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Summary Of The 2015-2016 Texas Academic Performance Report

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The 2015-2016 Texas Academic Performance Report allowed me to evaluate the campus data as a whole. Dividing the data into subgroups was instrumental in highlighting areas of strength and weakness among grades and ethnicities. Before the 2015-2016 school year, S.S. Dillow Elementary was a campus that did not meet standards for some years. In comparing 2014-2015 to 2015-2016, significant gains have been made to bring the campus to an accountability rating of “Met Standard”, with top 25 percent student progress in the Fort Worth district. S.S. Dillow’s demographics are comprised of 624 students with 26.3 percent African-American, 70.7 percent Hispanic, 2.1 percent White, .2 percent American Indian, and .8 percent two or more races. Although, significant gains were made there was still plenty of room …show more content…

Depka suggests seeking out additional data in effort to steer the plan of action in the right direction. In discussion with the principal, I learned that many sources of data were reviewed and collected, such as correct program placement for the Hispanic students, fidelity of the Dual Language program conducted, teacher quality, and proper educational resources. Using just the TAPR would have not given the same rich data. Data gathered by walk-throughs shed light on teacher quality and program fidelity. The leadership team reviewed and analyzed the data first and then the faculty had the opportunity to do the same during staff meetings and PLCs with guidance. The data collected formed the conclusion that interventions were needed in all areas aforementioned. The Dual Language department worked closely with new teachers to promote best practices and a fine tooth comb reevaluated placement for students within the programs. Professional development was aligned with student and teachers needs and teachers had the opportunity to voice the needs of certain

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“It is my belief that all young people have the ability to achieve at high levels, and it is our responsibility to ensure that they do… This includes having high expectations for students to succeed academically, socially, in their college and career pursuits, and in life” –Antwan Wilson Superintendent of the Oakland Unified School District Community To Be Served For every seven students that earn a diploma from the Oakland Unified School District, three of their peers will never make it to graduation day. In a school district that educates more than 37,000 students, a graduation rate of 67% means that more than 12,000 will drop out before graduating from high school. A disproportionate number of these students are minorities and students

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Although it continued to be a high performing school, the school’s culture was undoubtedly changing and was evidenced by the 6,887 discipline referrals that school year. Additionally, racial, gender, and socioeconomic disparities began to emerge in the data. Of all minority students in the school, 22% had received at least one day of suspension, and minority students accounted for almost 60% of all students who had been suspended. Of all students who received free or reduced lunch, 23% had been suspended at least once. And male students accounted for more than 70% of all students who had been suspended.

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Being engaged in constant conflict is never a good thing. In S.E. Hinton’s The Outsiders, it is no secret that the Greasers and the Socs do not like each other. Main character Ponyboy states, “I’m not saying that either Socs or Greasers are better; that's just the way things are.” (pg.3) This novel is all about two groups of teenagers, the Socs and the Greasers, who loathe each other.

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In addition, the Government Accountability Office [GAO] (2016) reported: “from school years 2000-2001 to 2013-2014, the percentage of all K-12 public schools that had high percentages of poor and black or Hispanic students grew from 9 to 16 percent” (p. 2). These findings suggest that practices of racially and economically segregating students of color continue unresolved. Sadly, poverty and race are automatic disqualifiers for children of color to have equal access to quality

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Confidence in the principle of universal equality of educational opportunity is difficult to maintain when one views the breadth of the educational landscape in America. When observing two schools that fall on opposite sides of the spectrum in nearly every measurable aspect, it is crucial to make sense of where such disparity is founded so that the education system can be altered to better society. One such example of a tremendous educational gap is found in the 3.6 miles that span between the Nashville High Schools Pearl Cohn and Hume Fogg. Pearl Cohn, an entertainment magnet school located in a predominantly African American and poor socioeconomic area, has a 69% graduation rate, whereas Hume Fogg, an academic magnet school with 97% of students

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