Running head: THE SCAVENGER HUNT 1 THE SCAVENGER HUNT 6 The Scavenger Hunt Jasmin Brown Dr. Jewell Winn EDU 508 April 22, 2018 The Scavenger Hunt Dynamics of Higher education and Low-income Students In recent times, it has been noted that there is an increasing concentration of wealthy students in the highly selective colleges and universities nationwide. The authors of this study wanted to analyze if this selection had any effect on the outcome of students in specific SES (Socioeconomic status) communities (Bastedo & Jaquette, 2011). The study begins by appreciating the fact that expensive schools regardless of level offer higher quality education compared to the others. This in mind, they continue to state that the quality of education may be a contributor to socioeconomic status (Bastedo & Jaquette, 2011). Nonetheless, the researchers analyzed performance data of wealthy institutions and compared them with the data from other low-end institutions. The data was encouraging; the data was collected from early 1972 to 2004 (Bastedo & Jaquette, 2011). The range gave the study meaning as it had over three decades to compare performance and create a generalized tally. The outcome showed that from the 1970s, equality in education has been slowly progressing. The data mainly concentrated on test and course scores (Bastedo & Jaquette, 2011). As a conclusion, the authors stated that much is still to be done to reduce the inequality in education. Reduction in inequality will lead to the development of low-income communities and the overall result will be the benefit of the nation as a whole. Education and Enhancement in Social and Emotional Learning This study was developed to analyze how the enhancement of specific educational practices enhanced the social and emotional learning of students. The study focused on over 200 school-based SEL (Social and Emotional Learning) programs. The number of participants involved was a collective of over 200,000 kindergarten, middle, and high school students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The research was necessitated because the current program relied on psychological information that can be regarded as being outdated. Moreover, advancements in the medical sector have made some lessons in the program redundant as no scientific evidence has shown any improvements with its applicability. By dividing the participants to create a control and application group, the study went for over two decades. It only focused on four practices that were regarded as essential in the development of students perception of society, and their peers (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The results were that the improved program demonstrated significant results in terms of social and emotional dexterities, increased academic performance, and an 11-point-percentile in overall success. Though the research was instrumental, i ...

1. Running head: THE SCAVENGER HUNT 1
THE SCAVENGER HUNT 6
The Scavenger Hunt
Jasmin Brown
Dr. Jewell Winn
EDU 508
April 22, 2018
The Scavenger Hunt
Dynamics of Higher education and Low-income Students
In recent times, it has been noted that there is an
increasing concentration of wealthy students in the highly
selective colleges and universities nationwide. The authors of
this study wanted to analyze if this selection had any effect on
the outcome of students in specific SES (Socioeconomic status)
communities (Bastedo & Jaquette, 2011). The study begins by
appreciating the fact that expensive schools regardless of level
offer higher quality education compared to the others. This in
mind, they continue to state that the quality of education may be
a contributor to socioeconomic status (Bastedo & Jaquette,
2011). Nonetheless, the researchers analyzed performance data
of wealthy institutions and compared them with the data from
other low-end institutions. The data was encouraging; the data
was collected from early 1972 to 2004 (Bastedo & Jaquette,
2011). The range gave the study meaning as it had over three
decades to compare performance and create a generalized tally.
The outcome showed that from the 1970s, equality in education
has been slowly progressing. The data mainly concentrated on

2. test and course scores (Bastedo & Jaquette, 2011). As a
conclusion, the authors stated that much is still to be done to
reduce the inequality in education. Reduction in inequality will
lead to the development of low-income communities and the
overall result will be the benefit of the nation as a whole.
Education and Enhancement in Social and Emotional Learning
This study was developed to analyze how the enhancement
of specific educational practices enhanced the social and
emotional learning of students. The study focused on over 200
school-based SEL (Social and Emotional Learning) programs.
The number of participants involved was a collective of over
200,000 kindergarten, middle, and high school students (Durlak,
Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The
research was necessitated because the current program relied on
psychological information that can be regarded as being
outdated. Moreover, advancements in the medical sector have
made some lessons in the program redundant as no scientific
evidence has shown any improvements with its applicability. By
dividing the participants to create a control and application
group, the study went for over two decades. It only focused on
four practices that were regarded as essential in the
development of students perception of society, and their peers
(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
The results were that the improved program demonstrated
significant results in terms of social and emotional dexterities,
increased academic performance, and an 11-point-percentile in
overall success. Though the research was instrumental, it was
only to be added to the increasing number of empirical data that
is being developed to help the healthy development of children
(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
This would be achieved by implementing improved SEL
programming in the typical educational practice.
What is next for K12?
The purpose of the paper is to identify and recommend the
implementation of computational practices in the current K12
program. The researchers have identified that the current K12

3. program is practically outdated; this is supported by the fact
that minimal changes have been implemented from its inception
(Lye & Koh, 2014). Moreover, technology has advanced to the
sense that schools may soon become redundant, as it would
promote learning from home. Nevertheless, computational
programming refers to the use of computer science in solving
daily activities and school-related activities. The need for
computer programming has been fueled by the recent increment
in user-friendly educational programs (Lye & Koh, 2014). The
researchers wanted to explore the applicability of this concept
in the K-12 concept by analyzing over 20 interventions studies.
The concept is to work by asking the students to verbalize their
thought process then using specific protocols while
programming, their activity could be captured and analyzed
(Lye & Koh, 2014). The qualitative data is then guided using
predetermined past and present programming studies. However,
the researchers conclude that though the notion is innovative
and can be applied, several technological setbacks have to be
overcome before it is to be implemented (Lye & Koh, 2014).
Nonetheless, the data support its applicability and overall
benefit for both parents and educators.
Disproportionality in Special Education
Education is a compulsory necessity for any child in the
United States of America up to the age of 17 years. However,
the same cannot be stated for those with special needs. The
article was developed to understand the inequality that exists
between English speaking and linguistically diverse students
who have special needs (Sullivan, 2011). Individuals with
special needs can at times be easily identified by their physical
behavior or medical history. Nevertheless, those with less
obvious disabilities such as learning disorders descriptive and
regression statistics and analyses respectively, coupled with
multilinguistic have higher chances of being classified as
having continuous mental retardation. This is highly fueled by
racial and cultural inequality at the district level (Sullivan,
2011). The researchers identified that a standard system would

4. promote equality, however, it may face extreme hindrance due
to the varying policies and systems in the various educational
districts across the nation. The data collected identified that
white peers did not share the same problem as multilinguistic
individuals. The overall result is the notion of segregation from
the other (Sullivan, 2011). The researchers, on the other hand,
were in support of equality and therefore identified the areas
and policies that necessitated change. The expected result would
be a proportional future for both cultures.
References
Bastedo, M., & Jaquette, O. (2011). Running in Place: Low-
Income Students and the Dynamics of Higher Education
Stratification. Educational Evaluation And Policy Analysis,
33(3), 318-339. http://dx.doi.org/10.3102/0162373711406718
Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., &
Schellinger, K. (2011). The Impact of Enhancing Students’
Social and Emotional Learning: A Meta-Analysis of School-
Based Universal Interventions. Child Development, 82(1), 405-
432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Lye, S., & Koh, J. (2014). Review on teaching and learning of
computational thinking through programming: What is next for
K-12?. Computers In Human Behavior, 41, 51-61.
http://dx.doi.org/10.1016/j.chb.2014.09.012
Sullivan, A. (2011). Disproportionality in Special Education
Identification and Placement of English Language Learners.
Exceptional Children, 77(3), 317-334.
http://dx.doi.org/10.1177/001440291107700304