In the essay “Trapped in the Community College Remedial Maze,” Mikhail Zinshteyn suggests that developmental courses in community college are a problem because they do not “move [students] closer to earning a degree” even though they are mandatory (3). Zinshteyn considers that there are studies that prove that remediation courses prevent students from “succeeding in college” (3). Zinshteyn claims that most students with good grades in high school are required to take “developmental education at the community-college level” (1). Zinshteyn implies that the most students have to take developmental courses because “they took a test that found their math of English language skills to be lacking” (3). The author notes that being told that you need to take a remedial course can be demoralizing, especially when you think you do not need it (qtd.
As a student who attends a technical high school, spending 50% of the school year in a classroom learning the basic curriculum [compared to a normal high school], we are defined as the "slow" ones. Rose 's describes his
In the past years at Masterman, I have only received 2 Bs on my final grade. As a result of my grades, I was given the opportunity to progress a year up in math studies. Since the school’s curriculum already sets their students a year ahead, this places me in a 10th grade math level a.k.a. Algebra II. When you look at my PSSA percentiles, you will glady notice that I am in the 99 percentile for both English and Math.
Approximately 85% of students are currently proficient in reading and math. If, after analyzing pertinent data, individual students were non-proficient or “on the bubble,” swift interventions were implemented, and the majority of these students have shown vast gains in those scores. We began specific interventions two years ago. In the elementary and middle school, non-proficient students receive the common curriculum in their homerooms, and then are redirected to different staff members for remedial aid. In the high school, specific classes were created for interventions in reading and math such as: Short Stories, Extended Learning, Algebra Concepts, and Geometry Concepts.
In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.
Since the age of four, I have attended various math and writing classes, closing the initial gap between me and my classmates. Also, I spent my eighth-grade year at BASIS Ahwatukee, similar to the KIPP Academy mentioned in Outliers, where teachers drill academic proficiency into the students’ minds. As a middle schooler, I took eight classes a day, three of which were required science courses. These circumstances represent the “rice paddy” analogy where you can use grit and diligence to wipe away any disadvantage. As a result, I am currently rank one in my class, taking all AP or honors courses.
Journal #2 The purpose of the article,“What Colleges Want to See on Your Application” by Emily Driscoll, is to discuss what would differentiate future college applicants in a pool of indistinguishable applications and to aid them in their quest for higher education. This article does have bias in that the author fails to consider Seniors, or students about to graduate from high school, who have neither challenged themselves nor engaged in their neighborhood. Driscoll assumes that their audience has been through every step from community service to recommendations, or has the opportunity to make up for lost time. In the article “What Colleges Want to See on Your Application,” Emily Driscoll discusses the contents the best application must display.
I disagree with this decision you had made. I don’t think there is a reason to cancel the 8th grade advancement. The 8th grade Advancement had been a tradition at this school for many years. I think It is an expected and anticipating part of the the 8th grade school year. I feel that so many students and parents have been looking forward it, I do not think it is a good idea to cancel it now.
Combined with the 2000’s recession crises, many high schools and elementary schools have decreased resources or even cut classes in subject areas that are not part of No Child Left Behind 's accountability standards. Since 2007, almost 71% of schools have reduced instruction time in subjects such as art and music to provide more funding to Math and English (http://www.ed.gov/esea). In some schools, even though art and music remain available, students who are not on level with basic skills are sent to remedial reading or math classes rather the other optional
In the article A Few Strategies to Help Slow-Working Students, its author Jennifer Gonzales draws of different methods and teaching strategies to help students keep pace in the classroom. The article discusses being able to know the difference between learning disabilities and students who might just learn better through different means and knowing all the methods provided may not work for all students and a blanket prescriptive technique but are rather items teacher can apply in their classrooms to try and help all of their students keep up with the course material and feel comfortable in and out of a classroom. In the article, Gonzales presents ten items to help students keep pace. A few examples of these are: One, letting students know
Now since I’m going into highschool I’m going to be able to take Algebra 2. Math has always been my favorite subject and I’m glad middle school has given me opportunities to advance in
Developmental education has good impact for students study in the beginning of their college life, but it does not have long term for students (Karp et al., 2012) because schools only allow students to take English and math classes in developmental education. Therefore, every student have enough basic knowledge about math and English, so in the beginning of college life, those math and English are very easy for the students, and students could get good grades in those class. However, after they begin to take the major, the major courses are more complex than math and English class, so developmental education loss the effect. Therefore, Students will have very hard time to deal with the major courses. For example, even if I got A for my math class, I think accounting class is very hard for me because it is more complex than math.
The three concepts that stood out to me in chapter four were where the speech will take place, stereotyping, and whether the equipment for the speech is necessary or available. The concept of where the speech will take place stood out to me, because being an occupational therapy major, the first thing I thought about was having an area that allows anyone the option to see the speech whether it is customizing the room for the person or specifically picking a room. Another concept that was interesting was stereotyping, because I have had encounters with people thinking I should know everything about being in a sorority, because I am in one. Including my sorority, friends, and even strangers believe I should know everything and jump
Response to Intervention is a multi-tiered instructional approach to early identify students who are experiencing difficulties in daily classroom learning and are not meeting grade-level expectations. As a student moves across each tier the academic intervention changes and becomes more concentrated. The purpose of RTI is to recognized students when they begin to struggle and provide them with a high quality instructional approach, to avoid the unnecessary LD label to students who can be helped to improve their academic performance. Within RTI students’ development are recorded through curriculum base progress monitoring. Some elements of RTI are as followed; all students are screen entering the school, there are three tiers of increasingly intense instruction, the first tier occurs in regular education, continuously monitoring students’ progress through objective tests.
Many students don’t learn those skills in grade school and high school, that when they reach college they aren’t ready for the demands of being a college student (“Why Do Students Fail? Faculty 's Perspective”, 2014). High school misconception that a student can pass a subject without studying (“Why Do Students Fail? Faculty 's Perspective”, 2014).
