Emma donnan demographics
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This document profiles the student body of Emma Donnan Middle School, which has high ethnic diversity, with most students identifying as either white or black. Over 90% of students speak English as their primary language. The school serves a high poverty urban community. Key takeaways note the risks students in such environments face, including lower academic success and self-efficacy, but that forming strong, supportive relationships with teachers can help mitigate these risks and improve student outcomes. One student, Raul Ramirez, is presented as a case study, who is bilingual but isolates himself and is showing signs of depression with declining school performance.
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Fuller's girls:
- Regarded teachers as racist and discouraged by negative labels
- Channelled anger into pursuing education success
- Didn't conform to expectations or limit friend choices
- Worked conscientiously but gave appearance of not doing so
- Were pro-education but anti-school
- Relied on impartial exams and own efforts, maintained positive self-image
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A R T I C L EEFFECTS OF AN OUT-OF-SCHOOLPROGRAM ON URBAN.docx
A R T I C L E
EFFECTS OF AN OUT-OF-SCHOOL
PROGRAM ON URBAN HIGH
SCHOOL YOUTH’S ACADEMIC
PERFORMANCE
Julie O’Donnell and Sandra L. Kirkner
California State University, Long Beach
Research strongly indicates that low-income youth, particularly those of
color who are overrepresented in poverty, have lower levels of academic
performance than their higher-income peers. It has been suggested that
community-based out-of-school programs can play an important role in
reducing these academic differences. This study examined the effect of the
YMCA High School Youth Institute on the grades, test scores, and school
attendance of urban high school youth using a randomly selected matched
comparison group. Those involved in the program had significantly higher
English-language art and math standardized test scores and somewhat
fewer absences than the comparison group. Active program participants
had significantly higher academic grade-point averages (GPAs) and math
test scores as well as somewhat higher total GPA. The findings suggest that
high-quality out-of-school programs can positively influence the academic
performance of low-income youth. Implications for practice are discussed.
C© 2014 Wiley Periodicals, Inc.
In recent years, there has been substantial interest around increasing high school grad-
uation rates, yet youth from low-income families and communities seem to be espe-
cially vulnerable to experiencing academic challenges and dropping out of high school
(Balfanz & Legters, 2004; Hammond, Linton, Smink, & Drew, 2007; Reardon, 2011;
The funding for this study was provided by the Beneventures Foundation.
We thank Robert Cabeza, Les Peters and the Office of Research, Planning and Evaluation for Long Beach
Unified School District for their contributions to this research.
Please address correspondence to: Sandra Kirkner, Child Welfare Training Centre, School of Social Work,
California State University, Long Beach. 6300 E. State University Drive, Suite 180, Long Beach, California,
90815. E-mail: [email protected]
JOURNAL OF COMMUNITY PSYCHOLOGY, Vol. 42, No. 2, 176–190 (2014)
Published online in Wiley Online Library (wileyonlinelibrary.com/journal/jcop).
C© 2014 Wiley Periodicals, Inc. DOI: 10.1002/jcop.21603
High School Youth Program and Academic Outcomes � 177
Tyler & Lofstrom, 2009). The achievement gap between children from low- and high-
income families has been growing for many years, and students who live in poverty remain
well behind their more affluent peers (Center on Education Policy, 2011; Reardon, 2011;
Tavernise, 2012) in grades, standardized test scores, and high school completion rates
(Balfanz & Legters, 2004; Education Weekly, 2011; Guskey, 2011; Hopson & Lee, 2011;
Newcomb et al., 2002; Reardon, 2011; Stuart & Hahnel, 2011). It has been found that a
$1,000 increase in annual income can raise reading and math scores by 6% of a standard
deviation (Dahl & Lochner, 2012). Youth from low-income families are also five times
more ...
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Emma donnan demographics
- 1. EMMA DONNAN MIDDLE SCHOOL Community Profile
- 2. ETHNIC DIVERSITY 60% 50% 40% 30% 20% 10% 0% Multiracial White Black Hispanic American Indian Asian Native Hawaiian/ Pacific Islander School Community
- 3. LANGUAGE PROFILE 90.7% 8.0% 0.5% 0.4% 0.4% Percent English Speakers Spanish Speaking Other indo-european Asian/ Pacific Island Other
- 4. DEMOGRAPHICS
- 5. TAKEAWAYS • Students in high poverty urban schools have increased risks associated with student behavior and academic success. • High rates of high school dropouts • Lower college applications • Lower self-efficacy • Lower self-confidence
- 6. TAKEAWAYS • Negative outcomes for this population can be mitigated through a positive and supportive relationship with an adult (Murray & Malmgren, 2005). • • Low-income students who have found a strong teacher-student relationship have higher academic achievement along with increased social-emotional adjustment (Murray & Malmgren, 2005). • • Positive teacher-student relationships can reduce rates of dropping out by half (Dika & Singh, 2002)
- 7. RAUL RAMIREZ Student Profile and Interventions
- 8. STUDENT PROFILE • Bilingual • Associates more with American than with native Mexicans • Isolates himself from family • Socially isolated • Above average grades but beginning to slack off • Learning wasn’t meaningful • Depressed, sad, moody, inconsistent with quality of work and becoming resistent to learning.