School Uniform Policy And Student Achievement

School Uniform Policy And Student Achievement
Implications
Much of the current school uniform policy literature offers descriptions of potential strategies to
achieve successful school uniform implementation. After reviewing all literature, the finding
provide some support on school uniform policy and student achievement. Survey No.1, student
survey indicated that combined with both schools, more girls participated in the study than boys.
The results were very similar in both school results that most males and females did not agree with
the uniform policy. Specifically more females, one hundred and seventy eight females overall did
not agree. Students indicated that they totally disagreed with the school uniform policy because of
their identity restrictions, which the school have enforce on them.
The majority of the students from LaGrange High School who participated in this study were ninth
graders. However, at this age students are going through identity crisis and are trying to find
themselves. School uniforms identify students as a group or the same person because everyone
wears the same style and color of clothing. Which is very good because school officials can identify
outside intruders from students. But students do not want to look like each other, they want to be
different. Schools often adopt the school uniform policy as a way to improve student self–esteem
and cut down clothing cost to parents. Several students did indicate, on the survey that school
uniforms help them to feel safe at school. This is an
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Effects Of A High School 's Ses And A Student 's Academic...
Chapter 2: Literature Review Introduction With this research came numerous articles, documents,
literature, etc. to analyze and critique. This was all in efforts to bring a paradigm forward to present
that a school district's socioeconomic status can affect a student's educational and academic
achievement level. There were then 3 processes that had to be conducted, they are labeled as A, B,
and C. A. Break down the type of research that the literature was presenting and determine the angle
at which it was connected to SES and achievement. B. Tie all the resources together to determine if
there is a presentable case. C. Review the statistical facts that have been presented in the research
and grasp a conclusion on the effects of a high ... Show more content on Helpwriting.net ...
In other words, is the association stronger for students from lower SES back– grounds than for
students from higher SES backgrounds? Second, how does the association vary across schools with
different socioeconomic compositions?" (Perry and McConney, 2010). The data used in this study
was gathered by 320 secondary schools and more than 12,000 students from Australia. There were
two main discoveries in this study in the fact that the higher the mean SES of a school indicates that
there is a relation to increases in students' academic success, and is the case for all individual
students of the schools. The relationships between these 2 topics are very well recognized is this
study. In comparison in the study students from 2 different SES backgrounds could record very
different scores. The student with a higher SES level usually has higher scores on standardized tests
than the student with a lower SES does. In conclusion, the relationship is solid and optimistic; the
higher the SES of a student the educational outcomes will follow suite. Another article found was
published in 2007, titled "Socioeconomic Status and Academic Achievement Trajectories from
Childhood to Adolescence", which sheds light on the relationship between SES and a child's
academic progression. This article examined further into how SES effects change with the students'
age. This

The Impact Of Finley School District : A Research Project...
Abstract
Finley School District (FSD) works in collaboration with school staff to promote, develop and
maintain social and emotional resources needed to ensure student progress and success. These
programs and services are funded through Title 1, local, state and federal sources, and are geared
towards meeting the specific needs of varying student populations. This report will identify and
elaborate on specific programs and services utilized within the schools in the District and how they
influence student achievement. FSD is committed to providing a universal service of achievement
that allows for all kids to achieve.
FSD is committed to their mission statement All Kids Achieving. Programs and services are ...
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Individuals with Disabilities Education Act (IDEA) is a federal education law that ensures students
with needs receive a free and appropriate public education (FAPE) in the least restrictive
environment. The students of needs are identified by the specific school's team of educational
professionals, who develop an IEP (Individual Educational Plan) that is specially designed to meet
the needs of the student, as well as being a tool to assess student progress. With the extent of
disabilities, the IDEA does not demand equal results, but requires that students with disabilities
merely benefit from their education (Essex, 2016). IDEA focuses on the identified specific needs of
the students; and its services are utilized to address these needs. Section 504 is a civil rights law that
prohibits discrimination in any funded program against students who have a limiting physical or
mental disability. Common disabilities include alcohol or non–illegal drug abuse, hepatitis,
disabilities caused by the environment and temporary student accidents that require homeschooling
(Robbins & Alvy, 2014). This law ensures that the student is provided an education similar to the
education of a student without a disability. Although different by definition, IDEA and Section 504
share the requirement of parental notification and involvement in the determination of the services.
Special education at FSD provides various programs and services for students

Current Grading Practices Used By Many Schools No Not...
The first thing I expolored is why current grading practices utilized in many schools no not
necessarily reflect accurate student achievement. First and foremost, grading varies from teacher to
teacher. So if a student gets an "easy" teacher, grades may be inflated, whereas if a student gets a
"hard" teacher, grades may not look as promising. Teacher values and beliefs on education play a
major factor in this variance of grades. Consequently, under most current practices where teachers
can determine how the will grade students, different teachers may grade the exact same course very
differently. For example, one teacher may have different categories of grades carry a different
weight (ie, tests might be 50% or homework might be 10%, participation or attendance might factor
in), while another teacher might grade strictly on a total points basis. Because of these, and other
notable differences, I am pleased to see that schools are utilizing an approach which strives to
eliminate extraneous factors and which puts more meaning into the grades stu dents earn (Cox,
2011). Over the years, more schools have shifted to a grading system called "standard–based
grading." This system is exactly as it sounds. Students are graded strictly on their mastery of a given
set of standards for each course in secondary school, or for each subject taught by an elementary
school teacher. The ultimate goal of this system is for grades to actually mean something to parents,
students, and

Poor Schools Obtained High Achievement
In this case study the researchers examined how poor schools obtained high achievement. The
questions asked were: what were some things that leadership did that made them good leaders, what
was the school culture like and what other outside components attributed to academic success for
the students? The questions were important because they allowed researchers to look at data that
contributed to academic success for children living in poverty.
The school in this study was a high–poverty, high–achieving elementary school in Florida. High–
poverty was measured by 50% or more of the students were eligible for free and reduced–price
lunch. The participants were split into three categories and they were; all the staff and students in
the school, staff who replied to at least one of the two surveys given and 11 staff members that were
interviewed. Data was collected using Vanderbilt Assessment of Leadership in Education survey and
the School Culture Survey, observations at the school and interviews with the staff.
Observations were conducted for more than 80 hours and included community and school events,
staff and grade level meetings, leadership meetings and academic activities. The interviews were
given to gain an understanding of the culture, curriculum and programs used at the school and
leadership qualities.
The results of the study showed that the principal set high expectations for both staff and students.
Some of the expectations for the students were they had to

