Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Brown, sidney is the high school principal the single agent of dropout preven...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Brown, sidney is the high school principal the single agent of dropout preven...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
AN INTERIM REPORT ON A PILOT CREDITRECOVERY PROGRAM IN A LAR.docxnettletondevon
AN INTERIM REPORT ON A PILOT CREDIT
RECOVERY PROGRAM IN A LARGE, SUBURBAN
MIDWESTERN HIGH SCHOOL
M . SUZANNE FRANCO
NiMiSHA H . PATEL
Wright State University
School policy regarding student failure of courses at the K-12
level generally focuses on grade retendon or social promotion,
neither of which addresses the students' needs. Grade retention
has never been effective in helping students gain mastery of
course objectives. To reduce the numbers of social promotions,
many states require 8th graders to earn a passing score on state-
mandated standardized tests. If students do not earn the required
score, they are not allowed to matriculate to the next grade,
regardless of their teacher-assigned course grades (Ezarik,
2003). A relatively unique approach to help students who have
failed one or more courses at the high school level is a credit
recovery program. Though details of such programs vary from
district to district, the one unifying aspect for atiy credit recov-
ery program is the opportunity for students to earn credit for a
course failed.
The purpose of this paper is to describe a pilot credit recovery
program implemented in a large suburban high school in the
Midwest. Historical, longitudinal student data revealed that
freshmen who fail at least one course are four times more likely
to fail to graduate in four years (R. Hankey, personal communi-
cation, July, 2009). With this is mind, the school developed a
pilot credit recovery program for freshmen who had failed at
least one course; online and traditional curricula were provided.
The short-term goal was to provide an opportutiity for freshmen
to recover credits lost due to failure; the long-term goal was to
reduce the dropout rate for freshmen who had failed at least one
course, and consequently contribute to a higher graduation rate
for the freshman class. This paper presents the results of the first
cohort of students who completed the pilot program after their
freshman year and who have now completed their second year
of high school.
Literature Review essary. The financial and social costs stem-
ming from high school failure/dropout
High School Dropout rates in the United States are enormous. It
The focus on educadon has and con- has been esdmated that dropouts cost the
tinues to be at the forefront of the American nation billions of dollars annually (Ou &
polidcal agenda, and rightfully so. In order Reynolds, 2010).
for individuals in the United States to stay The negadve correladons associated
viable for career opportunities in the ever- with a lack of a high school diploma are
increasing technological world and earn vast. For instance, those who do not earn
livable wages, a formal education is nee- a high school diploma are more likely to
15
16/Education Vol. 132 No. 1
experience unemployment and earn a lower
annual wage. The annual medium income
of a male over the age of 24 without a high
school diploma is approximately $27,000,
whereas that for a diploma holder .
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
Article 2 vivian gunn morris & curtis morris doneWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Surname 1
Name
Professor
Subject
Date
Increasing Number of School Dropouts
Introductions
Individuals who abscond school prior to high commencement can be described as school dropouts. In the current years, there has been a swift increase in the number of dropout in United States (Rumberger, p. 68). Each year, approximately one third of the students in public schools, fail to finish their high school education. According the researches, the majority of these dropouts leave school while remaining two years to complete. This disturbing trend has actually deteriorated over the past decades regardless of the fact that education was prioritized in the public agenda. Currently, the public is well informed of the seriousness of the matter of school dropout, and this has been due to lack of precise data (Bruce, p. 112).
Nonetheless, the results of these dropouts have been devastating. The notion of dropping out of school is dangerous for a student, this is because in most circumstances, that particular student is most likely to live poverty stricken life, end up unemployed, be a liability to public assistance, end up in jail, or be divorced or single parent. In this state of affairs, the nation greatly suffers from these issues of dropout due to increased costs associated with increased social services, increased cases of imprisonment and healthcare costs (Marcus & Green, p. 123). Due to these detrimental personal and economic costs, the purpose of this scholarly paper will seek to understand, why students tend to drop out of school, the extent of the problem, and how the educators, policy makers, and government have assisted them to complete their studies.
