Download or read book Socioeconomically Disadvantaged Students Who Are Academically Successful written by Ebru Erberber and published by . This book was released on 2015 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academically resilient students are those students who are academically successful, despite coming from the socioeconomically disadvantaged backgrounds that have typically predicted poorer educational outcomes. These students are an important group to study because if policymakers can understand what factors may have contributed to their succeeding against the odds, then they may be better able to support similar students in improving their academic performance. Raising the performance of socioeconomically disadvantaged students benefits both those individual students and the equity of the system overall. This brief uses 2011 eighth-grade data from the Trends in International Mathematics and Science Study (TIMSS) to explore (1) how prevalent academically resilient students are across education systems, and (2) what factors are associated with academic resilience within those systems.

Download or read book PISA Against the Odds Disadvantaged Students Who Succeed in School written by OECD and published by OECD Publishing. This book was released on 2011-06-28 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Against the Odds takes a close look at the resilient students who excel in PISA surveys despite a disadvantaged background. It provides insights into what enables socio-economically disadvantaged students to fulfil their potential.

Download or read book Economically Disadvantaged Students written by Stephanie Kim Hawkins and published by . This book was released on 2011 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined academically successful economically disadvantaged (ED) students from one intact Caucasian family through parents', students', and teachers' perceptions of the reasons for resilience. The problem is that little research exists exploring qualities of academically successful ED Caucasian students. Because being a high school dropout significantly affects students, families, schools, and society, risk factors were explored; protective factors that help students overcome risk factors were also investigated. This study describes why academically successful ED students from one intact Caucasian family in Tennessee thrive despite risk factors working against them. Findings include the importance of Christian faith to the family in the case study and its positive effect on academic achievement. Suggestions for further research are also included.

Download or read book The Privileged Poor written by Anthony Abraham Jack and published by Harvard University Press. This book was released on 2019-03-01 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Download or read book Individual Family and School Characteristics Associated with Academic Success Among Low Income Students written by Linda K. Mayger and published by . This book was released on 2016 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: In light of the disproportionately small numbers of low-income students who obtain postsecondary degrees, the current study investigated the relationships between various characteristics of disadvantaged students and the level of K--12 academic success that positioned them for postsecondary degree completion. After examining the literature related to academic resilience, the author found inconsistent identification of low-income students and low-level benchmarks for academic success. The lack of consistency in identifying low-income and academically successful students undermined the generalizability of the findings to students prepared for postsecondary education.

Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.

Download or read book Teaching with Poverty in Mind written by Eric Jensen and published by ASCD. This book was released on 2010-06-16 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.

Download or read book Helping Children Succeed written by Paul Tough and published by Random House. This book was released on 2016-05-26 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: In his international bestseller How Children Succeed, Paul Tough introduced us to research showing that personal qualities like perseverance, self-control and conscientiousness play a critical role in children’s success. Now, in Helping Children Succeed, he outlines the practical steps that adults – from parents and teachers to policymakers and philanthropists – can take to improve the chances of every child, however adverse their circumstances. And he mines the latest research in psychology and neuroscience to show how creating the right environments, both at home and at school, can instil personal qualities vital for future success.

Download or read book High Schools that Bridge the Achievement Gap written by Michael Hargrove and published by . This book was released on 2007 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The discrepancies between African American, Hispanic, and SED subgroup APIs on the one hand and Asian and White APIs on the other are profound and pervasive. However, the findings also indicate that the higher performing schools are more likely to press their students academically by encouraging them to take advanced courses and helping them to be admissible to college. Teacher experience and education are markedly lower at low performing schools. District-level support may also have substantial impact on students' academic success.