Horizons School : Academic Excellence And Great...
Horizons School
Horizons School in Atlanta, GA is the ideal private school that offers academic excellence and great
achievement. Every parent wants the best for their children. And one of their top priorities is a
child's education. If you are looking for a quality school for your child, you can depend on the
experienced professionals at Horizons School. Our primary goal is educating youngsters to the
highest degree so they can achieve success in life. Horizons School provides a caring, nurturing and
secure learning environment for students. Our quality private school is the ideal place that will help
to shape your child's future. At Horizons School, our educators are approachable, friendly, and will
keep your child motivated. We give you the better peace of mind that students are taught by a
supportive staff that will keep them interested and will also help to improve their learning. You have
assurance that we will keep your child engaged in various areas of learning.
Why should you choose Horizons School? The answer is simple. We provide a private school that is
known for the high standards we set. When you're looking for the right school, it is important for
you to choose an environment where subjects are delivered to students in a way that can be easily
understood. Horizons School in Atlanta, GA is the private school K–12 that provides students with
innovative teaching. Students are taught topics that will develop their critical thinking skills and will
also

How the Use of Drugs and Alcohol Affect High School...
How the Use of Drugs and Alcohol Affect High School Achievement
A student at Lakeside High School, called Ann for purposes of privacy, had a grade point average of
3.6 through her sophomore year. During her junior year, she dropped out of extra–curricular
activities and became withdrawn from other social activities. As she was introduced to the world of
hard drugs, Ann's grades dropped to C's and D's. At her graduation party, she was rushed to the
hospital for a heroin overdose. Ann's grades plunged as a result of heavy drug use, a likely
combination of emotional and physical degrading upon herself. Society as a whole degrades itself in
this manner, whether the individuals themselves realize it or not. Achievement in high schools ...
Many schools are now equipped with health services that they did not provide ten years ago.
Approximately 66% of the school systems in the United States provide mental health services
facilitated through a school psychologist. 78.4% of states currently require an alcohol or drug
prevention program. Society has changed through the use of drugs and alcohol by adapting
programs to fit society's needs. (National Center 2)
There are problems with alcohol and drug abuse in every high school system. Each school deals and
records the problem differently, which is why there is not a similar percentage of use from one
school to another. Some schools require students to take health classes, which cover the curriculum
of drug effects. Other schools simply try to plead the cases that drugs are not an issue that pertains
to academics. Society expresses the impression that alcohol helps to improve and enhance your
social life, when in fact it usually has the opposite effect. The link between drug use and not liking
school is strong, which is why you would rationalize it as a common factor to academic deficiency.
There are currently multiple methods of trying to prevent and to educate drug and alcohol abuse in
high school. (National Center 2, 4)
Drug use can cause many devastating effects later on in life. Mental problems can develop from
drug use, most specifically

How School Leaders Can Have A Significant Influence On...
The continuous pressure from accountability in schools is rapidly growing in the United States to
ensure all students have an high quality education and that they are college/career ready. Since the
passage of No Child Left Behind in 2001, school leaders and teachers are becoming more
accountable in showing growth and proficiency student achievement. Therefore, schools are
exploring a variety of avenues to help prepare students for their annual state assessment and
accountability measures. Studies in recent years have indicated that school leaders can have both a
direct and indirect impact on student achievement. There continues to be ongoing research emerging
to determine how school leaders can have a significant influence towards student achievement.
Though the evidence that leadership affects student achievement is primarily indirect, principal
behaviors and decisions can continue to serve as a driving–force of what occurs in the classroom
(Leithwood, Patten & Jantzi, 2010, p. 673).
The literature investigates how school leader's behavior connects to student achievement. Leithwood
et al., (2010), research is aiming at making the assumption around four distinct "paths" (Rational,
Emotions, Organizational, and Family) will help understand and determine how leadership can
influence student learning. Can different variables influence a school leader's potential impact on
student achievement at different levels? The Rational Path in school leadership is a deep
understanding

The Importance Of Student Achievements For The Arizona...
Student achievement is the number one priority for the Arizona Virtual Schools. I have learned that
one person cannot drive the vision. Instead, it takes all stakeholders to create a unified plan to
support all learners. Feedback must be obtained from families regarding the accessibility and
understanding of the online curriculum, the teachers must provide input on the alignment and
additional needs based on student performance data on interim assessments, and the administration
team must look at annual performance on the state assessment and other system–wide needs.
Further, data must be used to determine student readiness upon graduation to enter into college and
the workforce, and what additional supports and services the school ... Show more content on
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Within an online environment, staff can often feel isolated and in a silo, along with their students
behind a screen. However, Kelly has identified ways to bring in the faculty, families, students, and
communities into the "school" and has created a tight–knit community. Starting with establishing a
healthy staff culture, Kelly and her administrative team has developed a monthly calendar, around
the state and has provided open invitations to school staff to meet for coffee. Each administrator will
create a public forum for teachers to come, meet and discuss their ideas, concerns or needs and most
importantly, just be there to listen. Since establishing these frequent, open forums, teacher
satisfaction survey results have shown an 11% increase in year over year satisfaction. She has taught
me, by taking time to get to know her team, listen to their ideas and concerns, and be human, it has
helped her eliminate some of the disengagement of staff members.
Similarly, Kelly saw this need among her students. Over the past year, Kelly has opened six blended
learning sites throughout the state, where students, families and the community can come in, work
with teachers, talk to staff and have a real connection with the school (see Appendix I, ribbon
cutting for the blended site). In addition, Kelly shown me that additional outreach can be done

The Achievement Struggle of U.S. Schools
Over the past decade American schools have been struggling to achieve the success rate of other
countries. In the past 15 years the United States has stayed stagnant while other countries pass the
U.S. in math, reading, and science. (SOURCE) Stagnant test scores and poor performance globally
have educators, politicians and businessperson concerned about the future of education.
Diane Ravitch is a highly educated author and a graduate of Wellesley College and received her
Ph.D in history from Columbia University. After receiving her various degrees she became the
assistant secretary of education and counselor of education from 1991 to 1993. (CITE) She now
resides as a research professor of education at New York University. She has also written several
books about school reform, national standards, adolescent education, controversial topics of school
reform, and student rights. Overall, Diane Ravitch does a remarkable job stating the obvious issues
that led to this modern day fiasco in education. I support and agree with Diane Ravitch. She strongly
believes that education should not be rushed and mass–produced. In the book she states five major
points about education: 1) Standardized Testing 2) No Child Left Behind and other education
reforms 3) Business Model Approach 4) Privatization of schools 5) Accountability and change. In
Diane Ravitch's book about The Death and Life of the Great American School System shows the
history and approach to school reform.
She begins this