Extent of the Problem
The rate of dropouts has been scrutinized from various perspectives. Event dropout rates gauge the proportion percentage of students who drop out of school every year before completing a certain stage of schooling (Lexander et al., p. 129) Status dropout rates estimate the percentage of the whole population of a given age, who failed to complete a certain level of schooling and currently not enrolled (Lexander, et al. p. 138). Cohort dropout measures dropping in the midst of a single group of students over a given period (Caterall, p. 321). High school achievement rates gauges the percentage of a total population of a given age who left high school and obtained a diploma or certificate (NCES, p. 43). According to the U.S. National Center for Education Statistics (NCES), that defines the percentage of young adults between ages fourteen to twenty four, who dropped school by 2000, they reported the rate that ranged between 4% to 6%. This, rate rose from 1972 through 1990. From 1990 to 2000, there was yearly fluctuation but the overall pattern range seemed to be stable ranging between 4% to 6% (NCES, p. 88).
Status dropout rates reported by NCES, as the proportion of young adults ranging between 16-24, and presently enrolled, and have obtained a diplom ...
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Brown, sidney l. the impact of middle schools health on dropout rates schooling v4 n1 2013[1]
1. SCHOOLING
VOLUME 4, NUMBER 1, 2013
The Impact of Middle School’s Health on Dropout Rates
Sidney L. Brown, PhD
Associate Professor
Instructional Leadership/CLSE
College of Education
Auburn University at Montgomery
Montgomery, AL
Clara Young, PhD
Associate Professor
Auburn University at Montgomery
Montgomery, AL
Brooke A. Burks, PhD
Assistant Professor
Auburn University at Montgomery
Montgomery, AL
Kara Cosby
Elementary Teacher
Montgomery Public Schools
Graduate Student
Auburn University at Montgomery
Montgomery, AL
______________________________________________________________________________
Abstract
The article will address the relationship between middle school health/unhealthiness and dropout
rates. Data was gathered using the Organizational Health Index for Middle Schools (OHI-M)
and assessed using the descriptive method of research to describe the health of six feeder middle
schools. This instrument was administered to ascertain teachers’ perceptions, beliefs, and
practices and to determine whether or not these findings had a direct impact on the projected
dropout rates of their respective zoned high schools. The authors found the health of these
selected middle schools did have a direct impact on the projected dropout rates of its zoned high
school. According to the NCES 2011-2012 report, the dropout rate nationally has been at 8%
since the mid-1980’s for students in Public and Private schools and those who took the GED
exam. This measure of 8% will be used as a gauge to determine dropout proficiency. However,
the dropout rate for African-American and Hispanic male students hovers around 50%
consistently in urban areas.
______________________________________________________________________________
2. SCHOOLING
2___________________________________________________________________________________________
The purpose of this study was to find strategies to address the nation’s abysmal high
school dropout rate. The 2012 Schott Foundation for Public Education reported the dropout rate
for the past decade has consistently surpassed the 50% mark annually for both black and
Hispanic male students. Therefore, the researches sought to assess high school dropout rates in a
Black Belt state. One school had over 20% of its population enrolled in special education
classes, a 94% graduation rate, and an actual dropout rate of 8%. The school was classified as a
high poverty school with a population consisting of 95% Black, 3% Hispanic, and 2% White.
The faculty was composed of 54% untenured with 95% of teachers being middleclass and white.
This same school’s 2012 school report card indicated the following demographic data of 98%
Black, 20% special education, over 45% actual dropout rate, and 57% passage of Graduation
exam. Although the graduation rate of students in this particular region of the state is
particularly low, the graduation rate for the state has been reported to be on the rise with a 62.1%
graduation rate in 2002 and a 69.9% graduation rate in 2009 (Balfanz, Bridgeland, Bruce, & Fox,
2012).
There is a high rate of Blacks, Hispanics, and students with disabilities who are dropping
out of school. These students are more than two to three times more likely to be suspended,
expelled, and/or arrested than their White counterparts in the same school (Children’s Defense
Fund, 2011). In some instances, blame was placed on “zero tolerance policies” of the late 1990’s,
which in several cases has resulted in an increase in suspensions, expulsions, and arrests. Our
nation, where 58% of the population lives in urban areas, consists of many individuals aged 16-
24 who have not graduated from high school, posing severe consequences of high crime rates,
teen pregnancy, incarcerations, and infantile mentality. These dropouts rarely catch up to high
school graduates, are estimated to have shorter life expectancies, earn less money, and linger on
state assistance programs.
Catching these potential dropouts in middle school may help to deter the lack of
confidence some students experience upon entering high school.
