Archive of Poverty – ELL

POVERTY:  the Elephant  in America’s Classroom Thumbnail

POVERTY: the Elephant in America’s Classroom

Posted on November 11, 2011

It is the weight of poverty that rides the at-risk child like a six-ton elephant.   Nearly all (politicians) have ignored the great elephant in the classroom: poverty. Their behavior said, "If we pretend it isn't there, either it will go away or cease to exist." "About 35 million Americans live below the federal poverty line. Their opportunities are defined by forces that may look unrelated, but decades of research have mapped the web of connections. A 1987 study of 215 children attri

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The Silent Epidemic: Perspectives of High School Dropouts Thumbnail

The Silent Epidemic: Perspectives of High School Dropouts

Posted on August 08, 2011

There is a high school dropout epidemic in America. Each year, almost one third of all public high school students—and nearly one half of all blacks, Hispanics and Native Americans—fail to graduate from public high school with their class. Many of these students abandon school with less than two years to complete their high school education. The consequences remain tragic. The decision to drop out is a dangerous one for the student. Dropouts are much more likely than their peers who

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Minority Kids Spend Most of Their Waking Hours Plugged in Thumbnail

Minority Kids Spend Most of Their Waking Hours Plugged in

Posted on June 06, 2011

Minority children spend an average of 13 hours a day using mobile devices, computers, TVs and other media—about 4½ hours more than white kids, says a report out today. The findings, from Northwestern University, are being presented to childhood and telecommunications experts in Washington, D.C. The results are from an analysis of two Kaiser Family Foundation surveys that tracked media use by kids 6 to 18. Researchers analyzed that data to find out how black, Hispanic, Asian American

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Including At-Risk Students in Standards-Based Reform

Posted on May 05, 2011

A Report on McREL’s Diversity Roundtable II Finding the most effective and most appropriate ways to reach at-risk students continues to be an obstacle to schools realizing the vision of standards-based reform. Educators across the country—and, in particular, in the McREL seven-state region—have expressed the need for ideas, suggestions, and help in learning new skills to address the needs of these students. In response to this need and as part of its leadership role in the area of cu

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Including Culturally and Linguistically Diverse Students in Standards-Based Reform: A Report on McREL’s Diversity Roundtable I

Posted on May 05, 2011

This report presents a multitude of ways in which educators can meet the needs of culturally and linguistically diverse students. These students inform and inspire us. Most important, they encourage us to realize that diversity—especially bilingualism—is a national asset and valuable resource. This document is a compilation of the papers that served as the catalyst for discussions at the first McREL diversity roundtable held October 22–23, 1998, in Aurora, Colorado. It reinforces the es

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Middle School Students Find Their Voice with Digital Cameras

Posted on April 04, 2011

Some years ago I taught a life skills class to a group of eighth grade boys. The curriculum I offered wasn't working. They were disengaged -- they wouldn't read, write, or talk about what I wanted them to talk about -- and they were mounting a rebellion. "What is going on with you?" I confronted them; I was losing my patience. Credit: "My World" project by ASCEND students. Their retort: "You know nothing about our lives. You don't know what it's like to live in the neighborhoods we live in.

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Leadership in the Interest of Economically Disadvantaged Students

Posted on March 03, 2011

As a principal of an elementary school with steadily increasing numbers of economically disadvantaged students, I have seen a shift in focus on academic as well as systemic strategies in our approach to student success. Randy Bomer’s discussion of deficit perspective is well-taken as political issues surrounding school performance have highlighted the fact that schools are struggling to achieve adequate progress within the economically disadvantaged subgroup. In a position as a school lead

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Closing the Achievement Gap With a Vengeance Thumbnail

Closing the Achievement Gap With a Vengeance

Posted on January 01, 2011

One District’s Journey Into Tiered Instruction (RTI/MTSS) In June of 2009, the Park City Student Services Department and Curriculum Department sat down with our elementary principals to review our elementary language arts CRT data, paying particular attention to subgroups. We asked the question, “Are we happy with our data?” The answer was a resounding, “No!” We were at a crossroads in our school district. With one of the highest second language student ratios in the state of Utah,

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Park City Gets it Right! Thumbnail

Park City Gets it Right!

Posted on January 01, 2011

Park City Gets it Right! Observations from a Professional Development Specialist. Achievement Gap? The achievement gap is an academic language gap. In most schools, the lowest performing subgroups continue to be English Language Learners (ELL), students in special education, and students in poverty. The common denominator between each of these three groups is the lack of proficiency in academic language. ELL’s lack of academic language is due to lack of exposure (language different).

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2010 Education Excellence Summit:  A Call for Bold Action Thumbnail

2010 Education Excellence Summit: A Call for Bold Action

Posted on December 12, 2010

A diverse group of people came together on Tuesday, November 30 for the 2010 Education Excellence Summit sponsored by the United Way of Salt Lake. United Way partnered with the Utah State Board of Education, The Office of the Governor, The Utah Office of the Commissioner of Higher Education, Salt Lake Chamber of Commerce and Voices of Utah Children in an effort to work together to renew and strengthen a shared commitment to quality education that is essential to Utah’s future.  The goal o

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