Clergy
OVERVIEW
In 1998, more than 13 million children (19 percent of all children) under age eighteen lived in
families with incomes below the official poverty threshold. Although children age eighteen and
under represent 26 percent of the United States population, they comprise nearly 40 percent of the
poverty population. Despite a steady decrease from 1993 (23%) to 1999 (17%) in the rate of
children in poverty, the United States still ranks highest in childhood poverty among all
industrialized nations.
In the United States, income poverty is defined by the poverty threshold, developed in 1959 and
based on expected food expenditures (thrifty food basket) for families of varying sizes. Each year
the threshold is adjusted for the Consumer ... Show more content on Helpwriting.net ...
Moreover, longitudinal designs allow for an assessment of how the timing (early vs. late) and
duration (transient vs. persistent) of poverty may differentially affect children's outcomes. When
possible, this discussion presents finding from studies that used standardized tests of school
readiness, achievement, and cognitive ability, and controlled for key family and child
characteristics, in its review of the impact of poverty on children's educational outcomes.
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.
Judith Smith and colleagues (1997), using data from two national datasets, showed that family
poverty was significantly associated with lower scores on several measures of child cognitive and
school readiness outcomes for children age three to four years, even after controlling for the effect
of mother's education,

Essay on Ability Grouping
Ability grouping is a widely spread practice used among many educators today. Between–class
grouping is by far one of the most commonly used types of ability grouping. "The goal of this
grouping is for each class to be made up of students who are homogeneous in standardized
intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools
separate their students into different classes or courses. "Between–class ability grouping is where
students spend most of the day in ability groups and use the same or similar curriculum substantially
adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students
from the same grade levels may be grouped by ability for reading and ... Show more content on
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This impacts their achievement level and in turn affects their self–esteem. Such consequences cause
the students to lose interest in school, and in the long run, many of these students begin to drop out.
Although there are certain benefits to between–class ability grouping, they are outweighed by the
negative effects this type of grouping can produce. Ultimately, the focus should not be on how to
label students, but rather, on the quality of the education the students can receive while working
with peers in specific subject areas.
Regrouping is another type of ability grouping. Students of the same age, ability and grade, but from
different classrooms, are brought together for a specific subject such as reading or math. According
to their goals, activities, and individual needs, the students are grouped and then regrouped again.
There are two common regrouping strategies: teacher–led groups and student–led groups.
Teacher–led groups are effective in introducing material, summing up the conclusion made by the
groups, and meeting the common needs of the groups. These groups typically include whole class,
small group, and individual instruction. Whole class instruction allows the teacher to introduce new
material to the entire class. It also allows students to use their prior knowledge to form new
acquisitions. "Small groups can provide opportunities for working with students who have common
needs, such as reinforcement or enrichment" (Valentino, 2000, 1).
Individual

Stress And Perfectionism In Academic Achievement Between...
Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non–blue
Ribbon Schools Pope (2005) portrays stress as the perceived shortcomings between the
requirements and the accessibility of resources to match those needs. Stress is a feeling that affects
people of all ages. Stress affects people in a great array of ways, which include emotionally,
physically, and mentally (Rollin, Arnold, Solomon, Rubin, & Holland, 2003). Even kids are able to
experience stress at a youthful age. Rollin et al. (2003) stated that during times of extreme and
uncontrollable stress individuals, especially children, react with symptoms of anxiety, withdrawal,
hostility, poor managing skills, drug and/or alcohol use and abuse, and physical ... Show more
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There are two different types of perfectionism, perfectionistic concerns and perfectionistic strivings.
Perfectionistic concerns are when the negative feelings of discrepancies between one's expectations
and one's results are more overpowering than what was actually achieved (Achziger & Bayer,
2013). With the research that is available, we know that perfectionistic concerns would cause
students with socially prescribed perfectionism a lot of stress, by worrying about what others think
of them and worrying about letting those individuals down. These students would be worried about
letting their families, teachers, and peers down. Perfectionistic strivings are linked to high personal
standards, self–oriented striving for perfectionism, and striving for excellence (Achziger & Bayer,
2013). These students are striving for high goals they have set for themselves and trying to make
sure everything is perfect. Perfectionists are constantly seeking admiration to boost up their self–
worth and to help them resist feelings of inadequacy (Lyman & Luthar, 2014). Lyman and Luthar
(2014) also state that perfectionists are also much more likely to be jealous of their peers who are
admired more than they

Test Of School Achievement : The Woodcock-Johnson IV Tests...
Due to concerns regarding T'Niq not having his glasses during the administration of the WISC–, he
was administered the CTONI–2 to obtain a measure of his general intelligence utilizing a nonverbal
format. T'Niq obtained a full–scale IQ score of 79 on the CTONI–2 which falls at the 8th percentile,
indicating that he scored at or above 8 percent of his peers. This score falls within the poor range.
T'Niq's score of 79 on the CTONI–2 is consistent with his score of 73 on the WISC–IV administered
at age 9. Woodcock–Johnson IV Tests of Achievement (WJ–IV–Ach.) The Woodcock–Johnson IV
Test of Achievement (WJ–IV–Ach) is an individually administered test that provides measures of a
child's level of academic performance in the areas of reading, math, and writing. The test of school
achievement is norm–referenced, which means T'Niq's performance is compared to a national
sample of other children within his age range. Individual subtests and composite scores are defined
as follows: READING The Basic Reading Skills composite measures T'Niq's ability to read a list of
words and correctly pronounce nonsense words. T'Niq's standard score of 72 falls in the low range
at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same–aged
peers. Based on T'Niq's performance on this composite, it appears that he will benefit from explicit
instruction on word recognition skills and phonics skills. Reading Fluency refers to the ability to
read quickly and

