Additionally, the author mentions that according to the professor’s research, the “score gap between American students and those in the highest-ranked countries” decreases by “25 percent in math and 40 percent in reading” once adjustments for the student’s socioeconomic status have been made. However, this problem is getting harder for public schools to solve as “[t]he public school population is getting poorer”. Porter then introduces Andreas Schleicher, the top educational expert of O.E.C.D who runs the PISA tests, as Schleicher firmly disagrees with Professor Carnoy’s claims. According to Professor Carnoy’s results, “fewer than 15 percent” of American students should be from families of lower socioeconomic status, but Schleicher found that “65 percent of principals in American schools say at least 30 percent of their students come from disadvantaged families”.
Additionally, she believes that Guggenheim uses incorrect evidence and deliberately omits certain statistics in order to advance the film’s propaganda. Ravitch attacks several of Guggenheim’s “facts”, such as in the subject areas of poverty, the link between teachers and student achievement, student academic performance, and international educational methodology. In terms of this film’s many pieces of false data, Ravitch states: “Perhaps the greatest distortion in this film is its misrepresentation of data about student academic performance. The film claims that 70 percent of eight-grade students cannot read at grade level. This is flatly wrong.
TDSB: The TDSB (Toronto District School Board) is the largest school board in Canada. Situated in one of Canada’s most diverse city, the TDSB is perhaps one of the most diverse school boards in North America; over 120 different languages are spoken by TDSB students. By providing various programs, the TDSB does it’s best to cater to the different needs of each ethnic and cultural group. It consists of over 584 schools, and almost 250 000 full-time students.
In 1998, Congress established an effect by generating fixed goals of what children should be learning in the areas of literacy, language and numeracy which created a huge controversy. Congress desired for all school children to be conscious of a minimum of ten letters of the alphabet. If there was a lack of evidently articulated standards, it would influence the curriculum as well as children’s progress. An example of this would be the reality that the teachers in the Head Start school failed to register how significant it is for children to grasp the alphabet until the establishment of Child Outcomes framework. Recognizing the importance of learning the alphabet leads to the child’s later success in reading and writing.
The National Council for Black Studies, Inc., developed this slogan. They wanted to “provide a fundamental understanding of those varied forces that have shaped the Afro-American experience in the Western Hemisphere.” They educate students with a “basic understanding of the special problems of Afro-Americans in contemporary life.” It means to establish a standard of teaching in Afro-American studies programs. They recruit Black Scholars to properly teach the courses and conduct research.
This new assessment tool had two major impacts. First, the expectations for individual students were raised by increasing the difficulty of the material on the assessment—no longer were the tests considered minimal skills tests. Passing each of the reading, writing and mathematics components of the grade 10 test, also known as the exit-level exam, was a requirement for receiving a high school diploma in the state. Second, schools were also held to higher standards with the expectation that not only the campus as whole but the specific subpopulations (African-American, Caucasian, Hispanic, and Economically Disadvantaged) had to achieve minimal standards. Passing rates on these standardized exams, along with attendance and drop-out data were used to assign schools accountability ratings with severe repercussions mandated for schools that were placed at the low end of the accountability scale (Texas Education Agency et al.,
Hilliard suggests that “African American children need to learn languages and content other than that which they may have learned up until now” (Delpit, L., & Dowdy, K., 2002, p.91). This means that educators need to reevaluate teaching practice and the assessment process to fit the needs and promotes African American children’s culture experiences. Provide learning materials that compare their culture with other ethnicity and cultures. According to Darling (2010) “Both segregation of schools and inequality in funding has increased in many states over the past two decades, leaving a growing share of African-American and Hispanic students in highly segregated apartheid schools that lack qualified teachers;
Parents want their children to be literate and proficient readers. The expectations of a teacher are to be knowledgeable and supportive when engaging their students and enforcing reading skills. When elementary aged children are first learning to read, teaching focuses on specific areas of development such as phonemic awareness, vocabulary, comprehension, and fluency. When comparing the literacy abilities of African American (AA) children to that of their peers, there seems to be a significant variance and a general lack of understanding of several of these skills. Providing the possibility of an African American English (AAE) dialect influencing reading comprehension, there needs to be a strategy to increase literacy in these students.
Secondly, it is often argued that African Americans are necessary to get educational equality as whites. Base on the data from By Susan Berfield (2016), she revealed the fact that black students still do not receive an equal education in diverse schools. In her explanation, she gave an example about Fleming’s experience. Fleming lived with her husband and her three children. She decided to send her kids to elementary school in south Evanston.
Diagnostic Narrative Background The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building
Nowadays, there are a number of different types of assessments used in the classroom. Students are quizzed, pre-tested and tested and they are required to write essays, fill in the blanks and answer multiple-choice questions. These assessments are given by teachers as a method of determining whether or not the student has gained mastery over the content that is being taught. Individuals who teach reading operate in the same way. Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read.
Although she makes the point that standardized testing does show results for areas of improvement, she does not acknowledge why these tests are controversial, and why some students already start at a disadvantage. People forget that teachers and administrators work for students; this means young children. Students, especially young children, must aim to be strong readers in order to survive in society. Everyday people are mislead and taken advantage of because of poor literacy skills. It is crucial that classrooms terminate the problem early on, not perpetuate it.
Getting at the Core of Literacy Improvement: A Case Study of an Urban Secondary School (Francois, 2014), Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success (Carnegie Council on Advancing Adolescent Literacy, 2010), and The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation (National Center for Education Evaluation and Regional Assistance, 2008) are among such studies. It is important to note that great emphasis is placed on how to improve the reading achievement of minority children educated in urban
1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification. Skill Strength: Phonetic awareness.
Recently, the Common Core State Standards were developed and kids were going to be tested more than ever. However, all of this education reform has been a failure because our testing scores have not improved, the testing makes children suffer, and it doesn’t improve how teachers teach. Education reforms has had little effect on our testing scores. The average score for a 17 year old student doing a reading test in the beginning of school is 285 and over 40
