Education Facts
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The document outlines 5 surprising facts about public education in the US: 1) According to international test scores, US student performance in reading, math and science has not improved over the last decade and US rankings have declined in those areas. 2) Despite increased spending, with the average spent per student reaching $10,615, performance has still declined. 3) Many teachers feel unprepared, with only 20% feeling ready to teach to high standards, and 40% of science and 34% of math teachers lacking an undergraduate major in their subject area. 4) Over 1 million students drop out of high school each year, and the US has fallen to 22nd in graduation rates among developed nations.
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CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
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CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
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· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
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Running Head: IMPACT OF TECHNOLOGY ON EDUCATION
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Introduction
School officials and educators have attempted different approaches to promote pupil participation and academic performance, including the implementation of instructional technologies. The U.S. Department of Education (2002) observes that the No Child Left Behind Act aims to eliminate the digital divide, hence enhancing the digital literacy of students by the time they complete eighth grade regardless of their age, socioeconomic status, geographic location, physical/mental impairment, or any other distinguishing demographic trait.
Technology is the functional tool that people make use of to improve the extent of their capabilities. Various technologies are not only used to improve individuals’ abilities to perform jobs, they are also increasingly utilized in classrooms worldwide where they enhance student interest and their performance. Although technology programs can take on many forms in schools, 1:1 programs, which provide one computer per student, are increasing in popularity and prevalence in schools in general and in middle grades in particular (Anderman and Sayers 2019). These researchers gained experience with the 1:1 programs working in various parts of the country where they had first-hand experience of the pros and cons of incorporating 1:1 programs within schools. The findings of this research have been the impetus for the increasing interest in 1:1 program as well as the high support for middle-school adoption of such programs.
Statement of the Research Problem
The hypothesis and core aim for this study is to determine whether 1:1 technology can impact academic achievement and participation of designated low-income students.
The use of 1:1 Technology alone is not enough to guarantee stellar academic performance and student participation. It is vital to ensure that teachers themselves employ the use of best teaching practices. Administrators and instructors of academic material are continuously seeking novel ideas to increase the adoption and use of technology within classrooms as this can greatly impact academic performance (Mallia and Gorg 2013). Some of the biggest challenges faced by schools, particularly those in minority and low-income communities, include low-class parti.
EducationBLS2013EducationSourcesNational A.docx
Education
BLS
2013
Education
Sources
National Assessment of Educational Progress (NAEP)
“Nation’s Report Card”
Census
Educational Attainment
Public School System Finances
Issues in Education
High School Completion
(# of graduates/# of students)
Who represents “graduates”? Equivalency exam? > 4 years? Modified study?
Who represents “students”? Those that started HS 4 years prior? Size of senior class?
What is the study for? Diploma count? Workforce qualification? School performance?
Beginning 2010/11 school year, No Child Left Behind legislation improved consistency across states by requiring graduation rates be reported as: (# of students who graduate in four years with a HS diploma/ # of students who entered school 4 years prior).
Graduation Rates
High school graduation rates have increased since the 1960 across all races.
Cross-Country Comparison Math Scores
The mathematics achievement scores of eighth grade American students lag behind those of many other countries.
Canada
Australia
Germany
South Korea
Belgium
Poland
Average 8th Grade Mathematics Achievement Score: 2009
Ireland
Netherlands
U.K.
Japan
529
527
520
538
507
508
U.S.
502
508
522
514
539
Hungary
503
4
Subject Matter Proficiency
National Assessment of Student Progress (NAEP)
Assessing Progress
U.S. has not been in the top scoring countries on any major assessment since the early 1990s
However:
The U.S. has diverse student body each with unique challenges.
U.S. students typically progress to higher levels of education, skewing average scores down.
Concerns with improvement
Grade inflation and teaching to the test.
Assessments may not adequately measure creativity, social responsibility, professionalism, and friendliness (characteristics often inversely correlated with subject matter achievement).
Education
SAT Scores
Still falling, why?
Simpsons Paradox: a relationship that appears in aggregated data disappears or reverses when broken into subgroups.
A greater proportion of lower-scoring, mostly lower-income groups, have been taking the SAT.
Graduation Rates
High school graduation rates have increased since the 1940s.
Spending Per Student
Real spending per pupil in the U.S. has more than doubled since the mid-70s
Current expenditures, interest payments, and capital outlays per student in fall enrollment in public elementary and secondary schools, by type of expenditure: Selected years, 2000–01 through 2014–15
Spending Per Student
National Center for Educational Statistics
Cross-Country Comparison of Spending Per Student
10
Student-Teacher Ratios
Cautions Against Quick Conclusions
Greater Spending, Less Results?