Close The Achievement Gap In Schools Essay
The question remains, can schools close the achievement gap between students from different ethnic
and racial backgrounds? Is this a realistic goal or just a reality? My position on these questions are
that anything is possible so yes this a realistic goal however we are living in a time where this is
both a reality and a goal. Also the schools cannot do it alone, this will take a team effort. Many
efforts has been made to close this gap however the efforts has had some effect but not enough to
see the achievement gap close or near closing. One particular program that has been implemented is
the "No Child Left Behind" program. This was implemented to close the achievement gap where no
child would be left behind in their educational achievements. In the NCLB program, if a student
attended a failing school they the parent would have the choice of sending that child to a school that
did not have a failing review. The Title 1 funding provided for that student is to supplement the child
to have a better education. The program also requires the school to provide tutoring, after school ...
By the age of 3, children whose parents are professional workers vocabulary is 50% better than
those of working class parents. By 4th grade, minority and poverty children are 2 years behind their
wealthier peers, by 8th grade they are 3 years behind and by 12th grade they are 4 years behind.
Minorities reading and math skills are weaker than that of white students. African Americans are
more likely to be placed in special classes. African Americans are more likely to get a GED than
whites and are least likely to get a Bachelor's degree by age 29. And last by not least African
Americans are more likely to be incarcerated and be victims of violence. Clearly looking at the
community and home life of the different ethnic and racial groups you must conclude these are also
major factors in the performance of any

School Climate And Culture Have A Great Impact On Student...
School climate and culture have a great impact on student achievement and behavior. When using
the terms school climate and school culture, one needs to understand the similarities and differences
between the two. School climate is "the quality and character of school life – fosters children's
development, learning and achievement (NSCC, 2007, p. 2). School culture, on the other hand, is
determined by the values, shared beliefs, and behavior of all the stakeholders within the school
community, such as students, staff, parents and the community. Both of these words effect the
school community and are a factor in student success. But while they are alike, they have different
focuses. When discussing school climate, one focuses on the school itself, the building, the
atmosphere, etc. When discussing the school culture, one focuses on the specific stakeholders within
the school, students, staff, parents and the community. While both focus on different parts of the
school system, both are critical to school community so it "has a shared vision and plan for
promoting, enhancing and sustaining a positive school climate (Cohen, 2010, p. 28). The
benchmarks that have been established by the National School Climate Center, "provide a
framework to begin to define what we can and need to do to support children and adolescents
developing in healthy ways and learning" (Carter, 2011, pp. 3–4). School culture is one of the most
complex and important concepts in education. In

Lack Of Parent And Teacher Perceptions Of Student...
Many barriers impede a parent's ability to become involved in their child's education regardless of it
being the early years or the middle/high school years: lack of parent education to help with
schoolwork, cultural or socioeconomic differences, language differences between parents and staff,
parent attitudes about the school, staff attitudes toward the parents, and concerns about safety in the
area after school hours. To some extent, parents can control some of the barriers that make it
difficult to become involved in their children's education. What impact does it have on parent and
teacher perceptions of student achievement in the middle school?
Problem Statement Parent involvement is a very broad subject with various ways of being defined.
It has been touted for years as a viable predictor of student achievement. The common wisdom is
that parental involvement and strong schools are inseparable–that you cannot have one without the
other. Yes, research has indicated that there is a strong link between parental involvement and
student achievement and the home–school partnership (Decker, 1995). Perhaps one of the most
well–known organizations in support of parental involvement in schools was created in 1897. The
National Congress of Mothers created a statement of purposes that created the basis for their
organization. The purposes included the education of parents for child development, the cooperation
of home and school, the promotion of the kindergarten movement, the

The View that Schools and What Happens Within Them are the...
The View that Schools and What Happens Within Them are the Main Causes of Social Class
Difference in Educational Achievement
* The reproduction of Social Class inequalities is the idea that working–class children don't succeed
as well as middle–class children in education and do not possess the cultural capital required.
(b)
* Financial Factors – Some parents may earn more money than others so they can afford to choose
which school the child goes to.
* Social Class – If a parent was more Middle–Class, they would have more involvement in the
Childs education and would want them to succeed better.
(c)
* Create a more skilled Workforce – Schooling ... Show more content on Helpwriting.net ...
These were set up to provide one type of school for all students. There were no entry requirements
however people were placed in sets based on ability.
(f) Assess the view that schools and what takes place within them are the main causes of social class
difference in educational achievement.
The above question is telling us that school and the education system are what cause social class.
Social class is where people have similar positions usually measures by education, occupation and
income. In my essay will include sociological evidence and theories exploring if social class is due
to schools and what goes on in them.
The first piece of evidence we can use to support the above statement is a Marxist point of view
about education. Bowles and Gintis (71) argue that meritocracy (your social position is based on
your effort and ability) is a myth. He believes that the educational system works against the interests
of the working class. Their correspondence theory they argued that there were a correspondence
between the social relationships at school to the social relationships at work. An example of this is
schools and work reward on external principals. In school you get rewarded with certificates, while
in work you are paid a wage. This relates to the question because it shows that

Peer Pressure Towards Negative Behaviour and Classroom...
Children are often viewed as happy, carefree beings without having to care for most stressors in life.
However, take a closer look and we would understand that children do have their growing pains as
well. In this research, children are defined as young kids below the age of 12. As they grow older,
they undergo many changes in their life, and it is of no surprise that they need to learn to cope from
the situation based on those changes. This study is designed to understand the underlying theories
and factors that could affect the children's development through the environmental influences that
may promote or affect the development of behavior and achievement through peer pressure and
classroom quality (Adams, Ryan, Ketsetzis, and Keating, ... Show more content on Helpwriting.net
...
Although conformity and compliance are relatively similar, they too, have differences. Compliance
is a specific response to a specific request, while conformity generally involves unspoken pressure
to behave in a particular manner. Generally, compliance involves request which could be explicit
such as using the foot–in–the–door technique. Most of the time, in compliance, the child is told to
respond or complete the task told in a desirable manner; while in conformity, a person is expected to
behave in a particular manner (Cialdini and Trost, 1998).
Compliance plays a major role in building and maintaining relationships where children learn to
behave in a certain manner to maintain status quo (Cialdini and Trost, 1998). When we comply with
an instruction, we receive praises, or lavished with social acceptance and gifts. By doing so, the
children feel accepted, wanted and loved by other peers. In a way, compliance acts as a form of
conditioning the behavior expected from their peers (Cialdini and Trost, 1998).
It is easy to view compliance as a form of concession due to the obligation children might have
towards their peers. Studies have found that with compliance, children tend to bend towards peer
pressure and it has a significant effect towards negative behavior (Adams et al, 2000; Fanti and
Henrich, 2010). This isn't surprising, as children