Dropouts
Dorn (1996) states that governments, educators, and social critics have created rather than
discovered the dropout rate problem in America’s Public schools. In fact, some researchers
(Goodman, Shannon, Goodman, & Rapoport, 2004) have suggested that current legislations and
policies may actually have increased dropout rates over time. Cavanaugh (2004) reported that
nationally forty-percent of all high school students drop out and nearly seventy-percent of Black
males drop out annually.
So the question is why are students in large urban areas dropping out of school? Goals
2000 was a federally established program under which Alabama and other states were eligible to
receive money for the purpose of improving their state’s public education (Alabama State Board
of Education (ASBE) v. E. B. McClain, 2001). The purpose of the Goals 2000: Educate America
Act (1994) was to create a more learned and literate population by identifying world-class
standards, measuring student progress, and providing the needed support for students to meet
standards. However, since its adoption in 1996, several school officials, administrators, teachers,
and State Department of Education representatives have noted the extreme difficulty of reaching
the 90% graduation rate established by the policy. The Alabama State Department of Education
3. SIDNEY L. BROWN, CLARA YOUNG, BROOKE A. BURKS, AND KARA COSBY
___________________________________________________________________________________________3
further exacerbated the situation in the 1999-2000 academic year by increasing the graduation
requirement from an 8th
grade equivalent Exit Examination to an 11th
grade equivalent
Graduation.
Middle School Dropout Prevention
The State Department of Education supports a 90% retention rate of students, which
implies that a 10% dropout rate allowance for high school accountability is accurate. To meet
this high standard of achievement, several schools in the Black Belt region have experienced a
rise in cheating scandals by teachers and principals, resulting in employment termination and
revocation of teaching certification. Three of the middle schools involved in this study were also
involved in duplicitous SAT testing practices. Why do faculty and administrators feel the need to
participate in such dishonest acts? Based on literature reviewed for minority youth, Roney,
Coleman, and Schlichting (2007) determined that the reading and behavioral issues of students
with learning disabilities and students for whom English is a second language (i.e., ESL
learners) have become more profound in recent decades. The research focused heavily on the
ability to read as a success indicator, which is also connected to other areas of academic success
or failure, especially among African Americans, Latinos, and other ethnic social minorities in
middle school.
A disproportionate number of African-American and Latino students in grade 12 read on
an 8th
grade level (Alliance for Excellent Education, 2008). Many researchers have attributed this
occurrence to the cultural attitudes and behaviors of the students. A minority student may have
poor (academic and social) skill, which may be derived from a lackadaisical cultural attitude
about formal learning (Lee & Burkam, 2003). However, factors such as school organization and
structure, the social and cultural background of students, or the economic condition of schools
and students may also attribute to inadequate preparedness and consequently high dropout rates
(Lee & Burkam, 2003). In a productive school at any given time, a visitor may discern whether
or not administrators are determined to cultivate a structured nurturing environment in which
faculty members enjoy teaching and working cooperatively during common planning times for
the success of every student to meet standards. A school lacking production, in contrast, has
succumbed to high teacher and Instructional Leadership (IL) turnover and unreasonable
expectations of NCLB requirement of 2011(Lunenburg & Ornstein, 2004).
Relationships of the adults in the school setting are the single most important variable of
a school (Barth, 2004). If the students are expected to consistently make annual yearly progress
(AYP) toward 2014 NCLB standards, there must be a positive working relationship among all
the adults in the building. The current Secretary of Education is allowing waivers to each State
Department of Education upon request to allow for flexibility from some of the stipulations
outlined in the NCLB Act (Sawchuk, 2011). However, relationships are an important factor in
achieving student success. If the adult relationships are not genuine from the top down, then
there may be little sincerity with stakeholders and teachers may lose confidence in
administration. In such an environment, Hefling (2012) further asserts that it may be harder for
middleclass teachers to perceive their students and parents as other than a hopeless criminal
element. This perception can lead to isolation of teachers from student relationships because of
perceived (1) lack of support, (2) lack of positive working relationships with colleagues, (3)
4. SCHOOLING
4___________________________________________________________________________________________
environments in which one’s work was questioned, and (4) environments where untenured
faculty receive little assistance from the district or the local Instructional Leader. Consequently,
the educational environment suffers. In addition, student-achievement rates plummet and
academic excellence becomes a bygone principle just as dropping out of school becomes as
feasible an option for underperforming students as earning a traditional (conventional, regular,
merit-based) high-school diploma. Middle school children are faced with many changes that
affect various aspects of their lives (Eccles, 1999) During this period, children may be desperate
to find belonging and make choices that negatively impact academic achievement as well as their
ability to experience optimum success (Eccles, 1999).