Non-instructional spending (e.g. janitors, secretaries, administration).
Instructional spending declined from 70% in 1960 to less than 50% by 2010.
Special education spending (13% of students qualified in 2011).
Smaller Classes, No Impact?
Special e ...
1 Occupy Higher Education 12 2 33 44 556 67 WHY COLLEGES.docx
1. Leaders of colleges that have improved student success focus on long-term goals of increasing graduation rates for all students, especially underrepresented groups. They build coalitions, communicate clearly, and relentlessly pursue goals over many years.
2. These leaders work within shared governance structures and value faculty input and opinions. They use data to identify problems and hold members accountable for solutions rather than dictating changes.
3. Tapping into a culture that values teaching and students, these leaders engage faculty and staff as partners in using data to raise achievement for all students. They distinguish effective programs and interventions from those that "feel good".
Final project 427
The document summarizes research showing that the American education system is unfair to ESL (English as a Second Language) students. It notes that the number of ESL students has risen significantly in recent decades, but these students face hostility and challenges in adapting due to the education system and broader culture not being welcoming to other languages. The document also shows that ESL students are much less likely than English-speaking students to graduate from college, and argues this is because the overall US education system is failing and not properly educating all students.
Dr. Yong Zhao Presentation at HPL 09
The document discusses the evolution of education policies and priorities in the United States, China, Japan, and Singapore over the past few decades in response to globalization and competition. It notes that the US enacted No Child Left Behind in 2002 to increase testing, while more recently shifting focus to adopting common core standards, improving teacher quality, and measuring performance globally. China moved away from testing and rankings in 2002 and reformed high school curriculum in 2005. Japan's education plan since 2001 emphasizes emotional education and cultivating individuality. Singapore also shifted priorities but details are not provided.
Ignite
There is an epidemic of illiteracy in America, costing billions per year. Approximately 50% of unemployed youth and 60% of prison inmates have literacy problems or are illiterate. Over 20% of adults read at a 5th grade level or below. Parent and community involvement in schools correlates with higher academic performance and improvement, yet many teachers do not feel prepared to teach students with limited English proficiency. Working together, schools, families, and communities can help address illiteracy.
Ignite
There is an epidemic of illiteracy in America that costs billions per year. Over 20% of adults read at a 5th grade level or below, and 21 million Americans cannot read at all. When schools, families, and communities work together to support learning, students do better, parents become empowered, and teachers and schools improve. Parent and community involvement correlates with higher academic performance and school improvement.
London-schooling-lessons-from-the-capital.pdf
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
London-schooling-lessons-from-the-capital (1).pdf
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
Dara\'s Homeschooling
This document discusses the rising trend of home schooling in the United States and examines concerns and research around the academic performance, social skills, and life preparedness of home schooled students. It finds that home schooled students often perform better than average academically on standardized tests. Research also indicates that home schooled students are generally as socially well adjusted as traditionally schooled students and often more socially and politically active as adults. The document argues that technology can help address concerns about academics and socialization for home schooled students through online learning programs and networking opportunities.
Pisa and performance of us 15 year olds in reading, math n sc in an internati...
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The document provides highlights from the 2009 Program for International Student Assessment (PISA) regarding the performance of U.S. 15-year-olds in reading literacy, mathematics literacy, and science literacy compared to other participating countries. Key findings include: the U.S. average score in reading literacy was not significantly different from the OECD average; in mathematics, the U.S. average was lower than the OECD average; and in science, the U.S. average was not significantly different from the OECD average. The report also provides data on gender, racial/ethnic, and socioeconomic gaps in student performance within the U.S.Running head EDUCATION IN THE U.S. AND FINLAND .docx
Running head: EDUCATION IN THE U.S. AND FINLAND 1
Education in the United States and Finland:
A Comparative Analysis
Deanna C. Childress
Aurora University
Spring 2010
EDUCATION IN THE U.S. AND FINLAND 2
Abstract
This paper addresses selected factors contributing to the educational outcomes in the U.S.
compared to Finland. The U.S. system is the focus, but it is compared and contrasted to the
education system in Finland because the international comparisons of educational outcomes
position Finland at the top of the list. Basic information related to education and employment in
each country is provided, and the tools used to measure educational outcomes are explained.
The literature review provides suggestions regarding the possible causes of educational
disparities within the U.S., as well as the factors contributing to educational outcomes. In
addition, the results of an empirical survey of college students’ opinions about the factors
playing the most important role in shaping educational outcomes are presented, analyzed, and
interpreted by means of selected sociological classical and contemporary theoretical
perspectives.