Birth Order And School Achievement Essay
Birth order and School Achievement
There has always been an attempt to figure out why some people do better in school than others. Is
it due to financial stability? Is it attributed to parents' own success as students? Very importantly,
one's birth order plays a role in one's school achievement.
I. Theory
Growing up with siblings or the absence of siblings can be a major factor in determining academic
success. Being the oldest, middle or youngest child does not necessarily determine academic
success concretely without exception, but serves as a predictor of future academic success. School
achievement is gauged by how far one goes in his or her education, starting from grade school, all
the way up to graduate school. Before getting into ... Show more content on Helpwriting.net ...
If the firstborn is hostile toward the secondborn child, he or she may become highly competitive or
overly discouraged. I believe that since the middle child never has the opportunity to experience
being an only child, he or she odes not lose the position of being younger than another child in the
family but rather grains the advantage or being older than one or more. They may become
competitive in school because they want to earn recognition from their parents. They do not get that
much attention due the attention spent on older brother or sister, or younger brother and sister, so
excelling in school may get them the attention they crave. They may bring home a piece of
homework and show their parents that they did well in order to receive acclamation.
The youngest child is popularly known as the "spoiled brat." He or she is pampered excessively and
is disciplined less than his or her older siblings. During this stage, the youngest child may want to
model everything his or her older siblings are doing. In turn, this may make them less independent
in school and more reliant on someone to help them. To get what they want, screaming and tattling
are their special kinds of manipulative skills (Forer, 1969). A youngest child may have parents who
have climbed the salary ladder and therefore he or she may benefit from financial means.
The only child, with the lack of siblings may compete

School Achievement Gap Analysis
School is an institution that serves as a means to provide the knowledge and skills necessary to
successfully function in society, such as literacy and punctuality. Not only do students acquire these
skills, but also knowledge of "hidden curriculum," which teaches certain societal norms and values.
This concept was introduced in Lecture 4.2, with the examples being obedience,
hierarchy/powerlessness, and acceptance of inequality. In regards to obedience, students learn that
obeying authority is essential for success, that we must learn to be quiet and be interested, even if it
means acting like it. With hierarchy/powerlessness, individuals come to accept their impotence in
regards to having a voice towards how school is ran. The acceptance ... Show more content on
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This concept arose from a provision written by John F. Kennedy, that public contractors should take
affirmative action to ensure that applicants are employed and that employees are treated during
employment without regard to their race, creed, color, or national origin (Executive Order No.
10,925, 1961). Though this policy currently exists in our society, there are still those who see it has
harmful. To those who have received benefits from discrimination, and are used to obtaining a
plethora of opportunities, affirmative action may seem discriminatory towards them (which I find to
be ironic). An example of this is the Regents of the University of California v. Bakke case, where
reverse discrimination became an issue. In the late 1970s, Allan Bakke, a white male, was rejected
by a medical school, two years in a row, that had accepted minority applicants who had lesser
qualifications. The Supreme Court outlawed the system which had unfairly discriminated against
him, resulting in his admission into the medical school (Regents of the University of California v.
Bakke,

Essay on Public School Choice Improves Student Achievement
School Choice Improves Student Achievement
In his new budget, President Obama proposed to substantially increase federal spending to improve
public schools. Yet steady spending increases of the last three decades resulted in little change in the
poor achievement of students that worries many citizens. Much research, however, shows that what
works well is parental choice among schools fairly competing for students as in the case of
traditional, tuition–based private schools. Rigorous studies comparing students randomly selected or
not to oversubscribed private and charter schools as well as large, statistically controlled surveys
show that these schools excel in achievement and parental satisfaction.
Surveys show the majority of ... Show more content on Helpwriting.net ...
Viewing charter schools as competitors to the schools they run directly and under teachers union
pressures, district school boards further restrict charter schools. Viewing them as competitors, they
impose dysfunctional regulations on charter schools and deny applications for new ones. For these
reasons, the numbers of charter schools have stopped growing at their initial fast pace.
Unions, public school authorities, and legislators have even more successfully resisted even
successful school vouchers that provide scholarships for parents to send their children to
independent or parochial schools. The advantages of vouchers are that they largely bypass the
dysfunctional regulations and practices of the public sector and allow parents to choose the schools
most suitable for their children, which they best know and care about.
Large–scale studies, moreover, show that the higher the percentage of students attending private and
charter schools within states, the higher the average achievement of all students. Studies of countries
show the same pattern; the greater the percentage of students attending private schools, the higher
the country's achievement. As shown in comparisons of public and private provision of services in
many industries, private competition works well for consumers, allows successful contenders to
thrive, and causes failing organizations to change or close.
The next logical step in school choice is for–profit

School Mean Fell Below The Average Achievement Level Of...
In Year 3 the students placed above the average achievement level of students in Australia in
persuasive writing and fell just below the average in spelling, grammar and punctuation. In
persuasive writing, Grafton Public had 9% more students achieve a band 6 or above and 6% more
students achieve a band 5 compared to statistically similar schools. The band with the highest
placement of scores from the Grafton schoolchildren for persuasive writing was band 5. In Year 5,
there was a decline in the persuasive writing scores as the school mean fell below the Australian
average. Grafton Public students showed very little improvement in this area from Year 3. Scores in
spelling and grammar and punctuation increased, yet still fell just short ... Show more content on
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(ACARA, 2016). 2. RESULTS INTERPRETED Grafton Public School ranked just below the
average Index of Community Socio–Educational Advantage value, indicating it has a slight
educational disadvantage compared the other Australian schools. Almost half (48%) of the students
at Grafton Public fall in the bottom quarter of socio–educational advantage according to the
distribution of students across Australia. The number of teaching staff at the school totals 38 and this
number has been consistent over the past 8 years, meaning students may have exposure to multiple
educators to who can offer educational support. Students at Grafton Public School have quite an
immaculate attendance score of 90%, which is an encouraging statistic as students are responding
positively to being present in their educational setting and constantly immersing themselves in a
positive learning environment. Strengths and Weaknesses Grafton Public School has demonstrated
they are maintaining the Australian average for spelling. In Year 3, the school has a smaller margin
of confidence and the students fall predominantly in bands 3, 4 and 5. This bell curve result
demonstrates that the majority of students are achieving similar scores. Despite the fact the students
fall just short of the Australian schools average, there is clearly room for improvement. Spelling
results from the same cohort in Year 5 show similar results, whereby the average student

