Educational outcome indicators are increasingly being used to assess the efficacy of American education. Reliance on such indicators is largely the result of a growing demand to hold schools accountable for their performance, defined in terms of outcomes, such as standardized test scores, rather than inputs, such as teacher qualifications, class size, and the number of books in a school's library (Meyer, R. H. 1994). Jefferson Elementary School one of nine elementary schools in a medium sized district. Jefferson Elementary data improvement plan should be anchored to a simple but bold vision – that every student will be a thriving and prepared to graduate from high school ready for college, career and community. Their plan should be structured in a way which they are working to achieve that goal, with a unique plan, refined annually, the school’s targeted work which is to raise achievement for all students will be met.
In the case of Jefferson Elementary over the course of three years most met their achievement targets in Math for 3rd, 5th, and 8th grade students. In 3rd Grade Reading over the course of three years Reading achievement declined from 2008
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When schools have a culture of low expectations as maybe Jefferson had may have caused in the low academic achievement of minority students. Culturally competent educators learn to effectively communicate with students from different races, cultures, and classes while respecting the cultural differences they bring to the classroom. Culturally competent educators also become more aware of their own attitudes toward members of different races and cultures with whom they may be working. There are hidden rules and agendas within economic and cultural structures that affect school