For instance, there are many people who simply do not perform well on tests. Many students are smart and understand the content, but it doesn't show on test scores (Gregory J. Cizek, 2001). In essence, testing brings out stress in even the brightest of students, messing with their heads come test day. The facts show that from the 50 states, 700 school districts claim that standardardized tests are causing greater anxiety than the average everyday assessments (Joseph Spector, 2015). In conclusion, student achievement
(Armstrong, 1) The standardized testing merely focuses on reading and math proficiency, and some schools have put less of an emphasis on teaching subjects such as social studies, art, music, and physical education. (Mulholland, 1) The rising, high prices of college also continue to intimidate students graduating from high
Dyslexia is a learning disability that causes severely affects a person’s ability to read. It affects about 5% of the population (Zorzi et al), meaning that it is more than likely that a teacher will encounter a child with dyslexia multiple times within their career. Dyslexia does not affect a person’s mental capability; people who suffer from this disability are just as intelligent as everyone else, their brains just do not process letters and numbers in the same way that everyone else does. However, dealing with dyslexia during middle childhood could cause a problem for reading development. As a teacher, this can cause issues in any classroom setting, no matter the subject.
Have studies proved that segregating students by gender leads them to do better in school? Students learn better in single-gender schools. This is because in single gender schools, students tend to be able to concentrate more. Boys and girls are also academically different, so separating them by gender, would benefit students in their academics. Lastly, boys and girls feel less pressured in single-gender schools.
If students grades continue to drop, this could be a and effect of many problems. Maybe you do not have a good teacher, or you just are not strong in a particular subject. But, whatever the case is, statistics show that the main cause in grades dropping is due to a lack of motivation. Being in a school where you have a long term goal is proven to interest more students and that leads to more students showing up for school. If more students show up to school that means that they have a larger interest and more motivation to learn something new, and causes an increase in students
According to Wayne Camara and Amy Schmidt in “Group Differences in Standardized Testing and Social Stratification”, This is a big reason minority groups tend to do worse. The minority students who come from high socio economic households tend to do decently well on standardized testing, however, they are far from being the majority and often aren’t discussed at all when these topics come up. Unfortunately, though, as we have seen there is a still a lag of minority groups compared to other groups even when the household status is the same. This is speculated to be due to the fact that they are often lacking in academic preparation due to inner-city schools and lack of rigorous courses (Camara and Schmidt, 1999). They often come from households with low expectations and family support, which are two incredibly huge factors when it comes to academically succeeding.
If you surround yourself with the right people, you can achieve greater things. Friends affect success both directly, indirectly, deliberately and non deliberately. A 2015 study conducted by researchers at the HSE Centre for institutional studies showed that those who hang out with people that are more successful in school will also improve in school. Conversely, hanging out with the wrong people will drop your grades. Having first hand experience with being surrounded by the right people I can attest to this having a positive influence on decision making, effort in school, and belief in yourself.
In their monumental study Unraveling Juvenile Delinquency, they found that more parents of adolescents with delinquent than adolescents without delinquent behavior were lax in their control and more inconsistent, oscillating between lax and strict control. Their study however only included males between the ages of 11 and 17. In further analysis of this data, Sampson and Laub (1993) did not find a significant correlation between parental control and adolescent delinquent behavior. There is a long history of interest in the parental monitoring construct within psychology (conduct problem) and sociology (juvenile delinquency; Loeber and Dishon, 1983 ;). Research in this area has traditionally focused on adolescents, and researchers have typically employed the term ‘supervision’ to describe parental monitoring (Craig & Glick, 1968;
Farris et al. (2009) also cite Katz and Sokal study which showed that 24% of second grade students already view reading as a feminine activity. Kirkman (2002) agrees on this point stating, “boys often feel that an open show of enthusiasm for school work, particularly in the language arts, can undermine their identity as a real boy” (p. 39). Sax (2007) puts this point most emphatically citing Bauedein and Stotsky, “Girls have always been more likely to read for pleasure than boys. But the gender gap has now grown so wide that it has become ‘a marker of gender identity,’ these authors concluded,
Compared to girls without growing up in single sex schools and households without brothers. Boys tend to develop better verbal ability and especially achieve greater economic growth with the time spend with girls in their households and in schools. Single sex schools eliminates these such opportunities and increase discrimination and stereotyping. (Ancheta , 2018). Men are now getting used to women in the workforce as they work together things tend to show up such as, guys began to take more risks, their decisive, while