In the modern world, pure mathematicians unfortunately do not make that much money because they are perceived as ‘useless’, working purely in the strive for a beautiful proof or an elegant derivation. I feel as if many areas of mathematics have gradually pushed their way into the realm of art, since they exist purely for […]
Drug Use. The use of drugs and the choice to drop out of school may share the same precursors, which could explain their relationship. Students who make these decisions typically demonstrate less of a commitment to school and family, and are characterized by lower psychological well-being. They experience poorer relationships with parents, stronger ties to their peers, worse grades, low self-esteem, and more negative attitudes about school (Mensch & Kandel, 1988).
Looking at this notion from an event history analysis may allow researchers to understand the characteristics that precede dropout and help them to control them in the future. Dropouts report a higher rate of drug use than their peers who choose to stay in school. Specifically, the use of cigarettes, marijuana, or other drugs at any age increases the likelihood that a student will drop out of school. As students become more frequent drug users and develop networks of friends who are also drug users, they become more likely to develop a lack of interest in academic issues. When they continue to associate with the same peers, they reinforce this belief system and lack of conformity to traditional institutional values. During this process their drug use may be further impairing their cognitive functioning and motivation, having a further negative impact on their commitment to school (Mensch & Kandel, 1988).
Race. Race is a strong determinant of a student’s likelihood to drop out of school. Minority students are more likely to leave school early than other students (Bloom, 2010). They are also more likely to experience contact with the legal system (Hirschfield, 2009). Further, minority students are more likely to be exposed to high-rates of crime and violence, compounding their circumstances, increasing the chances that they will become victims themselves (Black, et al., 1998).
Student Mobility. High levels of student mobility vary among students and schools, with the highest degrees of prevalence being from large predominantly minority districts and students of low SES. It is related to student misbehavior, youth violence, and can negatively impact student academic performance. Overall, transient students achieve on a lower level than their counterparts (Rumberger, 2003). There are many events that can be classified under the school mobility concept. These events include student being placed in special services then returning to his home school, expulsion, or involuntary transfer to another school then returning to the home school or another school attended in the past. (Osher, Morrison, & Bailey, 2003).
Exceptional Student Education Students. Exceptional Student Education (ESE) students complete high school at a lower rate than their counter parts. After school, they also are exposed to a higher possibility of negative adult outcomes (Kortering & Braziel, 2002). Learning Disabled (LD) students are especially susceptible because their intelligence and achievement levels suggest that academic success is not easy for them. Data supports the notion that there is an interrelationship between antisocial behavior, academic failure, and school climate (Kortering & Braziel, p. 187). EBD Emotional & Behavioral Disabilities (EBD) students fit into this category with their data demonstrating a similar trend. Seventy-three percent of EBD students who choose to drop out of school are arrested within three to five years (U.S. Department of Education, 1994; as cited in Osher, Morrison, & Bailey, 2003).
School and teacher influence plays a role in this process. Students who experience social supports that develop incentive and meaning, nurture personal skills, and provide adequate access to resources increase the likelihood that the student reacts positively to events in their lives. When those ties are weak, the student is more vulnerable and more likely to react negatively to chance events. Specifically, these actions include student placement, method of special education delivery, teacher bias, the degree and access to opportunities and resources, student involvement, academic rigor, and vocational options (Rojewski, 1999).
Poor Academic Performance. Student performance on competency exams indicates a relationship between their performance and the decision to drop out of school. These exams tend to have adverse effects on disadvantaged, at-risk students. Further, there is an inter-relationship between a student’s Grade Point Average (GPA), performance on competency exams, and a student’s decision to drop out of school (Griffin & Heidorn, 1996).
This is the second in a series of reflections that came out of a fantastic sit-down with #MichED -ucators Melody Arabo (@melodyarabo) and Jeremy Tuller (@jertuller). Melody asked a question that followed up by mentioning that teachers have a really, really hard time answering: What parts of your professional work would you consider yourself to be an expert?
You see, the teaching profession makes it’s members uneasy by self-promotion. And it’s understandable. Teaching is a complex skill set. Teachers are renowned for having very, very broad sets of abilities as posters like this indicate:
Technology adds even more lines to this poster. So, with so many different nooks and angles to the work, it can be very understandable that teaching is a profession that makes it’s practitioners feel as though their efforts are stretched a mile wide and an inch thick. It’s hard to feel like an expert at anything under…
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I just thought of writing about one of the new chapter (finding a job) in anyone’s life because I have so many experiences to share about it. So, to start, I graduated last May 2013. I graduated with an art major. Yes, that’s right. How am I suppose to find a job when I “only” finished a degree in art? Whew! That’s tough! To tell you the truth, before I started college, I really didn’t know what I truly want. I was not even sure if I still wanted to study but of course, living here in the Philippines requires you to have a college degree to find a decent paying job. And so, I went to college and took the art course (By the way, it’s a four-year course). I had no idea why I took that course. I just went on with it. 2nd Year, I thought I…
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If you remember, Part 1 was here and my goal is to construct a theoretical system of standardized tests that I would be satisfied by. Here’s what I’ve got. As usual, because of the daily posting streak I have openly committed to, standard disclaimers apply.
