Student Achievement Essay

Boosting Hispanic Students Achievement Introduction: Research shows over the past decade the achievement gap between white and Hispanic students has made slight improvement; however, not shown the significant growth need to close the gap. Currently, “The gap between white and Hispanic students in reading and math is alarming and the overwhelming majority of Illinois’ Hispanic high-school students aren’t graduating college- or career ready” (Dabrowski 2015). What are the causes of this phenomenon

Budgeting for Student Achievement There are 462 students enrolled in preschool through grade 8 at Laurel School. Enrollment at Laurel includes two sections of all-day kindergarten. Other special programs and models at Laurel School include a gifted education program for grades 3-6, preschool, full day kindergarten, and an Honors English class for grades 7-8, a speech teacher and a guidance counselor. Laurel School is also fortunate to have three state of the art computer labs. Laurel School

Readiness in Kindergarten Students from Families with a Stay-at-Home-Mom vs. Families with a Working Mom Rebecca L. Mullins University of Texas at Tyler July 2016 While all forms of parental involvement in a child’s education are recognized for their individual importance and merit, for the purposes of this study, we are particularly interested in parental involvement as it relates to academic achievement and school readiness of first time Kindergarten students. We acknowledge that

After reading about Personal Learning Networks, I am realizing my PLN is probably much larger than I ever imagined. In fact, this is a daunting task to try to come up with a detailed description. I will start with colleagues. Since I am a student achievement coach for the district I not only have two schools I service, but my position also requires me to support the overall district. Within my two buildings my PLN consists of all staff members; including the principals, teachers and support staffs

Often the performance of low-income students is overlooked or attributed to a lack of skills or talents. This “fixed” mindset about education and achievement is ultimately detrimental to student growth and development. When people act as though they have a fixed mindset or theory of learning, they act as if they only have the capacity to learn a set amount and no more. They seem to think there is a fixed ceiling above which they cannot go. However, when they act as with a growth mindset, they seem

examine various perspectives on the importance of class size in student education, including political and economical views, teacher outlooks, and the effect of class size on student achievement. Class Size in Education Class Size vs. Student-Teacher Ratio A large majority of the public believes that “class size” and “student-teacher ratios” are interchangeable terms. However, that is not the case. Class size is the number of students who regularly appear in a teacher’s classroom and for whom that

higher education. Although the rate at which American complete four year degrees has expanded, the “achievement gap” is certainly evident (Table 326.10, 2014). Minority groups for decades have been proportionally misrepresented for students entering and completing college (Cox, 2016). According to the National Center for Education Statistics (NCES), in 1996 the graduation rate for white students was 36.3% and 19.5% for African Americans, and 22.8% for Hispanics (Table 326.10, 2014). The graduation

highly effective schools have changed their outlook on assessment and how they use assessment. Highly effective schools have also helped the students become more accountable for their learning. Making these two changes brought about a significant increase in student learning and achievement. Using comprehensive assessments have brought about positive changes in student learning through achieving assessment balance and quality and increasing teacher involvement in the assessment process. Focusing on assessment

largest responsibility of promoting academic achievement and advancement for all students, regardless of their cultural background. Throughout the United States, schools enroll students with different academic levels and cultural backgrounds. As of 2011, African American children embodied 16% of the public school population in the United States and Muslim children, less than 3% (National Center for Education Statistics). Keeping this in mind, students from cultural minorities can be at risk of academic

how all students fair academically, it can vary based on school rules and acceptance of it, the teacher, how the class operates, the amount of disabled verses nondisabled students, and so many other things. If inclusion is accepted and done right, there will be “no significant differences in the academic performance… of students without disabilities enrolled in inclusive classes and those who [are] not” (Disher, Mathot-Buckner, McDonnell, Mendel, and Thorson 224). “The presence of students with developmental