Middle school teachers used the Organizational Health Inventory for Middle Schools
(OHI-M) to assess the health of middle schools in a Black belt state and its effect on dropout
rates. This OHI-M assessment is also a good predictor of how we maintain the educational
integrity of school programs and academic success. This judgment is based on Hoy’s inventory
(Hoy, 2010).
Methods
Population
The potential population consisted of 353 teachers in 6 middle schools in a large school
district of 66,000 students. The final sample size (N=301) was determined by the number of
surveys returned. The OHI-M inventory was administered at the faculty meetings of these six
middle schools during the 2007-2008 academic year. The faculty was given approximately 20
minutes to complete the survey instruments.
Furthermore, there was a high minority population who attended the six middle schools
involved in the current study—Alba (AMS), Burns (BMS), Causey (CMS), Grand Bay (GBMS),
Hankins (HMS), and Semmes (SMS). These middle schools serve as feeders for corresponding
area high schools in the school district: AMS – Alma Bryant, BMS – Davidson, CMS – Baker,
GBMS – Alma Bryant, HMS – Theodore, and SMS – Mary G. Montgomery.
Instrumentation
The Organizational Health Inventory for Middle Schools was created in 1998 to measure
the harmony of middle schools at three levels: the teacher, the institution, and the administrator
(Hoy, 2010). The instrument is best administered at a faculty meeting and teachers are not asked
to provide any identifying markers. According to Hoy (2010), most teachers do not object to
taking the instrument which usually takes less than ten minutes to complete. It is important to
obtain candid responses from teachers and to collect the surveys in a nonthreatening manner;
therefore, no administrators should be involved in the process. When scoring the OHI-M,
responses varied along a four-point Likert scale defined by categories from 1-4 (1 – rarely
occurs; 4 – very frequently occurs). The OHI-M assessment is reliable based on the Cronbach’s
Alpha reliability assessment (.93 to .94 for each subtest of the assessment). Each item is scored
for each respondent and then an average school score for each item is computed by averaging the
item responses across the school as the unit of analysis. Yearly examination of the research
5. SIDNEY L. BROWN, CLARA YOUNG, BROOKE A. BURKS, AND KARA COSBY
___________________________________________________________________________________________5
instrument provides invaluable information about the Seven Dimensions Subtests (DS) of the
OHI-M which are 1. Institutional Integrity - the school copes with its environment in a way that
maintains educational integrity of its programs; 2. Collegial Leadership – the instructional
leader’s behavior is organized, friendly, supportive, open, and guided by norms of equality; 3.
Consideration – the instructional leader’s behavior is empathic; 4. Principal Influence - ability to
influence the actions of superiors and proceed relatively unimpeded by the hierarchy; 5.
Resource Support - classroom supplies and instructional materials are readily available; 6.
Teacher Affiliation - a sense of friendliness and strong affiliation with the school; and 7.
Academic Emphasis - the school is driven by a quest for academic excellence and other factors
that influence student learning outcomes (Hoy & Sabo, 1998). These aforementioned subtests
are key to predicting the academic success of students. Such information is valuable to all
school officials, but it is especially useful to educators who are tasked with teaching a
considerable number of ethnic social minorities, financially poor students, or children with
special needs since the information affects the student outputs and proficiencies that underlay the
standards-based model of public education. These standards commenced in the early 1980s with
The Nation at Risk Report and culminated in the creation of the federal No Child Left Behind
Act’s accountability standards for which public schools must meet to be considered healthy (Lee
& Wong, 2004).
Variables
For the current study, the following variables were considered:
Variable 1- Initiating Structure and teacher affiliation
Variable 2- Consideration
Variable 3- Institutional integrity and academic emphasis
Variable 4- Principal influence and resources support
Data Collection
The researchers sent letters to the Human Resources Director and Principal of each
middle school requesting permission to conduct research in their respective schools. Permission
was granted and the appropriate faculty meeting for this activity was coordinated between the
middle school principal and the researchers. Once at the faculty meeting, instructions were given
by the researchers, and the faculties were given twenty minutes to complete the OHI-M survey.
The completed instruments were returned to the researcher as teachers finished them.
