Success Academies: The Role Of Education In New York City

It is crucial to understand some of the theoretical ideologies that constitute Success Academies’ success within the New York City public school spectrum in order to decipher whether the system is tackling long-term issues for public education. In New York City, in order for education to be innovative, it must also have an effect on the entirety of the children within the system without regards to their socio-economic background, parental education, or student achievement. The reform must change the future of minorities in the city, so that they would be granted with the opportunity to enter the university system and pursue a higher education. This is what innovation means in New York City. And that means test scores so they can go to University.

Success approaches in designing their curriculum by retaining the fact that content is the most important aspect of their education. Success has developed their own literacy program known as THINK Literacy, which is based on the controversial “balanced theory” Teachers College Reading and Writing Workshop model, which emphasizes independent reading. The argument is that while students may have different learning styles, how can the “balanced learning theory” possibly measure up to the different learning style of “scholars” (term used by Success Academies in place of “students”). One may argue that certain methods and approaches to teaching students are more effective with some students while other methods are better with others. Learning to read requires interactive, “whole-part-whole instruction” (Purcell-Gates, 1997). However, whole language theorists who support the “balanced reading theory” emphasize the importance of learning how to read by unconsciously assimilating words from real life, a core assumption of which whole language advocates that learning to read is as natural as learning how to speak (Smith,

For example, someone who trained and worked as a neurobiologist or a philosopher are encouraged to apply to the school for teaching and project management positions to continue to make the program richer and designed to have the influence of professionals from different backgrounds. The successful candidate who wants to become a teacher, will begin their position as a teaching assistant and will be paid as such while undergoing teacher training for two years where they will ultimately finish with a Master in teaching K-5 with a specialization in Special Education. The challenge with this type of formation of the teachers is that many teachers complain that they feel micromanaged in their classrooms as the teachers are expected to have their children perform higher on their practice exams. It limits the creativity that is desired by many teachers to use in their classrooms to influence their children enjoy the way that they are learning. The retention rate of teachers staying the profession is quite low; as a result one of their higher challenges remains is to maintain the talent that they