Study Links School Safety To Achievement, Relationships By...
In the article, "Study Links School Safety to Achievement, Relationships" by Sarah D. Sparks,
research showed that school safety relies heavily on the relationships between teachers and students
at the school along with students' academic achievement. This research proved to be contradictory
to common beliefs that the amount of crime in the surrounding neighborhoods and community of
the school is the main cause or contributing factor to how safe students feel at school. Furthermore,
most people believe crime, violence and poverty in and surrounding school neighborhoods are
directly linked to the academic achievement and success of the students at that particular school.
"The report, released Tuesday by the Consortium on Chicago School Research

The Achievement Gap: The Feminization Of American Schools
The Achievement Gap: the feminization of American schools There is an important fact society
needs to understand; boys in this country are getting screwed. I know most people scratch their
heads if not outright laugh at that concept because they have been told repeatedly that women are
always short changed in society. Boys are being harmed, If it's not the feminists telling boys and
men that masculinity is 'toxic' and who they are by birth and by nature is wrong it's the education
system letting them fall behind with almost no acknowledgment of the problem. As someone who
went through the public schools recentishly it's not a favorable position, as Dr. Christina Hoff
Sommers; a former philosophy professor and senior fellow at the American ... Show more content
on Helpwriting.net ...
the first things we as a society need to confront is two truths that I think our largely mollycoddling
society tries vehemently deny. The first being that boys and girls are different and that gender is not
a social construct, it's a biological one. Boys are naturally wired to want to move around, one way
some have suggested would be to have them do more moving around in class. That could be as
simple as having them using their hands to make triangles when learning geometry (Dixon). They
also naturally crave competition, which is why the decline of recess and renaming games actually
have an effect on these boys. More male teachers would have a marked effect, first they understand
the way boys learn and secondly it would give boys without a strong male role model to look up to a
healthy male influence, a thing many of them lack. An extreme measure that's been suggested has
been gender segregated schools, which might not be a bad idea, if a curricula could be devised that
work for boys. Maybe something like vocational high schools where they spend half their day on
academic pursuits and then half working on engines or computers or tinkering with robotics and
stuff boys tend to like. The graduation rates for boys from these schools is typically vastly higher
with more student engagement than traditional schools. There's obviously no 'one size fits all'
solution but there has to be a 'one size fits many' solution. This is a crisis rest assured, which why
there is a glut of women claiming that can't find men that are 'marriage material' because men are
not typically getting secondary degrees so when women graduate they are unable to find men of the
same educational or professional

The Negative Effects Of Working After School, College...
Just imagine being 16 years old and you have a ton of homework to do but you must go to work
right after school and then you did not get home until 10 pm and your exhausted but it doesn't
matter you have to get your homework done and study for a Chemistry test. You sit at your desk and
start working on your homework but after two hours your still not done and your eyes start to close.
Next thing you know your alarm is going off and you must get ready to go to school and you haven't
finished your homework nor study for the test. Your panicking and don't know what to do, your
parents have threatened to take away the car if you get another failing grade. If you have ever
worked an after–school job you may remember similar feels and the stress associated with this. This
is one of the many issues facing students in school, not just high school but college students as well.
We all think that once we can get a car then we can get a job. Once we have a job, then we buy what
we want that our parents will not buy for us or you want to help your family because there is barely
enough to eat. Even though the later case maybe a necessity, the first case is not and may lead to
further issues with school. According to Marchetti, Wilson and Dunham, working part time has a
negative effect on school achievement, as an increase in working hours leads to a decrease in
standardized scores and grades. (6) "The negative effects of working seemed to be buffered
somewhat when students work to save

The Importance Of Learning A Secondary Language
The vast majority of the people residing in the valley, especially in the city of Brownsville, Texas
are fluent in both Spanish and English, and therefore considered bilingual. Brownsville has been
considered a highly illiterate and poorly educated city, where learning a secondary language such as
English, drastically changes those discriminating statistics. The argument is that learning a
secondary language indeed supports literacy development from an early age, by reading aloud to
children, making them participants of a learning incentive, and family literacy practices. A
development in literacy significantly increases reading achievement test scores, helps students
become better at grammatical judgment and word recognition, and improves their cognitive
development.
In the article "Learning to Read across Languages: Cross–Linguistic Relationships in First– and
Second–Language Literacy Development" by Keiko Koda and Annette M. Zehler, showed that
reading aloud to children in elementary schools, in a secondary language increases their
phonological awareness as they relate their slight knowledge from their first language, and apply it
to the new acquisition of the second. The authors claimed that "the field of second (L2) and foreign
language reading has pursued an understanding of factors that impact the reading process, one of
which is first language (LI) literacy." To support their claim, the authors brought together theories
and research on the interaction of languages,

The Pros And Cons Of Standardized Testing
There is a major controversy over standardized achievement testing that has now called for students,
parents, educators, and communities–to become involved. The United States is lacking in education
from a worldwide viewpoint. The United States currently ranks 17th among 50 other global
education systems (Gayathri). If America continues to fall behind, then the educational gap between
races will continue to expand. Is the solution to the United States falling behind globally? It's to
increase standardized tests.
"Standardized tests play a major role in education today, whether they are achievement tests
measuring subject–specific knowledge or aptitude tests measuring scholastic readiness. The goal of
the assessments is to provide a yardstick to evaluate student performance across state standards."
(Concordia University Portland 2017)
"The No Child Left Behind Act and the Common Core State Standards Initiative are prominent
examples of test–based accountability policies. The practice has ignited a debate about their
effectiveness and how well this kind of test measures student achievement." (Concordia University
Portland 2017)
A standardized test is an examination that's scored and administered in a predetermined manner.
(Popham 1999) Present day, standardized test is "...any objective test, or combination of objective
and performance tests, that yields the same score for the same performance, no matter who is doing
the scoring" (Hirsch) Standardized testing consist of

Effects Of Audio Aids On Achievement Of Students Of Home...
EFFECTS OF AUDIO –VISUAL AIDS IN ACHIEVEMENT OF STUDENTS OF HOME –
SCIENCE AT SENIOR SECONDARY SCHOOL LEVEL Ms. Soni Lakra Dahiya Abstract
Teaching – aids which affect our organs of audibility and sight are called Audio– visual (A–v Aids).
Lessons can be made more interesting with the help of these aids; Subjects with more practical
aspects have more need of Audio Visual Aids. So many demonstrations can be given with the help
of A–V aids. A–V aids make teaching more effect. A practical subject like Home –Science can be
made more interesting and effective with the help of these aids. Embroidery, knitting, painting,
cooking, stitching etc. and more information can be shown and given to the students through A–V
aids. And results are found much better. But sometimes inspite of availability of these aids, teachers
are not interested in using them. Reasons are so many. Lack of awareness among parents, teachers
and students is one of the main reason. Infrastructure problems are also there. But if overall efforts,
are used properly than the results are fruitful. Keywords: Teaching, Audio– Visual Aids, Home –
Science, Students Schools Demonstrations Today is the age of Science and technology. The class
room is to be just like a laboratory where in projector, record player, overhead projector, computer
etc. are lying. The materials like charts, maps models, concrete objects, film–strips, radio, television
and projector etc. help a teacher in good communication, healthy