Results
To assess the effects of the study variables on perceived teacher success and leadership
on school environment, cross-tabulations were utilized to determine whether the Organizational
Health Index for Middle (OHI-M) is a valuable tool in determining the overall well-being of a
feeder middle- or junior-high school and the projected graduation and dropout rates of its
corresponding high school.
6. SCHOOLING
6___________________________________________________________________________________________
The results are found in Tables 1 through 3 reflecting the health status of the middle
schools and high schools; SMS and Mary G. Montgomery; AMS and Alma Bryant (ABHS); and
GBMS and ABHS.
The responses vary along a four-point Likert scale defined by categories “rarely occurs,”
“sometimes occurs,” often occurs,” and “very frequently occurs” (1 through 4, respectively).
Each item is scored for each respondent and then an average score for each item is computed
based on the item responses across the school because the school is the unit of analysis.
Following the health assessment instrument of each middle school under review, a numerical
value was assigned based on the following scale, or ranges: 600-551=high; 551-525=above
average; 524-511=slightly above average; 510-490=average; 489-476 (slightly below average;
475-450=below average; and 449-400=low.
The OHI-M indicated that SMS’s overall health was 440, which is low, making SMS an
unhealthy school (Table 1). The same OHI-M showed that AMS’s overall health index is 556, or
high (Table 2), and that GBMS is 574, also high, indicating a healthy school (Table 3). SMS is a
feeder for MGM High School (MGMHS), whose projected dropout rate was 10%. AMS and
GBMS are feeders for AB High School, whose projected dropout rate also was 10%.
Table 1
SMS Results
OHI-M
537
450
367
472
277
537
440
0
100
200
300
400
500
600
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
S.M.S.
MGM H.S
7. SIDNEY L. BROWN, CLARA YOUNG, BROOKE A. BURKS, AND KARA COSBY
___________________________________________________________________________________________7
Table 2
AMS Results
Table 3
GBMS Results
Because the OHI-M is a perception-based measurement, the results should have indicated
that SMS, with a low overall health rating, would cause a low projected dropout rate at
MGMHS. Barth (2004) declares that the rapport among faculty and administrators within a
school influences student achievement and overall quality of the school environment. This
perception has broad implications for educators as it lends support to the belief that a school’s
organization and structure, among other factors, can be just as vital to academic success as
student expectations, behaviors, teaching & learning practices, and organizational structure.
Data suggests that student ability alone does not account for the health of individual schools and,
by inference, the school system. Based on the results of the OHI-M for the six feeder middle
OHI-M
610 589
487
579
425
643
556
0
100
200
300
400
500
600
700
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
A.M.S
A.B.H.S. Drop-out rate- 10%
OHI-M
613
529
341
518
362
514 480
0
100
200
300
400
500
600
700
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
B.M.S.
D.H.S Drop-out rate- 13%
8. SCHOOLING
8___________________________________________________________________________________________
schools utilized in this study, four were healthy (with a dropout rate of 8% or less) and two were
sick (with a dropout rate above 8%); of the high schools, three were healthy and two were sick.
Students attending the sick SMS, for example, went on to graduate from the healthy MGMHS.
There seems to be a need for more professional development and a greater emphasis placed on
maintaining interpersonal relationships between the administration, faculty, staff, and students at
the feeder school (Table 4).
The BMS OHI-M indicates that the principal’s influence and teachers’ affiliations were
weak measuring scores of 341 and 356, respectively. The overall OHI-M score for BMS, 480, is
an average school score.
Students who complete BMS attend Davidson High School (DHS) – an LDSSSD –
whose dropout rate is 13%, according to the state report card. This rate, being slightly above the
10% goal for the district, showed a correlation in the OHI-M to the dropout rate of the high
school.
Table 4
BMS Results
OHI-M
613
529
341
518
362
514 480
0
100
200
300
400
500
600
700
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
B.M.S.
D.H.S Drop-out rate- 13%
9. SIDNEY L. BROWN, CLARA YOUNG, BROOKE A. BURKS, AND KARA COSBY
___________________________________________________________________________________________9
Table 5
CMS Results
The CMS OHI-M indicated a weakness in teacher affiliation; the school’s score in this area is
456, or below average. However, with a total health index of 560, or high, CMS is designated a
healthy institution. Students who attended Baker High School (BHS) – its respective feeder
being students from CMS – had a dropout rate of 7% or three percentage points lower than the
maximum dropout/graduation rate that the state allows for a school that is to be considered
healthy. In this instance, the dropout rate seemed to have a direct relationship to the OHI-M for
Causey (Table 5).
