The Organization, Communities And Schools

1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.

Myrtle Beach High School is 1 of 11 schools in Horry 01. They are ranked number 23 in the state of South Carolina. There is a total enrollment of about 1,203 students, of that, there is a total minority enrollment of about 40% and about 57% are economically disadvantaged. Of the economically disadvantaged 54% receive the free lunch program and 3% receive the reduced-price lunch program. They are a title 1 school, so they have funding to help the at risk/low-income students that are at the school. Myrtle Beach High School is considered a pretty diverse school of 60% identifying as White, 22% as Black, 12% as Hispanic, 5% as two or more races, 1% as Asian, 0.2% as American Indian/Alaskan Native, and 0.2% as Hawaiian Native/Pacific Islander.

“NCAN utilizes four strategies to assist states, schools, businesses, nonprofit organizations, and philanthropists provide better education access to low-income and underrepresented students. Their strategy of capacity building seeks to ensure that those who help students are well-trained and well-informed. By utilizing benchmarking, NCAN can standardize data that will help monitor, compare, and improve progress. Collective impact encourages groups that help support postsecondary completion rates. Lastly, their policy strategy fights to properly represent low-income and other disadvantaged students.” Another one called The Education Trust. “seeks educational justice for all students, especially low-income students and students of color. With its promise of being equality-driven, data-centered, and student-focused, EdTrust works with educators, students, parents, policymakers, and civic leaders to transform and better the school system. By analyzing local, state, and national data, EdTrust takes a hard look at opportunity gaps, and works diligently to close

This summer I worked in New York City at Harlem Children’s Zone (HCZ), which is a non-profit organization for poverty-stricken children and families in Harlem, providing free support in the forms of parenting workshops, a pre-school program, three public charter schools, child-oriented health programs that serve approximately 13,705 children and 13,784 adults. The Harlem Children’s Zone Project has expanded the HCZ’s comprehensive system of programs to nearly 100 blocks of Central Harlem and aims to keep children on track throughout college and into the job market. The organization is made-up of about twenty two programs in total that ensure there are no gaps in-between one phase to the next. For instance if a student needs to take a year off before attending college, HCZ has created programs that will stick with the student during this time frame, in other words providing these students with a strong support group so they are held accountable to attend college in the future. The HCZ is “aimed at doing nothing less than breaking the cycle of generational poverty for the thousands of children and

While many different types of schools and educational movements have influenced the American education system that we have today, two primary influences are the American common school movement and the Latin grammar school movement. Common schools were first started in the 1830’s and 1840’s and consisted of a universal curriculum with multiple types of schools. They were also provided by the government. The Latin grammar schools came into being around the 1870’s to 1900’s and were used as secondary education to prepare young men for college. While both schools have different characteristics that contribute to the differences of them, they also have similarities such as their curriculum that make them alike.

After attending different schools throughout Texas, I have accumulated essential skills and strengths needed in order to be part of a functional and successful school community. Being a straight A’s honors student, I can contribute to The Kinkaid School’s excellence by bringing all my knowledge, high motivation, and energy to the classroom. Participating in classes since the age of five, I have explored a variety of different art media including acrylic, oil, drawing, clay and sculpture, sewing, printmaking, and more. My interest in instruments began at the age of 6, when I played the piano for two and a half years. I was also first chair clarinet in my middle school band during fifth and sixth grade, and I continued playing during eighth grade.

Making this plan possible funding will be used from existing accounts from non-profit and philanthropic organizations. Also, different steps need to be taken into consideration for implementation of a different curriculum. Special programs for students need to be done to integrate programs into a culture-based curriculum rather than as add-on curriculum. Appropriate training for teachers also needs to be taken into account to ensure the experiences that occur in the community and correlate that in to the classroom. Decreasing the native student dropout rate, lessons need to be more academically interesting with updated textbooks, and a strategic plan to make things more interesting than boring; which has constituted too many students leaving. Records have shown that students that disrupt and fail are allowed to continue attendance without any alternative put in place; a system needs to be developed to separate and reform. Development of dropout prevention programs which track students and provide community based intervention, support, and treatment programs along with mental guidelines will need to be

This research investigates the efficacy of a program designed to reduce racial, ethnic and economic isolation at two public elementary schools in the State of Connecticut. The two schools are Madison Elementary School (MES) in Bridgeport, Connecticut, and Daniels Farm Elementary School (DFES) in Trumbull, Connecticut. During the 2015-16 academic year, 85% of the students at MES were Minority, 18% were classified as English Language Learners, and 100% were eligible for free or reduced price meals. During the 2015-16 academic year, 78% of the students at DFES were White, 2.8% were classified as English Language Learners, and 5.7% were eligible for free or reduced price meals. According to Google Maps, the two schools are 6.4 miles

This is the Kristen Amerson Youth Foundation’s first year as an organization and in the Tuscaloosa community. Though it’s our first operating year, we have progressed rapidly. We have intentions to work with the middle school students within the Tuscaloosa City School System in the 2017-2018 school year. The Tuscaloosa City School System consist of six (6) middle schools. Our goal is to provide social and emotional learning (SEL)

Because recruitment is such a challenge, Hempstead University and the We Love Kennedy Youth Center should continue to in their attempts to engage the community. They should use social networks through the public school system, Parent Teacher Association, religious organizations, community businesses, etc. They should also use Hempstead University to spread the word among professionals and students. Creating a larger awareness in the greater community can help get the word out in other ways; this may also recruit more people to help with the program through donations or their time. When using Hempstead University’s networks, the center can get in contact with the School of Education at Hempstead University who places student teachers and education students who need to complete observations at schools within the Kennedy school district. Although breaking the barriers to recruitment and

Nonetheless, each Community School will be allocated funding for this initiative based “on a formula” that combines “foundation base” and “need weights” (Community School strategy). The “foundation base” for each school will be $225,000 (Community School strategy). The “need weights” will apply funding for other elements such as “grade weight”, “campus model” and “need weight”. The “grade weight” will be based on the FY16 Fair Student Funding model (see appendix ___) that vary based on grade level, general education, ELL status, poverty, special education (self contained or integrated), and school portfolio (i.e. career and technical education, specialized academic or audition, transfer school, etc.) (Community School strategy). The “campus

The agency where I am interning is Partnership with Children. “Partnership” as it is called, works to strengthen the emotional, social and academic skills of at-risk children to prepare them for success--academically, socially, and in life. “Partnership’s” programs aim to bridge the gap between those who have a vested interest in working within New York City’s highest-need public schools, and those in need. “Partnership’s” goal is to transform the overall culture of many of the city’s struggling schools by helping students cope with the extreme stress of living in poverty. Helping students thrive in safe and supportive schools that encourage

School administrators, teachers and staff are faced with finding solutions to meet their needs. Student engagement, academic achievement, and school satisfaction are positively impacted when, the needs, of the whole child are met. This case study identifies how a suburban middle school examines the needs of their at-risk student population. Poverty affects a child’s development and educational outcomes beginning in the earliest years of life (Engle, P. L., Black, M. M., 2008).

Methodology and Design: A four-year committed High School study called Project star involving 80 schools from 42 school districts, and 7,000 k-3 students from families ranging from very poor to very

Improvement programs are continuously emerging all over, as different organizations make an effort to improve themselves and attain an edge. However most organisations are yet to embrace the basic truth; continuous improvement requires high levels of dedication to learning. Problem solving, introducing a new product to the market, and re-engineering of a procedure require viewing the world in a new perspective and acting correspondingly. Without the presence of learning, organizations simply end up repeating the old practices (Garvin, 1993). Change remains aesthetic, and improvements short-lived.