Have you ever noticed that homework is slowly taking over students’ lives? Homework should be eliminated from schools. However, doing homework, students receive higher test scores. But, what happens when homework has a negative effect on students? For instance, Clifton Parker wrote about how Denise Pope, a senior lecturer at the Stanford Graduate School of Education and some of her colleagues did a survey that associated with 4,317 students from 10 high schools in California.
Conversely, a similar study evaluated 217 African American kindergarten through second graders on their familiarity with SAE instead of their use of AAVE. The results indicate that the children who were more familiar with SAE had higher levels of reading achievement than the children who were less familiar with SAE (Charity, Scarborough, & Griffin, 2004). The amount of AAVE children use and their
Yet in that study, he also found a little correlation between more homework and better math and science grades. At last, he end up with a conclusion that perhaps homework “is not being used as well as it could be”. In fact, countries that assign more homework don’t see to perform any better than those with less homework. A Stanford study found that, little homework was assigned in counties like Japan, Denmark, and the Czech Republic yet
The district that I work for has a student population of approximately 88 % English Language Learner (ELs). My elementary school has a Bi-Literacy Language program (Bi-Lit) that instructs student in their native home language towards English Language proficiency in grades K to 6th. My school is one of five in our district that offer a Bi-Lit program. The remaining 9 elementary schools offer a Structured English Immersion program (SEI). Even with those demographics, ELs are still an underserved part of our student population.
There are also much better ways to test a student’s capability to learn; a 2006 Center on Education Policy conducted a study and found that a curriculum that follows state standards and uses the test data as feedback led to higher scores than those that prioritized test-taking skills. When teachers are more focused on teaching material rather than test strategies, their students benefit from it (“Do Standardized Tests Show an Accurate View of Students’ Abilities?”). Several alternative methods to state assessments for measuring a student’s academic success include comparing high school graduation rates and the number of dropouts, offering advanced placement courses, and looking at the percentage of the former students that are admitted to colleges. State assessments are more harmful than helpful to students; they are a large cause of test anxiety and a majority of teachers can never fully prepare their students. Although state assessments are an easy way to be able to see the growth of students, that does not mean that they are the best
Across the United States lies 37,100 high schools; each school comes in their own shapes and sizes. Educators recently looked into whether or not lowering school size could help better these students. Results found that small high schools contain less violence incidents. Moreover, small high schools result in a wider array of student involvement. Nonetheless, small high schools offer only a limited amount of courses and extracurriculars that students can get involved in.
It may be surprising, but based on a worldwide study of SAT/ACT scores, the U.S.A. is ranked 14th in education quality and is dead last in math(25th) (Rice). We’ve tried common core, which has continued to baffle parents nationwide. We’ve tried increasing the amount of standardized tests from roughly three to about ten
Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content. However, as many schools have experienced, neglecting to provide students with a contextually relevant and interdisciplinary approach to STEM that includes the arts (performing and visual) fails to yield the desired effect on student performance and achievement.
A University of Kansas study looking at the performance of students in the grades 9 to 12 showed that more than 97 percent of student athletes graduate high school, 10 percent higher than those students who have not participated in sports. Athletes are also shown to have better GPA outcomes, than non-athletes (“Maslen”). Students who participate in high school sports are 15 percent more likely to attend college (“At Your Own Risk”). High School sports show students the importance of hard work and dedication which can lead to a better work ethic in the classroom. If students can do better in the classroom it can create opportunities to have a successful
Currently the language most often taught as a second language around the world. Because English is so widely spoken, it has often been referred to as a "world language", the lingua franca of the modern era and while it is not an official language in most countries, it is currently the language most often taught as a foreign language. It is an admitted fact that English has emerged as an International Language of the world. Many nations of the world are striving for learning it as second language. In its role as a global language, English has become one of the most important academic and professional tools.
According to last year’s smarter balance summative test, Dingess 4th grade met the state standard in English Language Arts. The third grade did not met the state standard pertaining to English Language Arts. The third grade was at 43% and the 4th grade was at 52%. The data from STAR 360 suggest that our students need improvement on text complexity, vocabulary, phonics, prefix, suffixes, and segmenting and blending of words. Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Following is an excerpt: “The Program for International Assessment (PISA) exam is given to almost half a million 15- year old students in 64 countries and economies every three years. The PISA tests are used to measure performance in reading, math, and science and the scores are available at the OECD website (http://www.oecd.org/pisa/). According to the 2012 PISA scores, 15-year olds in the U.S. scored 17th in reading, 21st in science, and 26th in math. American teenagers are average in reading and science and below average in math when compared to the 64 countries.” Those numbers aren’t terrible when considering Americans finished in the top half in all three categories, but the authors intelligently contrast those results with some from decades
In a country that promotes the ideas of grit, innovation, resourcefulness, and growth, I find it curious that American universities are still using standardized tests as an indicator of future success in college. Although standardized tests are only one factor in admissions to many colleges, they should not be used at all because they do not accurately predict the success of students in higher educational environments. Instead of using the SAT and ACT, admissions officers should put more weight on written essays, cumulative high school grade point average, extracurriculars, and letters of recommendation when deciding admissions. Although some may argue that the SAT and ACT offer a way of ranking students without factoring in grade point average, their ability to predict the future success of college students has not been demonstrated. In a research study done by
Despite this comparative limitation, the study is well controlled and accounts for many variables. The ranking of the questions on difficulty, as well as a concrete method of identifying cognates by their sound provided for an interesting and reliable data analysis. The authors claimed the students in their study had received no explicit cognate instruction, however did not provide any basis for how they could have known this, as the students could have received this type of instruction in previous grades before this study took place. This is an extremely important factor in discussing the cognate advantage and the authors should
Year round schooling has been going on in most arguments about whether it is going to improve student learning. With 34 countries in the world, US has the least amount of school days in a year. Most people may say that an year-round school can give nothing other than stress to students, but there are some positive effects to it. Most educators and school boards claim repeatedly that learning loss would be eliminated from shorter breaks in a school round