Table 6
HMS results
OHI-M
666
573
492
568
456
664
560
0
100
200
300
400
500
600
700
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
C.M.S
B.H.S. Drop-Out rate- 7%
OHI-M
602 629
402
465
530
603
539
0
100
200
300
400
500
600
700
Institutional
Integrity
Collegial
Leadership
Principal
Influence
Resource
Support
Teacher
Affiliation
Academic
Emphasis
Overall
Health
ScoreTotals
H.M.S
T.H.S. Drop-Out rate- 15%
10. SCHOOLING
10___________________________________________________________________________________________
For HMS, the OHI-M survey indicated two weaknesses. The scores for principal’s influence,
402, and resource support, 465, were low. The total health index for HMS is 539, which is
above average. The dropout rate for Theodore, the high school for students who complete HMS,
is 15%, or five percentage points higher than the a healthy school. Theodore’s status does not
seem to score with the healthy climate at HMS (Table 6).
With regard to this school district, the findings indicated that there is a difference in
school health and dropout rates among some of the schools. The slightly below average health
rating of BMS is correlative to the slightly higher dropout rate at DHS. Likewise, CMS’s high
health rating does not correlate with a below-average dropout rate. However, HMS has an above
average health climate, but the dropout rate for the feeder high school is 7%.
Based upon the findings in this research, it is recommended that Education
Administrators (EA) and professors pursue the following: 1. renew their energy and enthusiasm
for the teaching and learning process; 2. make a complete paradigm shift from a single
dimensional lens (test-taking) to one of three dimensional lenses (school safety, resources inertia,
current curricula offerings); 3. become aware of low student achievement (reading) and
motivation of eighth graders (sefatl.org, 2007); 4. become aware of poor school discipline that
removes students from learning (sefatl.org, 2007); 5. set a goal for reducing the dropout rate by
8% annually; 6. create credit recovery programs to push students to graduate; 7. create freshmen
academies which promote career pathways, test-taking skills, conflict resolutions skills, personal
finance, health and wellness, and nutrition; 8. become trained on the use of the CAT Model of
Instruction, where teachers are to coach, advise, and teach.
Conclusion
The authors undertook this study to determine whether there was a tautological
correlation between feeder middle-school health or unhealthiness and public high-school
projected dropout rates, as shown by the OHI-M. Only one of the six high schools in this study
meet the national dropout rate of 8%. Students who attended a sick middle or junior-high school
went on to graduate from a healthy high school while at other times, those attending a healthy
middle or junior-high school later graduated from an unhealthy high school or dropped out
before earning a regular diploma.
If this OHI-M index is precise, one would expect a direct correlation between a feeder
middle school’s health and a high school’s projected dropout rate. The data obtained for this
study suggests there is a direct correlation of the health of middle schools and the projected
dropout rate of the respective high school. Because the OHI-M is not a precise method of
determining the projected dropout rate of all high schools, the index should be used only to
improve a school’s health by making sure that the educational environment is conducive to
learning for all students, especially ethnic social minorities, ESL learners and students with
special needs (Hoy & Sabo, 1998). Some points worthy of consideration derived from the data
collected in this school district of study are as follows: 66% of the middle schools were
unhealthy along with 88% of the high schools. Our measure of a healthy high school is a
dropout rate of 8% or less. That being the case, one might logically infer that students who finish
unhealthy (3) middle or junior-high schools do not perform well once they are promoted to high
11. SIDNEY L. BROWN, CLARA YOUNG, BROOKE A. BURKS, AND KARA COSBY
___________________________________________________________________________________________11
school. Conversely, three of the six middle schools scored below average or low on this
instrument while only one of the high schools studied reached the dropout rate of 8%.
The authors suggest that further study will likely show that this school district’s
phenomenon discussed in this paper is not unique. Additional studies need to be conducted to
explore posited relationships between administrative effectiveness, adult relationships in the
school, poor teacher attendance, and student success. Many factors—socioeconomics,
attendance, motivation, mentoring, personal decisions, school health—must be analyzed or
implemented accordingly to move schools from being unhealthy to healthy or to prevent healthy
schools from becoming unhealthy (Alford, & Nino, 2009). These conclusions are important as
they may help lower the dropout rates of at-risk students who attend public schools in Alabama
and other parts of the United States.
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12. SCHOOLING
12___________________________________________________________________________________________
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