At-Risk Students
Historical Overview
Overall “student performance was lower in the early 1900s than it is today, quite possibly because schools felt much less pressure than they do today to achieve equity and excellence among students” (Rossi, 1994, p.4). While many of the challenges schools encountered during the early 20th century are the same challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise (Rossi, 1994, p.4).
Throughout much of U.S. history, the separate and unequal schooling of diverse groups has been reinforced. Ethnicity and class have been perhaps the most obvious basis for discrimination, but other student characteristics, such as gender and disability, have also been used to separate students and place them into appropriate courses regardless of their potential or interest (Rossi, 1994). Soon, reform movements, dating back to the 19th century, to provide all students with a common and equal education that cut across differences in class, ethnicity and religion became a focus.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
Defining Students At-Risk
Sometimes, determining when students are at risk can be a difficult task. The term “at-risk” has been used to describe a particular category of students who, on the basis of several risk factors, are unlikely to graduate from high school (Land, Stringfield, 2002). Yet educators are also confronted with children who have other at-risk conditions. For example, educators will be responsible for working with students who are at risk due to health problems, substance abuse, disabilities, socioeconomic status and other various reasons. These conditions can make students academically at-risk, or in danger of not meeting their educational potential. The use of the term “at-risk” to describe learners is often controversial and deserves consideration, as the at-risk label can convey a negative connotation.
Causes of At-Risk Conditions
Determining the cause of at risk conditions can be helpful and can contribute to the development of reform programs. First, school conditions might actually be creating at-risk conditions. “ Inappropriate instruction, competitive learning environments, ability grouping and hostile classroom environments are just a few ways schools contribute to the problem” (Muller, 2001, p.
Warren G.Harding was the 29th President of the United States from 1921 to 1923. Harding did not do much during his time as president he did change the 20s. Harding changed the 20s due to the Teapot Dome scandal which ruined the trust between people and government. 20s were changed due to the Immigration restrictions in the 20s. Harding changed the 20s by dying and making this country go under different leadership. Harding impacted the 1920s with the Teapot Dome Scandal, Immigration and his
A successful president’s legacy is measured by his ability to address issues of public concern, rid the government of corruption, create reliable foreign affairs with existing countries and most importantly, act as a voice of the people. However, it appears that Warren G. Harding was more concerned with striving to satisfy many of his cabinet members priorities, without weighing the negative consequences it could have on his presidency. Additionally, his successor Calvin Coolidge was caught in the web of political corruption and sexual scandals that had surrounded Harding’s presidency. Many historians have accurately depicted Warren G. Harding as one of the least consequential president’s due in part to his various political scandals that defined his term; whereas Calvin Coolidge has been wrongly tarnished with the same reputation as his predecessor without sufficient evidence.
America is often thought of as the land of equality and opportunity. We have fought for many things like all people being treated as equals and women’s rights and seen change, but one thing that has not seen a lot of change is the equality for the students in the American education system. Many people think that the American education system gives all students an equal chance to succeed, but minority students such as Hispanics, African-Americans, Asians, etc. have a harder time persevering in school than other students. Since our education system is based on strict disciplinary methods, curriculums for students that speak English, and funding for resources, the question that arrives in many people’s minds are, if all students are given an equal
The issue of equality in education is not a new problem. In 1787, our federal government required all territories petitioning for statehood to provide free education for all citizens. As part of this requirement, every state constitution included, “an education clause, which typically called for a “thorough and efficient” or “uniform” system of public schools” (School Funding 6). Despite this requirement, a “uniform” system of schools has yet to be achieved in this country for a variety of reasons, many of which I will discuss later on. During the early part of th...
Americans loved Republican Senator Warren G. Harding when he ran for president. He looked like a president, sounded like a president, and spoke vaguely on issues, so he would not aggravate any sides. But most notably, he reminded people that "'America's present need is not heroics, but healing; not nostrums, but normalcy'" (Pietrusza 3) and America agreed. Harding conducted a low-risk campaign that was based on the image of being the "president next door". He focused on an image consistent with America's desire for peace and tranquility. He invited voters to his front porch and used his newspaper skills (he was a former newspaper editor) to tame the press, who gave him good press (Pietrusza 225). Even his successor as president, Calvin Coolidge, used the same tactics of going on as business as usual and touring for...
A rule is an explicit or understood regulation or principle governing conduct within a particular activity. Everywhere you go in the world has at least one rule. In the book Anthem by Ayn Rand, the society is based completely off of rules. Almost everyone follows the rules, but there are some who could care less about them, or they just simply don’t believe in them. So, why do they exist? What is their purpose? Will Equality use the same rules for his new society or will he change them? In Anthem rules exist to keep everyone equal, their purpose is to stop problems from happening, and Equality tries so hard to get away from these rules.
Achievement gaps in schools across America impinge on racial-ethnic and socioeconomic status groups. For generations school systems focus on improving the achievement gaps for low-income and minority students. Statistics have provided evidenced that the school systems made enormous progress between 1970 and 1988, but came to a halt thereafter. Presently in the 20th century the gap has widened and the need for improvement is challenging for the school administr...
