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Burnsville Childhood Education Case Study

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Burnsville, Minnesota is a part of the Burnsville-Eagan-Savage School District 191. The Burnsville-Eagan-Savage School District provides excellent education to nearly 10,000 students in grades K-12. The goal of the community is to ensure that each student is geared for success beyond high school by providing choices that help parents find the perfect fit for their children. The district encompasses 2 high schools, 3 middle schools, and 10 elementary schools.

One of the most notable private schools in Burnsville is Good Shepard Lutheran School. The school provides quality Christian education to around 95 students. Students test scores rank above the national average and teachers strive to meet their student’s needs. The school prides itself on creating a close-knit environment where staff and families partner …show more content…

Southview’s mission is to provide the highest level of education possible within a friendly, family oriented environment. The school ranks high in both principal leadership, parent involvement, and teacher quality. With a student enrollment size of 654 children and a student to teacher ratio of 16:1, Southview makes it a priority to insure that every student’s need is met. Students are also provided with 20 extracurricular activities in both sports and arts. With a staff that strives to offer students the best education and a welcoming, family oriented community, Southview is an excellent choice to further a child’s education. Valley Middle School is Burnville’s largest middle school. With around 923 students and a student to teacher ratio of 17:1, Valley Middle strives to challenge all of its students to reach their full potential. The school prides itself on its strong leadership and parent involvement. 17 different extracurricular activities are offered to all students. The Valley Middle seeks to offer the best educational experience possible for both parents and

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As you can perceive, unlike Campus, with smaller class sizes Haysville High gives each and every student an opportunity to have one on one time with their teachers. To put it differently, Campus High is overpopulated, and the school seemed “crammed.” For instance, there are countless classrooms at Campus that are so full; they do not even have enough desks for the students. Thus, Haysville High is diminutive enough to focus attention on every student, and makes all of us feel accepted. For all these reasons, Haysville High’s environment is more conducive to learning than Campus is.

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He absolutely loves his experience so far, and it has enabled him to thrive in his education. I flourish on the ability to hear all of his stories when he travels back home. Eric is also involved in cheerleading, and he loves the school spirit. I want a school with opportunities to extend my knowledge but also a fun environment with

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Denise Clark Pope, a graduate from Stanford University and the author of “The Predicament of Doing School,” has done an extensive study of the school system at Faircrest High School, and observed what happens inside and outside the school building. She writes about how students get high grades, and the cost at which high grades are achieved. She also includes her theory of how students and everyone involved with the school system just “play the game” of school instead of truly learning the information that is being taught. The author make several claims on how the school system works.

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With these funds the program is able to benefit not only children, but the families and community involved. The program is led by Servant Leader Interns, who work with the children to boost reading scores while also fostering a love for learning and emotional support. In the after-school program students receive one healthy snack and in the summer program the children are provided with 2 meals and one healthy snack. The program implements an Integrated Reading Curriculum (IRC), which is based on 5 components; “high quality academic enrichment, parent and family involvement, civic engagement and social action, integrational leadership development, and nutrition, health and mental health” (CDF). Through this structure the program is able to boost the morale of the children enrolled and teach them the importance of

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“Some parents might take take their children out of the Ferndale school district if the decision is made to move sixth grade to middle school.” Children might move to a another

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Communication between home and school is clear and frequent with daily planners on progress and homework goals. Austin’s parents have a good relationship ship with the school having had a child already go through the school. The school and parents are in agreement with the academic goals set for Austin and no behavioral concerns need to be addressed. There are plenty of opportunities given to Austin to practice skills learned at school in the home environment. Austin’s parents report that they intend to keep Austin in the Lancaster Mennonite schools with no intention on having him attend public school.

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Ronald Reagan Middle School The mission of Ronald Reagan Middle School is to embrace the diversity that all children possess and create an open, interactive learning program. All students are diverse in their learning and the mission of Ronald Reagan Middle School is to exercise the motto: Different, not less. Our educators inspire and support each child in their learning and ability. Our educators foster and support each and every student to be creative in learning.

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The cold breeze on Monday morning fogged the freezing cars. It was already 20 degrees at 8 a.m. A few teachers stood outside amongst the arriving students in the lot. Many people biked to school, but biking on this day wasn’t smart, but I made it. Bugbee Elementary School, where I got my first glimpse of education, started me off on a good path to success. I walked through the doors that morning, excited for the day ahead.

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DRMLL is three dimensional: “(1) responsiveness to the developmental needs of middle grades students; (2) responsiveness to the developmental needs of faculty who support learning for middle grades students; and (3) responsiveness to the development of the middle school itself as a unique, innovative entity” (Brown & Anfara, 2002, p. 149). Each dimension included structures and practices of exemplary middle grades education, such as building a culture of community and a focus on curriculum, instruction, and assessment. For the “responsiveness to students” dimension, principals must understand the intellectual, physical, psychological, social, moral, and ethical characteristics of young adolescents. Principals must also believe that all students can succeed.

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