Table 7 displays the top five students in the class; they are highlighted to be easily identified. The top five students in the class were three female Caucasian students, one African American male student and one Asian male student. The majority of students who scored the highest were Caucasians. In addition one of the female Caucasian students (S11) was a student with accommodations. The student S11 is a student with a reading disability, has difficulty with processing information and reading comprehension. To help her succeed, she took the test in another room with the school’s reading specialist. This eliminated the distractions from other students and she was able to ask questions relating to comprehension. In addition, she received time and a half to take the test to provide her time to process the information. These accommodations were helpful to her to succeed. The majority of students of students who scored in the top 5 were …show more content…
The bottom five students in the class were two Native American female students, three African American students comprised of two males and one female. The majority of students who scored the lowest are African Americans. The class majority race is half Caucasian and half African American. In addition, of the female Native American student’s (S8) was a student with accommodations. The student S8 is a student with ADHD, has difficulty with remaining seated and concentrating for long periods. To help S8 succeed, she took the test in a smaller room by herself supervised by the class’ paraprofessional. In addition, she received a break every 30 minutes to walk around or stand up for 5-10 minutes. S8 was provided double time to complete the test. However, her accommodations may were not useful or the material in the test was unreliable. The test could have presented a bias because only minority students were on the bottom
The specialist noticed that Lupita had a hard time answering test items that she did not understand. The specialist allowed the examinee to use scratch paper and pencil to eliminate test anxiety. The specialist also did away with the time requirements of the test and used accurate context vocabulary. It was evident that Lupita’s stress level went down; in addition, her new IQ score of 100 reflected it. In my opinion, the strategies that the specialist utilized reflected appropriate course of action to use with a child from culturally or linguistically diverse background
Numbers can be deceiving and at the same time provide a close analysis of the data which can yield valuable information. As identified in the chart above Thornton Fractional South High School is performing below average as compared to the Illinois State averages for both the ACT and PSAE. However, when broken down by demographics there is another story that becomes abundantly clear. Some of our students are performing well on the state tests while others are fairing very poorly. The White demographic in our building is performing significantly better than either the Black...
“Network topology is the arrangement of the various network elements such as node, link, of computer network. Basically, it is topological structure of a network which ether be physically or logically.”
Watch the corresponding videos and answer the questions below. Make sure to answer the questions for each stage within Code.org.
I read the Syllabus very carefully, as requested, and I do not have any questions. The topic I choose to do a web field trip on to search and return with one fact is “Specific Populations to assess: developmentally challenged”. I am using information from APA.org, which is where I found the one fact that was requested for this assignment. What I found was a set of guidelines for the treatment and assessment of people with disabilities that were developed by a task force of APA specialists. I am using the section “Testing and Assessment” which includes Guidelines 13, 14, 15, 16, and 17 (APA Task Force, 2017) I found the fact that I am going to share under Guideline 15 which is “Psychologists strive to determine whether accommodations are appropriate for clients to yield a valid test score” (APA Task Force, 2017, Guideline 15).
A young girl is excited about graduating high school and attending her first year at college. She tries hard at school and receives above-average grades. She is an active student involved in student council, band, the drama team, and peer tutoring, but her ACT scores are extremely low, disqualifying her from many universities. The young girl represents many students who are not successful at taking standardized tests because they have not developed the advanced skills required to take a test like the ACT or SAT. An academically motivated and responsible student should not be prevented from attending college because a "standard" test is not his or her standard. The current methods of testing for the ACT or SAT should be abolished and replaced with modified and less "standard" questions to better measure a student's learning potential. In addition to different testing techniques, a student's learning potential should be a measure of a culmination of activities and methods; testing should be less important than other methods in determining a student's learning potential, if not the least important. Standardized testing must evolve to encompass a more diverse student population, and it should not be the primary factor in measuring learning potential.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
African- American males have been underrepresented among college students and degree earners for years, however the reason for this is often misconstrued. The percentages of white high school graduates “In 1998-2000 had jumped to 46. However, only 40 percent of African-Americans and 34 percent of Hispanics in the same age group were attending college” (McGlynn, Angela Proviteira). The question then to pose, is why minority students are not succeeding in college compared to Caucasian students, “Only 47% of Black male students graduated on time
“Ernest Koenigsburg, a Berkeley professor of business…asks us to imagine a student applicant with a high school grade point average of 3.5 and a Scholastic Aptitude test score of 1200. “For a black student…the probably of admission to Berkeley is 100 percent.” But if…the student is Asian American… “The probability of admission is less than 5 percent.” Koenigsburg…is satis...
In 2001 statistics reported by the United States Department of Education indicated that during 1997-1998 African American students received 8.3% of bachelor’s degrees awarded. Concurrently, Hispanic students as well as Asian or Pacific Islander students received 6.0%, while American Indian/Alaskan Native students only accounted for .7%. Although statistics from agencies who report differ, clearly on a national level, minority students
...wed as young adults almost ready for the life in society almost unfit for high school at their age. Race is another important factor that influences student’s perceptions society. Asians are expected to be more academically distinguished and stuck-up. African Americans are expected to stand lower academically and more likely to get into trouble similarly to Hispanics. All of the sometimes imagined or overgeneralized assumptions greatly influence relations within individuals and groups.
The 1997-updated law under the Individuals with Disabilities Education Act (IDEA) affected assessment techniques for students with disabilities. This law requires students with disabilities participate in the general education curriculum to the extent possible. The recent trend towards inclusion has forced educators to develop ways to assess special needs students working in the general education classroom. Brain research tells us that students have different learning styles; therefore, we should have alternative grading methods to meet the needs of students with learning disabilities.
Cokley, Kevin. "The Impact of College Racial Composition on African American Students' Academic Self-Concept: A Replication and Extension." Journal of Negro Education 71.4 (2002): 288-96. JSTOR. Web.
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
The findings were based on students with language disorders, head injuries, Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Mild Intellectual Disability, and Specific Learning Disability in math and/or reading (Abu-Hamour et al., 2012). The assessment given as a study with language disorders included one hundred and fifty six students, and it was determined through the process that a language disorder is usually linked to lower cognitive ability scores (Abu-Hamour et al., 2012). Results recorded from the manual of WJ III (as cited by Abu-Hamour et al., 2012) reported students with head injuries had the lowest scores on the test and their processing speed and working memory was affected. ADHD was reported to look similar to those with learning disabilities, head injuries or social emotional problems (Abu-Hamour et al., 2012). Torgesen (as citied by Abu-Hamour 2012) reported that 80% of all SLD involved reading. Finally, mild intellectual disability was recorded as being the lowest scores in all subtests (Abu-Hamour