We’d have a first-tier test like the SAT, except this will be explicitly designednot to distinguish among the high performers.
The goal of the test is to assess basic proficiency in reading, writing, and mathematics. Nothing else. Most good students, those who have a shot at “good colleges” and know it, will be able to ace this test with minimal effort and can spend their time studying for other things or engaging in other pursuits. Students who don’t will still have to study and it will probably be boring, but the hope is that, especially if you’re motivated to get into a good…
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Story via http://mentalfloss.com/
School might be out for summer, but teachers at Biloxi Junior High School in Mississippi are already preparing for the fall. A group of teachers and volunteers are turning the 8th grade English hallway into an “Avenue of Literature” by painting the 189 unused lockers—which had been sealed shut for security reasons for more than 15 years—to look like the spines of popular books.
The teachers are hoping that by surrounding their students with books of all genres—including classics like Gulliver’s Travels and Moby Dick, and newer titles, like Miss Peregrine’s Home for Peculiar Children and The Hunger Games—they’ll inspire them to explore and love literature—no matter which book they choose. Elizabeth Williams, one of the teachers working on the project, toldWLOX, “We want students to come back to school in August and walk on…
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Parent-teacher conferences are quite an event at a particular high school in Manhattan. In response to having many students and only a short time for conferences, teachers must adapt to accomplishing their meetings on a very tight schedule. A New York Times article contains photos of a parent-teacher conference day at Stuyvesant High School. You can see parents gathered together marching up the steps to their assigned slots after a tape dropped at specifically 1pm. During time slot changes, some were even running across the school to make sure they made it to their appointments on time. Conferences were limited to only three minutes each.
Stuyvesant students were assigned the task of watching the clock for each conference. Once time concluded, the person seated outside the room would wave to signal it was time to change classes. Other students across the school used kitchen timers and even cowbells to indicate time was up. Parents find value in these short meetings because they want to get a sense of their children’s teachers. However, if there is a problem, another longer meeting will follow.
Other schools have developed different approaches. In some schools, advisors lead the conferences with parents. The West Side Collaborative Middle School, also in Manhattan, leaves it to the students to lead the conferences. Teachers then serve as supervisors for these situations. Parent engagement is an important part of student education. Some parents have even devised their own strategies for these meetings. One always makes a point to show a photo of her daughter to ensure the information is accurate. A parent shared a story about how her entire three minute session was indeed about the wrong child and there was nothing she could do, as time was up.
To learn more about New York Public School parent conference, visit the NYTimes article here.
from Patrick Capriola http://ift.tt/1zVIm0a
— Story2 (@_Story_2) April 20, 2015
In the face of tremendous obstacles, an 18-year-old Long Island, NY student has been accepted at seven Ivy League colleges, according to ABC News.
Daria Rose tells the television news station that she applied to seven of the eight Ivy League colleges, and on March 31, all the schools posted their decisions online.
?I couldn?t believe it,? she said in the ABC interview. ?I thought I?d get in maybe one or two.?
News of the acceptances couldn’t be sweeter for Daria, who accomplished great academic achievement in the face of adversity. She told the news outlet that Hurricane Sandy in October 2012 forced her family to evacuate their beloved home in Baldwin, NY, after it was completely destroyed by fire.
The family was forced to…
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Continuing my short series on the role of community college in education, I wanted to address an area that many may not consider: That community colleges in Colorado can give you the same first two years of education you would get at a four year college, but at a much lower cost – 1/3 or less.
The Colorado Department of Higher Education has aligned the first two years of many classes across all public higher ed institutions in the state. What does this mean for a student? It means that if a student takes (example) “English 101” at any higher ed institution, it is the same class and if it’s a part of the Guaranteed Transfer Pathways, it will be accepted by any public higher ed institution as a transfer credit.
What this means for the student is that there is a very cost effective way to get their first two years…
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21 April 2015
Article by Michael Dauncey, National Assembly for Wales Research Service
The Welsh Government has a Programme for Government commitment (pdf53.2kb) to ensure that ‘physical literacy is as important a development skill as reading and writing’. But what is meant by physical literacy? And, in the context of Professor Graham Donaldson’s review of curriculum and assessment (pdf1.7MB), what is its place in the school curriculum?
Physical literacy does not simply mean the same as ‘sport’, ‘physical education’ or even ‘physical activity’. (For an actual definition of each of these, see Appendix B of the Schools and Physical Activity Task and Finish Group’s report (pdf500KB).)
Physical literacy is best understood as the outcome of learning about physical activity or of physical education (PE). In 2014, the International Physical Literacy Association defined physical literacy as:
‘the motivation, confidence, physical…
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