There seems to be obvious differences in the education system all over America. It caters the upper class majority and it is biased to the ones that serve the lower and middle class minority. There is a strong undercurrent of racial inequality in today's school systems that negatively affect the quality of education that its students receive. A schools potential to give a proper education often depends on the perspective economic, and social, or perhaps the racial backgrounds of its students.
In the final decades of the 20th century, education has continued to evolve in order to meet society's demands. The transformation of society has created numerous problems in the educational system. These problems consist of the segregation of races, religions, social classes, and politics. In the earlier part of the 20th century, African-Americans were segregated within schools. They were placed into lower-class school systems with little extra-curricular activities, limited resources, and lower quality teachers.
Ideally, the education system in the United States aims to serve as the great equalizer in the constant struggle to counter decades and centuries of historical oppression against those of non-European descent. The ideology of education as a great equalizer purports a pedagogy as a starting point for those oppressed and separated by such forces as race and class to have access to a quality education, and hence an equal chance at all the US has to offer. It attempts to bring children from disparate realms in a place that serves them all equitably. This ideal constantly challenges the broader values of equality, liberty and democracy considered to be at the core of American ideology. In interpreting this conception, two questions are indirectly answered by examining our educational practices: Does equality in education simply foresee that all students are treated the same, despite their different needs? Or, does it intend to challenge and rectify past inequalities for a truly equitable educational system?
Furthermore, Chapter 15 begins to explain educational inequality. In the United States, education is available but not to every child in the same way. Different social-classes means different schools, instructions, criteria, rates, and times. In addition to class differences, races and ethnics unfortunately play a role in educational achievement. For example, in general, African Americans, Latino/a’s, and Native Americans usually do worse in school than white or Asian American students
The Family structure has changed significantly in the last fifty years. With higher percentages of marriage ending in divorce, and higher rates of childbearing out of wedlock, single parent families are increasing rapidly. “Seventy percent of all the children will spend all or part of their lives in a single-parent household.” (Dowd) Studies have shown that the children of these families are affected dramatically, both negatively and positively. Women head the majority of single- parent families and as a result, children experience many social problems from growing up without a father. Some of these problems include lack of financial support, and various emotional problems by not having a father around, which may contribute to problems later in life. At the same time, children of single-parent homes become more independent because they learn to take care of themselves, and rely on others to do things for them.
Students who get held back will soon become discouraged about school. Grade retention is found to be a robust predictor of school drop-out, poor academic achievement and lower rates of postsecondary education participation. In fact, even when compared with similar low achievers who are promoted to the next grade, retained students are more likely to drop out of school, and perform more poorly. Retained students score significantly lower than promoted peers in reading and math standard scores. Overall outcomes were more negative than positive for retained students compared to their peers. Negative outcomes were evident when retained students moved to a subsequent grade level. In addition, substantial research has found that grade retention
The magnetic susceptibility χ (=M/H) (FC and ZFC) as a function of temperature measured at low applied field (H=50 Oe) is presented in Fig.5. The molar susceptibility shows a monotonic increase upon cooling down to ~ 22 K, where a steeper increase is observed. Below this temperature a bifurcation between the ZFC and the FC curves is evident (see inset of Fig.5. On the other and above 22 K the reciprocal magnetic susceptibility (1/χ) as a function of temperature shows a linear trend (Fig. 5 right scale). In detail, above ca. 30 K, in the paramagnetic region, the Curie-Weiss law is strictly followed. By fitting the linear part of the 1/χ curve with 1/χ = (T-p)/C, in the 30-310 K temperature range, a Curie-Weiss temperature, p = -2.3 K, and the Curie constant, C = 1.30 cm3.K.mol-1, (µeff = 3.2 µB) were obtained. The small negative Curie-Weiss temperature indicates the presence weak antiferromagnetic exchangeinteraction between the Ni magnetic centres. Indeed, the χT curve (Fig. 6 left scale) shows a downward curvature, typical of systems with antiferromagnetic correlations and/or non-negligible spin-orbit coupling. The χT=1.31 cm3.K.mol-1 at 310 K undergoes a small and gradual decrease to 1.19 emu.K.mol-1 at 24.5 K. The Curie constant value, either obtained by1/χ linear fit or the χT product for T>>p is in reasonable agreement with the expected spin-only theoretical value for NiII in octahedral environment with S=1 spin state (C = 1 cm3.K.mol-1and µeff = 2.83 µB considering g = 2) for unquenched orbital moment C = 3.91 cm3.K.mol-1and µeff = 5.59 µB).
One of the main reasons we need to be concerned with at-risk youth is that if we do not try to help these students they, frankly, will become a drain to society. When they dropout they increase their risk to becoming drug dependent, unemployed, adjudicated end up in jail, and they increase their risk of teen pregnancy. In addition, they will need social services such as welfare and healthcare, both of which are currently over taxed already. We discussed in class that states such as California are using reading scores to anticipate how many new jails they need to build rather than reinvesting that money into the education of those at-risk students.