The Effect of Comprehensive School Reform On Middle School...

Introduction Schools with high dropout rates are categorized as underperforming schools. Since a majority of our children, who drop out of school, do so in middle school or the first year of high school and their ages range between 12 and 16 years (Cohen Smerdon, 2009). It is the inability of many middle school kids to make the transition to high school that contributes to an increase in dropout rates. In order to address under performing schools and the high dropout rates, school reform programs were initiated by federal, local, state governments and many independent organizations. School reform programs were a means to improve student performance in the classroom and show a measured increase in student achievement (Brandlow, 2001)†¦show more content†¦Consequently, effective CSR programs would provide the needed influx of money and professional teachers need to turn around low performing multicultural and high poverty schools. When looking back on programs directed towa rds the middle school, it is easy to point out several successful and some not successful programs. Erb (2006) reported Turning Points as being the most implemented and most researched of all the middle school models. Turning Points was created by the Center for Collaborative Education in Boston (CCE). The National Turning Points Network is based on the research performed by Carnegie Corporation of New York. In addition to Turning Points, Erb (2006 p.3) also added, AIM at Middle-Grades Results, Different Ways of Knowing, Making Middle Grades Work, Middle Start, Success for All Middle School Programs and Talent Development Middle School Model. Comprehensive School reform is still the viable means for making under performing schools work (Gross, Booker, Goldhaber, 2009). Comprehensive School Reform in Middle School The concept of Middle School as describe by Erb (2006), â€Å"remain unequalled as the most potent factor for improving the performance of young adolescents(p. 10). Regardless of the model, K-8 or 8-12 or 6-8 we must address the unique adolescent requirements of the 11-14 year olds as they transition from childhood to the teen years.Show MoreRelatedThe Achievement Gap Between Black And White999 Words   |  4 PagesThe achievement gap is defined as the an unequal or inequitable distribution of educational outcomes and benefits. Researchers have identified a variety of reasons why the achievement gap between whites and blacks continues to persist. Fryer and Levitt (2002) argue that initially there is no difference between equivalent Black and White children upon entering kindergarten. Supsequently as they continue in school they take very different paths due to Black children falling behind their White counterpartsRead MorePublic Housing Assistance Programs1214 Words   |  5 Pa geseach. His paper focuses mainly on the heavy fiscal costs of public-based assistance, which he argues will perpetuate poverty (Olson, 2016). Most major research agrees that the current public housing system is in a state of disrepair and in need of reform (Goetz, 2014) (Solomon, 2005) (Utt 1996). Some wish to change the subsidy structure of the public housing projects. They argue that, currently, public housing is over-subsidized so that the rental prices are higher than comparable units in the sameRead MoreThe Black White Achievement Gap1462 Words   |  6 PagesAfrican American students in an affluent, suburban district have not successfully closed the achievement gap. These students’ are generally lower performing that whites and Asians and sometimes lower than Hispanic and/or socio-economically disadvantaged. According to Sohn (2012) the phenomenon of the black white achievement gap has returned. Slaven and Madden (2006) assert â€Å"The gap in academic achievement between African American (as well as Latino) children and their White peers is arguably theRead MoreAssess the Claim That Social Class Differen ces in Educational Achievement Are Primarily the Result of School Factors1746 Words   |  7 Pagesthat social class differences in educational achievement are primarily the result of school factors Social class background has a powerful influence on a child’s chances of success in the education system. Children from middle-class families on average perform better than children from working-class families and the gap between middle and working class educational achievement gets bigger as children get older. Internal factors, also known as school factors, these are factors inside the educationRead MoreHistory of Education Legislation in the UK1210 Words   |  5 Pagesintroduced. Although school attendance wasn’t compulsory, it did offer children from less privileged backgrounds the opportunity to attend school for free. This is clearly an education policy reducing social class inequality, as it is allowing those having no money being allowed to attend school without having to pay. A second piece of education policy that could be said to have a main aim of reducing social class inequality is The Education Act of 1944. Before this, only the middle class children couldRead MoreImpact Of School Structure Reform On Student Performance Essay2206 Words   |  9 PagesAlthough minimum time in schools has not evolved much over the past decades, adjustments have been made in an attempt to maximize time spent in schools. These adjustments include block schedules to increase students’ time with a particular subject area, later start times to account for hormonal changes occurring in youth, and year-round schooling to increase students’ engaged learning time. However, research regarding these initiatives suggests the impacts of school structure reform on student improvementRead More Improving Education through Continuous Development and Renewal1611 Words   |  7 Pagesthat currently exist (Reid Walker 1975). The role of schools to impart knowledge and to enrich each individual’s sense of well being brings about an integral question: what should the curriculum include? Although the United States’ educational system is still evolving, it reflects the results of legislators addressing various social inequities that were previously ignored. As industrialization forged the United States into a new era, schools took on the ultimate responsibility of producing theRead MoreTwo Years Ago In December Of 2015, A New Education Law1401 Words   |  6 Pagesstudents were making progress and where they needed additional support, regardless of race, income, zip code, disability, home language, or background† (U.S Department of Education. n.d.). Over time, these requirements stopped showing improvement in schools and educators spoke out about a revision needing to be made. Although the law has changed, I wonder if the pressure on teachers, students and test taking has changed as well. Throughout this paper, I want to examine a deeper question. Does the currentRead MoreThe Current Structure Of Teaching2213 Words   |  9 PagesGonzales Dr. Patricia Maloney SOC 3336 – Sociology of Education Spring 2016 May 6, 2016 I. ABSTRACT - Will write this section after my paper is finished II. HISTORY AND CURRENT STRUCTURE The current structure of teaching seen in American schools today vary by the type of classroom a student is in. For example, there are teaching styles that shift the focus from the teacher giving the instruction and being the central figure in the classroom. The counter to this example would be the studentsRead MoreThe Issue Of Dropping Out3955 Words   |  16 PagesTopic: What are the systems and supports that continuation high schools provide to students that address the issue of dropping out ? What are the factors that contribute to students dropping out? Literature Review Introduction Education reform has been at the forefront of federal legislation for the past few decades. Despite the academic gains made since the enactment of the No Child Left Behind Act of 2001 (NCLB; a reauthorization of the Elementary and Secondary Education Act first enacted in 1965