attending our K-12 public schools [came] from low-income families” (Suitts 35). Poverty-stricken students are more likely to receive poor grades than those living above the poverty line. What seems to be affecting the grades of these impoverished students? The constant need to support their family financially, physically, and emotionally. Teachers may be unaware that some students face these hardships throughout their daily lives. They need to understand that students of lower socioeconomic statuses may not prioritize homework over taking care of their family during a time of need. Teachers should be more aware to better serve and understand their students. There is crucial evidence that supports that socioeconomic status does affect the education of those living under the poverty line, but some researchers believe that it has no effect on students’ education at all. Teachers should be more aware how socioeconomic status affects the grades of high school students.

Not only is universal preschool necessary for targeting sensitive periods, research showed it develops skills in preparation for future education and sets students up for success. Children enrolled in programs similar to preschool demonstrated higher achievement or IQ test scores, displayed more motivation for learning, and gain success in later education and adulthood (Heckman). In the study by Skibbe et al., an extra year of preschool had a significant impact on decoding and letter knowledge that was highly predictive of later reading success. While self-regulation and vocabulary was associated with maturity and not additional schooling, these results may only be reflective of the group examined. These children were from middle or upper class,

SSgt Yontz Taylor CI/HUMINT Short essay questions 1. In regards to my current assignment as a Combat Instructor, some of the major accomplishments I’ve attained are serving as both a platoon sergeant and a platoon commander for Golf Company. Serving as a platoon sergeant allowed me to bridge the gap between the instructors and the platoon commanders/head shed. Serving as a platoon commander has allowed me to develop more as not only a SNCO, but also as a Marine and give valuable input to the commanding officer in his decision making abilities.

A primary purpose of preschool intervention programs is generally to assist at-risk students before they experience academic challenges, through enhancing foundation skills necessary for subsequent academic success. Basic literacy skills, pro social behaviors, and socio emotional development are often emphasized in pre-school programs. By enhancing skills for academic success through preschool programs, retention maybe prevented (p.52)

In 2013, 23.3% of the United States population consisted of children ages 0 to 17, 20% of those children lived in poverty and about 15.8 million children lived in households that were classified as food insecure (America’s Children: Key National Indicators Of Well-being, 2015). Perceptions of students with low socioeconomic status (SES) combined with other circumstances certainly play a role in their development and achievements. SES is conditional, imposed on people, used for comparisons, and based on economics, opportunity, and influence. When considering SES, individuals’ incomes, occupations, education, neighborhood, and political power are took into consideration. A school’s SES is determined by the neighborhood where it is located and by the SES of the children and families in attendance at that school (Socioeconomic Status, 2009).

Competency 2: I had many opportunities to communicate both verbally and in writing with various individuals. This allowed me to develop certain skills, such as being conscientious of my choice of wording, what type of language is needed when communicating to particular individuals, etc . Competency 12: Through this competency, I learned a great deal about professionalism. In this respect, I always made sure to keep a professional demeanor inside and outside the classroom. This involved me respecting the students, the teachers and staff, as well as the physical environment of the school.

Children living in the poor and students who are Hispanic or Black are statistically likely to be at risk for academic failure. They are more likely to face challenges associate with poverty, such as poor health, inadequate shelter, unhealthy environments, emotional stress, and limited access to reading materials. These risk factors might bring negative effects on a child’s cognitive development, and thus causes lower level of preferment in academic achievement. Take literacy as an example, According to Reading Is Fundamental (2014), the largest nonprofit children’s literacy organization in U.S, “61% of families living in poverty do not have age-appropriate books in their homes. Consequently, children living in poverty already have a 50 percent weaker vocabulary than their wealthier peers at the start of school.” And approximately 40% of 4th graders do not achieve basic levels of reading proficiency, and the percentage is even higher among family living in poverty and certain minority

Since I started the Academic Literacy course, my teacher, Julia has been giving me a various and a lot of assessments to do, such as, reflective learning journal blog, writing Folio task, recording new vocabulary on vocabu;lary.com. She loves to give students many tasks to do every week but after I have done all the project in week 1,2,3. I started realise that my writing, evaluating, critical thinking, listening and speaking have been improved a lots more than I expected. Moreover, I have been working hard from the week 1 until now. I think I gained a lot of knowledge from what she gave me to do. Also, the one thing that I love is all the assignments keep me very busy which can push me to achieve my

One main reason behind students not being successful later in school is related to the readiness of the child when they enter school. “Evidence suggests that children’s academic skills at school entry are linked to their later school achievement (Entwisle & Alexander, 1993), and that test scores in the elementary school years are associated with long-run economic outcomes such as employment and earnings (Krueger, 2003)” (Magnuson, Ruhm & Waldfogel, 2005).