Download or read book The Impact of Experiential Programs on Socio Economically Disadvantaged Students in California Public Schools written by Boris Tsalyuk and published by . This book was released on 2018 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students from low-income households have experienced acute trauma and experienced life challenges including the seeking of refuge from their home country, homelessness, financial hardship, death or serious injury of immediate family members, and unplanned pregnancy. Most such students lack the resources necessary for mere survival let alone in-school success, with the absence of parental guidance and support a major roadblock in their educational path. Not surprisingly, achievement figures are among this equity group are traditionally far below their peers. These factors beg the question - how can we better engage these learners, improving their outcomes and thus shifting social equity? Experiential Learning is the notion of learning by doing, and it is a model of instruction utilized in different forms in both adolescent and adult education. This this model involves a cyclical pattern of learning concepts, applying knowledge in pragmatic situations, and reflecting on the learning process. Experiential Learning Programs (ELP) are being offered for the third year at Continue 2Learn, a non-classroom-based independent-study charter organization serving over 12,000 students annually - 80 percent socio-economically disadvantaged youth - with learning centers across California. The early success of the experiential learning program indicated that this style of learning could be highly purposeful for schools that serve a high percentage of disenfranchised youth. This study aimed to answer the following research question: Do experiential learning programs quantifiably impact engagement and achievement among socio-economically disadvantaged students in alternative high schools, thus affecting equity in California secondary education? The literature review presents existing research in education relative to the factors impacting the research question. It is organized according to the themes with which the writing most closely connects: 1) Experiential Learning Theory 2) Changing Cognitive Needs in the 21st Century 3) Education Equity and Instructional Reforms 4) Social-Emotional Needs of Disadvantaged Students Overall, inquiry- and project-based learning has been researched at schools that serve mainstream populations. However, there is a lack of research regarding the effectiveness of experiential learning programs at the high school level respect to underserved and underperforming populations. This study will investigate program data that measures experiential learning's effectiveness as an engaging and supportive model for socio-economically disadvantaged students that have often struggled with traditional learning environments and linear curriculum. The study sought quantitative data that measured the efficacy of the programs. The research accessed data from the following tools: 1) Student Surveys. Likert-style questions are designed to measure the efficacy of the coursework/experiential platform, specifically its ability to engage students and increase achievement. 2) NWEA Standardized Reading Scores (Pre and Post). This is an adaptive test that measures reading comprehension in tiers and can be equated to anticipated ACT and ASBAC scores, as well as likelihood of successfully accessing college-level and technical texts. The study showed that at the two charters - one is Los Angeles and the other in San Diego - a statistically-relevant percentage of socio-economically disadvantaged students enrolled in an experiential learning course experienced significant literacy growth over 12 weeks as evidenced by improvement in RIT scores on a standardized normative assessment. Furthermore, the survey results indicate that a vast majority of these students felt they experienced significant academic and social-emotional growth during the course, which positively impacted their outcomes. The data suggests that that the answer to the research question is affirmative: quantitative evidence shows that experiential learning programs do positively impact student engagement and achievement in alternative high school settings. The research shows that an experiential learning pathway with trauma-informed, project-based curriculum across multiple disciplines can equip students for success in the 21st century by providing organic learning experiences that cyclically connect conceptual knowledge, application of skills, and reflection on the learning process. This study signifies the need for experiential learning programs at alternative school in order to quantifiably increase student engagement and achievement. The research led to the following recommendations for education leaders: 1) Utilization of trauma-informed curriculum and instruction: As research shows the indisputable impact of trauma in the form of adverse childhood experiences on in-school achievement, schools may provide all staff with professional development opportunities focused on trauma-informed practices. 2) Emphasis on social-emotional learning: Students often thrive in safe, collaborative work spaces that foster their social and emotional growth. Socio-economically disadvantaged students often have little time for socialization and even less development of prosocial behaviors. 3) Access to learning-objective aligned field experiences, relevant guest speakers, platforms for presenting evidence of critical thinking and deepened content knowledge. Authentic learning experiences provide students with understanding of real-world application and thus make curriculum more personalized and meaningful. Charter schools originally opened to address shortcomings in performance by traditional public schools. Furthermore, the school choice movement proposed that alternative educational programs, including non-classroom based, independent study charters, provide families with the flexibility necessary to sustain quality of life without sacrificing the education of their children. This is especially applicable to families whose respective incomes fall far below the state median, creating a need for increased reliance on their high school-aged children for assistance in child care and income. Embedding experiential learning programs in alternative instructional pathways supports a mission to inspire students to succeed academically and socially by providing experiential learning in a safe, collaborative environment. Implementing experiential learning programs requires a multi-faceted paradigm shift in regards to educational philosophy. Following these recommendations, education leaders can bridge the gap between socio-economically disadvantaged youth and their non-disadvantaged peers and thus affect equity in California public education.

