York Suburban School District

Perhaps positive school culture was another area I presumed as a given. When referencing the ELCC standard 2.0 I feel confident in my contributions and leadership skills developed throughout my tenure at York Suburban and refined through this internship experience. Again the big ah-ha in this arena was actually identifying what I was seeing be played out. The Pennsylvania Department of Education clearly defines the concept of missions, vision and values (See Appendix A for Concepts of Mission

teen friends, we got many responses from the right audience. We also put the link in the family studies google classroom so our classmates could take it. We got responses from high schools that our other friends go to so that includes: Unionville High School Westmount Collegiate Institute Alexander Mackenzie High School Richmond Hill High

This We Believe Critique In education, the experience of being in middle school can be difficult for many students. Similar to most years, students receive new teachers and the have a curriculum that is different. The middle school years are more than just learning. The students also are starting to go through puberty and are learning about their own individuals. For most students, they do not understand the changes they are going through both physically and mentally. In This We Believe: Keys to

When compared to suburban and rural counterparts, are students in urban and urban high poverty schools educated on the same education level? Let’s first define what are suburban, rural, and urban areas. A suburban school as opposed to an urban is a school that exists in the outer suburbs of a city. It is usually characterized by its population of middle-class white majority students whose parents have moved from the inner city areas in generations past to find open spaces or to get away from the

Personally, growing up my entire life in the York Suburban School District I felt a pressure from my peers and the reputation the district has. Growing up from just a little ten year old in the middle school to a seventeen year old in highschool, I felt that I had to dress like I belonged. Granted, not all of York Suburban students are not as fortunate as some of us, but a great portion of us dress as a higher class than most schools in the area. Since most of my peers do dress this certain

demanded that schools across the nation adhere to its ruling by desegregating schools with “all deliberate speed.” The ambiguity of this phrase provided a loophole that allowed many districts to stall desegregation for several years and continue to operate in a way that fostered inequality between the races. Today—nearly fifty years after the Brown decision—explicit endorsements of school segregation have been erased from all state and federal laws, yet the faces of American schools remain eerily

Peer pressure is a term we all have heard of growing up. Not only have we heard of peer pressure, but we have all experienced peer pressure at some point in our lives. It could have been as little as a friend saying to take that one kids crayon from him to being pressured to sign a multibillion dollar contract that can change the face of the planet. No matter the act, one loses control over their own choices due to the influences of their peers. This is not only seen in the real world, but also in

attempt to learn without textbooks, proper laboratories, or even pencil and paper. The schools are falling apart around these children; in some cases sewage continuously floods the halls, the crumbling roof cannot shut out the weather, and there are even gapping holes in

Abstract Rural high schools have unique academic challenges compared to urban high schools. Location can impact educational challenges for students who otherwise would have the benefit of readily available resources. This study will investigate the motivational differences between the two locales of secondary schools with a focus on students enrolled in an Advanced Placement courses. It will integrate motivational theory and achievement goal theory in the field of education, and learning differences

state of East St. Louis. He describes in horrific detail, the condition that many school children from grades K-12 are forced to learn in. East St. Louis is one of the worst ghettos in Illinois, and Kozol goes into great detail about the multitude of problems facing the city and more importantly, the school children living there. The economy is too weak to pay for any type of necessity for the schools. Therefore, the school system is compromised. There is absolutely no money for proper