Increasing Student Achievement through Preventing School...
Increasing Student Achievement through Preventing School Violence
Introduction
School violence is any type of violence, whether it is a simple threat on another student or a school
shooting, that happens in the school environment. Student achievement is the efforts made by the
student to work hard in the classroom. The purpose of this research paper is to examine how school
violence impacts student achievement. It would seem that school violence would have a negative
impact on student achievement. If this is the case then we need to do what we can to prevent
violence in schools. Technology can be used to help control school violence.
Information on School Violence
Violence in our schools has become an increasing ... Show more content on Helpwriting.net ...
It was found that males tended to fall victim to crime more so than females (Furlong & Chung,
1995). Multi–victim students of violence were more likely to receive
D's and F's whereas non–victim students tended to receive more A's. Students have not experienced
crime perceived their schools to be a safe environment and therefore were able to be more focused
to their schoolwork than worrying about violence. Since they are able to focus better in school, their
achievement level is considerably higher than a student who has experienced many incidents of
violence. Multi–victim students of violence tend to be more worried at school and do not feel safe in
their school environment. These insecure feelings leave the students paranoid and therefore are not
able to focus on their schoolwork as well as non–victim student. In order for a student to be
successful we need to eliminate all distractions from the school environment.
Violence is a distraction and even though it can not be eliminated completely, we need to see to it
that it we remove as much of it as we can from our schools. All students deserve the right to a safe
school and to have an equal chance to be successful in life. The road to being successful starts in the
classroom.
How Schools as a Whole are Affected
We would expect to see the same

Stress And Academic Achievement Between Blue Ribbon...
Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non–blue
Ribbon Schools Erin Altenberger Northern Kentucky University Abstract Stress and Perfectionism
in Academic Achievement Between Blue Ribbon Schools vs. Non–blue Ribbon Schools Damian,
Stoeber, Negru, and Baban (2014), describes perfectionism as endeavoring for flawlessness and
setting extremely high standards for oneself. There is not just one type of perfectionism; there are in
fact three different categories of perfectionism. The three categories included self–oriented, other–
oriented, and socially prescribed perfectionism. Self–oriented perfectionism refers to an individual
that sets and seeks high standards of performance for themselves (Chang, 2006). Chang (2006)
describes other–oriented perfectionism as an individual that assumes that others should be perfect in
their actions. Socially prescribed perfectionism refers to an individual that believes that those
around them anticipate perfectionism from him or her (Chang, 2006). With what we know about
perfectionism and the potential distress it may cause, one can consider that stress could be a
component with perfectionism. Pope (2005) portrays stress as the perceived shortcomings between
demands and the accessibility of resources to meet those demands. Stress is a feeling that affects
people of all ages. Stress impacts people in a large array of ways, which include emotionally,
physically, and mentally (Rollin,

Explain The Major School-Age Achievements Of The School Age
The major school–age achievements of use are functional flexibility, conversational abilities, and
narrative development. Functional flexibility is the "ability to use language for a variety of
communicative purposes or functions." This means that children must know how to use various
language functions and when to use them properly in speech. Furthermore, lying is a component
that is developed by children. They begin to know when to lie and how to do so with the intention of
not getting caught. Another major achievement is in the area of conversational abilities. This is
when children can begin to hold a proper conversation. They are able to stay on the topic longer and
engage with the other speaker. The school–age children also can use indirect

The Effects Of Low Cost Private Schools South Africa 's...
The South African government has implemented many policies with the goal of increasing South
Africa's educational achievement. On aggregate, these policies have not been successful, as is
illustrated by our current low level of academic achievement (OECD, 2014). This essay argues that
through the proliferation of low cost private schools South Africa's educational achievement will
dramatically improve at a lower cost than the status quo. The basis of this argument is that the most
efficient method of education is to allow free market forces to allocate educational resources. This
essay begins with an outline of the causes of the education crisis followed by an analysis of the
theoretical benefits of free markets in education. The practical successes of private education is
demonstrated through the case study of Pakistan. Finally, to what extent regulation is required will
be explored: underscoring the impediments to free market low–cost private schools in South Africa.
In pursuit of clarifying a complex problem, South Africa's education crisis, it is important to know
what is not the cause of this problem. Firstly, this crisis is not caused by a lack of spending on
education. We currently spend approximately 6 percent of GDP on education, which amounts to
approximately 20% of total government expenditure (World Bank). These are relatively high
amounts spent on education and with very low returns in terms of academic outcomes (OECD,
2014). Thus, any solution that amounts to

Do Schools Have Discipline Systems Affect Student...
Why do schools have a discipline plan?
Exemplar
Guiding Question: How do discipline systems affect student achievement or academic success?
Schools have discipline policies to reduce violence on campus, to promote positive behavior and to
increase the likelihood of college enrollment.
First of all, in paragraph 3 it states," According to Superintendent Michael Milkie, the policy teaches
students to follow rules and creates a structured learning environment...while fights can be an
almost daily occurrence in some urban high schools, Milkie says, there's only about one a year on
each Noble campus." This means that schools have discipline policies to reduce violence on campus
by showing students how to follow rules. This shows that rules are necessary to create a structured
learning environment where it is very clear what is expected and what is not expected. Students who
know what is expected and know the consequences follow the discipline policy. This proves the one
of the main reasons schools have discipline policies is to reduce violence on campus. ... Show more
The system is phased out by high school because it is no longer needed." This school uses a reward
system as part of their school's discipline plan. The program does so well it isn't needed in the
district's high school. The reward system focuses on what the students are doing well to encourage
students to keep doing the positive behavior. This proves that one of the main reasons schools have
a discipline policy is to promote positive