Download or read book Engaging Students with Poverty in Mind written by Eric Jensen and published by ASCD. This book was released on 2013-08-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content. * The (until-now) unwritten rules for engagement that are essential for increasing student achievement. * How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning. * Steps you can take to create an exciting yet realistic implementation plan. Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.

Download or read book Education and Training Policy No More Failures Ten Steps to Equity in Education written by Field Simon and published by OECD Publishing. This book was released on 2007-11-14 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: No More Failures challenges the assumption that there will always be failures and dropouts, those who can’t or won’t make it in school. It provides ten concrete policy measures for reducing school failure and dropout rates.

Download or read book The Effects of Low Socioeconomic Status on Academic Achievement of Urban Elementary School Students in the Midwest written by Jeni N. Luzinski and published by . This book was released on 2015 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students that come from low-income families are more likely to have difficulty succeeding both academically and behaviorally in school systems. Multiple studies have been conducted to look into reasons that explain why this occurs. Effects from the home, including parental influences, as well as effects within schools have been found to have an impact on how students develop emotionally, academically, and behaviorally. Depending on whether these are positive or negative influences, and what types and levels of support children receive, will determine how well students will succeed throughout life. Students of low-income families have been found to experience more negative outcomes regarding academic and behavior success. These negative outcomes have been correlated with having more negative home influences, along with more negative influences within schools as well. Although there have been attempts to increase positive experiences within schools for low-socioeconomic students, their academic success is still a major focus for improvement.

Download or read book Academic Language Academic Literacy written by Eli R. Johnson and published by Corwin Press. This book was released on 2009-06-24 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Academic language and literacy are essential keys to conceptual understanding and ultimately to student success. Eli Johnson provides a foundation that all teachers and school leaders can use for improvement that will reach every classroom and every student." —Peter Dallas Finch, Assistant Superintendent West Valley School District, Yakima, WA Develop students′ understanding of academic language and watch literacy skills soar! To achieve higher levels of learning, students must be able to understand academic language—the formalized language of instruction found in classrooms, textbooks, and standardized tests. Eli R. Johnson conveys a powerful message of the need for teachers to provide explicit academic language instruction for all students, especially English language learners or those struggling with reading. Filled with 36 hands-on strategies, this practical, solidly researched guide helps teachers make the critical connection between academic language, literacy, and student achievement for all learners, regardless of home language or socioeconomic status. Explained in reader-friendly terms, each strategy helps teachers give their students the tools and skills necessary to decipher academic language in reading, writing, listening, and speaking. This K–12 book also includes: A strategy matrix to help teachers select appropriate strategies for their grade level A description of each strategy, with information on how it works in the classroom and why it is effective Collaborative protocols to help infuse academic language throughout the content areas Lists of words that can be introduced at each grade level to build students′ vocabulary Academic Language! Academic Literacy! helps teachers instruct students on the language of education so they have a chance to demonstrate what they know and experience success.

Download or read book Pluralism and American Public Education written by Ashley Rogers Berner and published by Springer. This book was released on 2016-11-11 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.

Download or read book Low performing Students written by Oecd and published by OCDE. This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole. Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system's overall performance - and equity, since low performers are disproportionately from socio-economically disadvantaged families. Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers' family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

Download or read book Building Resilience of Floating Children and Left Behind Children in China written by Guanglun Michael Mu and published by Routledge. This book was released on 2018-01-03 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of floating and left-behind children which is estimated to be approaching 100 million. Due to their increasing risks of undesirable educational and social, as well as health and psychological, outcomes, there is a great urgency to help floating children and left-behind children beat the odds. This book offers an analysis of how oscillations of government discourse have come to shape central and local educational policies regarding the schooling of these children. It also delves into child and youth resilience in this unique migration context, examining what can be done to build up resilience of floating and left-behind children. In this vein, the book will complement current knowledge and advance context- and culture-specific understandings of child and youth resilience through both school-based and community-based approaches. The book aims to answer a fundamental question: How to help floating children and left-behind children become responsive and resilient to structural deficiencies and dynamics in the migration context of China? This is important reading for scholars, school professionals, community workers, and policy makers to better address the social and educational resilience and wellbeing of floating and left-behind children.