EDUCATION IN THE U.S. AND FINLAND 3
Education in the United States and Finland: A Comparative Analysis
This analysis was conducted in order to examine educational disparities within the United
States (U.S.) education system. Within this system, there exists evidence of disparities between
funding, curriculum, and test scores. Some schools have higher or lower funding, varying
curriculum content, and a wide range of test scores, depending on the school. This thesis is
based on two major components: one based only on secondary sources & another one based on
data I generated by conducting an exploratory study of college students’ opinions about the
factors contributing to disparities in education and education outcomes. Both the literature
review and the survey focus solely on the U.S. system of education with no comparisons made to
the education system in any other country. The importance of the literature review rests on the
illustration of disparities in educational attainment within the U.S. education system and the
discussions surrounding these disparities. The survey is important because it provides an
appraisal of the assessment that college students have about the U.S. education system.
Knowing how college students assess the current education system is crucial to the future of the
U.S. education system because they are the future educators and leaders of the U.S.
I chose to assess the education system in Finland and compare it to the education system
in the United States because, although Finland has a smaller economy .
Bridging the Achievement Gap - The Need for Change in American Public Education
The document summarizes research showing significant achievement gaps in the United States between white and Asian students compared to black, Latino, and low-income students. It finds that minority and low-income students on average perform worse on standardized tests, graduate from high school at lower rates, and are less likely to attend and complete college. This achievement gap has negative economic consequences and persists despite spending more per student than other high-performing countries. The quality and effectiveness of teachers is identified as the most important school-based factor for student outcomes.
Savy stats project Revised again :)
The document discusses a longitudinal study from 2010-2011 that assessed reading, mathematics, and science skills of kindergarteners. It notes that older kindergarteners scored higher on math tests than younger ones, and females typically scored higher than males on reading assessments. The presenter hypothesizes that children in kindergarten will score higher on assessments than those not in kindergarten, demonstrating the importance of kindergarten. A proposed research method would compare assessment results of 100 same-age children who either attended kindergarten or did not.
education-in-finland-vs-united-states.ppt
This document compares the education systems of the United States and Finland. It provides facts about each country's system, such as the United States having diverse classrooms while Finland's are more homogeneous. It notes Finland's schools have half-day sessions, little homework, and high teacher standards. While the U.S. spends more on education, Finnish students consistently score higher on international tests. The document examines teacher training differences and discusses challenges in comparing the two systems given the U.S.'s issues with poverty, private schools, and language diversity. It concludes with suggestions for improving the U.S. system, such as changing testing and better supporting teachers.
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Education Facts
- 1. 5 SURPRISING FACTS ABOUT PUBLIC EDUCATION IN THE U.S. Meredith Cohen
- 2. 5. WE’RE FALLING EVEN FURTHER BEHIND According to the Organization for Economic Cooperation and Development (OECD)’s 2012 triennial Programme for International Student Assessment (PISA), the U.S. has shown no significant improvement in reading, math, or science literacy over the last decade.
- 4. 5. WE’RE FALLING EVEN FURTHER BEHIND In 2009, our rankings, out of 34 developed nations, in reading, math, and science were as follows: Reading: 10th Math: 24th Science Literacy: 19th In 2012 those rankings dropped to 20th, 29th, and 22nd.
- 6. 4. WE’RE SPENDING MORE According to former Secretary of Education William J. Bennett, the average per-pupil spending in U.S. public schools rose 212% from 1960 to 1995 in real (i.e. inflation-adjusted) dollars. Today the government – federal, state, and local, combined – spends, on average, $10,615 to send one child to public school for one year. Compare that to how much the rest of the world spends
- 7. 3. TEACHERS FEEL UNPREPARED 40% of public high school science teachers have neither an undergraduate major nor minor in their main teaching field and 34% of public high school math teachers did not major or minor in math or related fields. Only one in five teachers feels well prepared to teach to high academic standards.
- 8. 2. WE’RE NOT FINISHING HIGH SCHOOL Some 1.1 million American students drop out of school every year. (EPE, 2012) After World War II, the United States had the #1 high school graduation rate in the world. Today, we have dropped to # 22 among 27 industrialized nations. (OECD, 2012)
- 10. 1. DROPPING OUT IMPACTS HEALTH The health of a typical high school dropout, by age 18, is similar to that of a more educated person in his 40s. (College Board Advocacy & Policy Center, 2010) White men with four years of college live 14.2 years longer than black men who drop out of high school. White women with college degrees live 10.3 years longer than black female high school dropouts. (Olshansky, et al., 2012)