Education And Vocational Achievements Of A School Cohort
Introduction
People vary greatly in their educational and vocational achievements. While educational
achievement has been examined in schools and tertiary settings, it is not always the case that the
original educational and vocational achievements of a school cohort have been followed because
there are certainly many other factors that affect people's result of achievement. According to
Holland (1997, p.13), there are many characteristics of a person and an environment that influence
educational and vocational development such as the age, gender, ethnicity, geography, social class,
physical assets or liabilities, educational level attained, intelligence and influence. By comparing
and contrasting males and females, this essay will focus on gender, in terms of schooling and
vocation, and how culture and social stereotypes affect male and female educational and
occupational pathways in Australia.
Gender as a function of society and culture
Gender is a cultural and social phenomenon that refers to constructed differences between men and
women. "With western feminism – which encompassed Marxist, radical and liberal feminist
frameworks – gender was seen to operate both as a set of cultural understandings that represents
what it means to be a man or woman, and as a social variable that structures the opportunities and
pathways that men and women are expected to follow" (Vickers, 2013, p.161). This phenomenon
appears both educationally and vocationally.
Gender stereotype

Achievement Growth in Milwaukee Charter Schools
Executive Summary The Executive Summary should stand alone as a summary of the key sections
of the report, and should summarize the content of the full report without adding new information.
The Executive Summary should ideally be no more than three to four pages. Evaluation Purpose and
Evaluation Questions This should set out the overarching purpose of the evaluation, and how the
findings are expected to be used to inform decisions. This section also describes the Evaluation
Questions (which should be limited to just a few key questions). It can also identify key audiences
for the evaluation. Project Background Enough information should be provided to give sufficient
context. However in the Executive Summary this section can receive less emphasis than it might in
the overall report so that more attention can be given to the evaluation purpose, design, limitations,
and findings. In the main report it should describe the problem being addressed by the project, and
the project logic for why it will lead to better outcomes. This could include a logical framework for
the project if one exists, and the development hypothesis, or causal logic, of the project or program
of which the project is a part. Evaluation questions, design, methods and limitations This section
describes the overall design, specific data collection and analysis methods linked to the evaluation
questions, and limitations of the data, methods, or other issues that affected the findings. Findings
and

School Wide Achievement Effects On Children
If you have a child you have probably thought about enrolling them in some sort of early childhood
education program, because that is the most critical time for your child and you want them to get a
better start in school and life going forward. In this paper we look at multiple studies done regarding
ECE programs. Some of them followed people onto adult while others just did to elementary school.
This study was done by people at the University of Missouri. By doing this study they were trying
to see how much school–wide achievement effects the relationship between early childhood
education and performance in reading and math in fifth graders. The question they wanted to answer
was, "Do ECE program participants have better achievement in ... Show more content on
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They interviewed parents from kindergarten to fifth grades, and tested the children at the same
times. Parents were asked about many things such as family characteristics, parenting attitudes and
behavior, employment history, children's prior care, education arrangements, and parents'
perceptions of their children. They conducted these interviews to find out if any of these other
factors had a correlation with how well children preformed.
The results showed that attending both pre–kindergarten and child care had a big positive impact on
the children's fifth grade reading and math scores than compared with not having attended any ECE.
However, attending Head Start had a negative impact on children's achievement compared with
children who did not attend ECE, and when the child only went to Head Start they performed
significantly lower than children who attended pre–K and child care on reading.
This next study was about a follow up on the Abecedarian Project done by people at the University
of North Carolina. The Abecedarian Project was a trial designed to learn the extent to how early
childhood education could overcome the odds of developmental delays and academic failure for
children born into low–income families. At age 21, the treated group had kept a large advantage on
both intellectual tests and scores on academic tests of reading and mathematics. The treated group
were more likely to attend a 4–year college or university. Those

Effects Of School Achievement On Children
School achievement outcomes are also life impacting. Often the only way out of poverty is an
education that can provide them with a job which can meet their income needs. If a child's school
achievement is affected by poverty, they have a higher chance of dropping out and continuing
poverty in their generation. Effects of school achievement are measured by if the child has repeated
a grade, suspended or expelled, and/or dropped out before graduating. A large amount of children
that live in poverty will repeat a grade due to limit educational tools to provide them with practice at
home. If the child has behavior problem, then they may be expelled for acting out or misbehaving,
this affects their learning as they are not in class learning. The percentage of children living poverty
that are affected by school achievement outcomes are 2–3 times greater than children not living in in
this state of being. Emotional or behavior outcomes are measured by tantrums, outbursts and
aggression, this usually persist beyond the normal age range expected. Poor children suffer from
emotional and/or behavior outcomes more often than children living in non–poverty. These effects
are displayed at school and at home, occasionally in public places such as the mall, and causes
disturbances such as violence. Emotional problems also include internal problems such as anxiety
and depression, which can cause the child to disassociate themselves from social opportunities.
These children are often

The Effect of Comprehensive School Reform On Middle School...
Introduction Schools with high dropout rates are categorized as underperforming schools. Since a
majority of our children, who drop out of school, do so in middle school or the first year of high
school and their ages range between 12 and 16 years (Cohen & Smerdon, 2009). It is the inability of
many middle school kids to make the transition to high school that contributes to an increase in
dropout rates. In order to address under performing schools and the high dropout rates, school
reform programs were initiated by federal, local, state governments and many independent
organizations. School reform programs were a means to improve student performance in the
classroom and show a measured increase in student achievement (Brandlow, 2001) ... Show more
Consequently, effective CSR programs would provide the needed influx of money and professional
teachers need to turn around low performing multicultural and high poverty schools. When looking
back on programs directed towards the middle school, it is easy to point out several successful and
some not successful programs. Erb (2006) reported "Turning Points" as being the most implemented
and most researched of all the middle school models. Turning Points was created by the Center for
Collaborative Education in Boston (CCE). The National Turning Points Network is based on the
research performed by Carnegie Corporation of New York. In addition to Turning Points, Erb (2006
p.3) also added, "AIM at Middle–Grades Results, Different Ways of Knowing, Making Middle
Grades Work, Middle Start, Success for All Middle School Programs and Talent Development
Middle School Model". Comprehensive School reform is still the viable means for making under
performing schools work (Gross, Booker, & Goldhaber, 2009).
Comprehensive School Reform in Middle School
The concept of Middle School as describe by Erb (2006), "remain unequalled as the most potent
factor for improving the performance of young adolescents"(p. 10). Regardless of the model, K–8 or
8–12 or 6–8 we must address the unique adolescent requirements of the 11–14 year olds as they
transition from childhood to the teen years.

School Uniform Policy And Student Achievement

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