Students who drop out often have many factors that influence their decision. Research shows that key factors for students who are at highest risk of dropping out are: poor grades in core classes, low or poor attendance, failure to be promoted to the next grade, disengagement in the classroom, and behavioral problems (Kennelly, 2007). Student boredom, lack of challenging material, and disengagement due to lack of academic rigor have also been identified as indicators of academic failure. In recent years; the legislation of No Child Left Behind Act has contributed to a situation in which educators are caught between a rock and a hard place. Knowing that students are a greater risk of dropping out when they perform poorly in school, yet increased rigor in the classroom as a strategy to decrease the dropout rate, as identified in the No Child Left Behind Act has created a “Catch-22” situation for educators (Bridgeland J. D., 2009).
ADHD negatively can affect a child’s social and emotional behavior and the ability to control them in a positive manner in a school environment. Children that have both ADD/ADHD are expressively immature. Some studies show children who have ADHD, especially those children that have expressive outbursts or violent tendencies; they have a hard time socializing with others. In school, if their classmates and teacher single them out, they feel self-conscious. Many children with disabilities usually need more structured and clearly amorphous surroundings, also behaviorally, than a general education classroom can offer.
Key Points The article “Mid-Columbia schools try to beat student forgetfulness” by Jacques Von Lunen primarily focuses on how teachers and schools alike are aiming to prevent students’ “learning backslide” that occurs from summer break. Principal Niki Arnold of Eastgate Elementary School in Kennewick commented that students could lose between four and six weeks’ worth of learning during summer vacation (Von Lunen, 2011). Interestingly, studies have shown that students from lower-income families fell behind even more. (Von Lunen, 2011). Due to this significant drop in learning, students are often at different intellectual levels and teachers have to be creative in coming up with solutions to combat this.
Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected. Reading, math and writing are the main thrusts of schools, and are obviously important. However, critics state that children are not receiving well-rounded educations because of the emphasis on these subjects
Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term. Hyman argues that the lower classes create a self imposed barrier to learning their values. This is because he believes that they have a low value on education, with a ‘play safe’ culture and also a low level of self belief. This would all impact on the child performance at school as they would not have the attitude needed to progress. If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation.
Learning Disabilities, Communication Disorders & Giftedness Grand Canyon University: SPE 526 February 22, 2012 Abstract There are different types of disabilities and they affect people in different ways. Some are recognized as the child develops, others happen in the womb and some are inherited. This document will discuss the definition, characteristics and causes of learning disabilities, communication disorders and giftedness. Learning Disabilities Learning disabilities are different from a physical disability because it is not visible to the naked eye. Their fellow students don’t see them using a wheelchair or crutches but notice that they get very low grades.
Eric Tripp Mr. Eric Baker Composition 1 October 8, 2014 Going Down Hill Education is one of the main foundations for a child’s development and future. Failure at school is a serious concern for children and their parents. For many years the Augusta Public School District has been looked at as a failing school, but has been improving at a slow rate. Both schools are struggling academically and have an extremely low success rate. But, on the other hand coming to Augusta would be good for those whole like to be in a comfortable environment.
I was not surprised, but very disappointed when I received notification of my Academic Probation. I met with the Dean and explained the situation to him as well. My first year at the University of Richmond proved to be a very difficult experience for me and my grades suffered as a result. I am certainly not attempting to make excuses for my poor academic performance, but would like to explain the circumstances. As a freshman, I understood that the rigors of taking 18hrs credit hours of class work would be challenging.
Whole language vs. phonics instruction: The Great Debate Reading is considered as one of the basic language skills, although according to the statistics of U.S. Department of Education, National Institute of Literacy (2008) “37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement”. The high number of pupils with insufficient reading skills has been an unsolved issue over decades. In order to improve reading performance and to test different theories, much research has been conducted. Joshi and Aaron invented the Componential Model of Reading (Joshi & Aaron, 2000) where reading comprehension can be expressed by the formula of R= D x C + S, wherein R stands for reading comprehension, D for decoding, C for linguistic
The Future of Students Equals Change in Everyone The American people make excuses over and over about why our children are struggling in school, but the true question we need to ask is: why aren’t we doing enough to make a change? A few years ago the elementary school that my children attend had implemented a dual language program. After four years, my children were fluent in Spanish. This program was doing so well, that ninety eight percent of the children in the program tested out gifted. Unfortunately somewhere down the line, the school board members at the district, and state level didn’t think the program was worth keeping.