Contributing factors to student achievement Essay Example for Free

Contributing factors to student achievement Essay In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance. As a result of these accountability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance. Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of students. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students. Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context. Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors in explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables. The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents. Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students. Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores. That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools. One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid. Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices. In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002). Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices. Schools in SAGE have renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI).

Gender based difference in managerial styles Essays -- essays research

Executive Summary This report looks at several researches that have studied the managerial styles of males and females with an attempt to define perceived differences between them. In addition discussed are the results from studies on the effectiveness of managers between the two genders. The results of these studies have been analyzed through readings of several researches and personal experiences of the students doing this report. Studies say both genders are at least equally effective in the business world and that success is affected by diverse individual factors and has very less to do with gender. Commonly held perceptions of males being more effective managers are not only a loss to the female manager, but a loss to the organization and society as a whole. A note on the report writers The team consists of six members – five males and one female. The gents are in Executive positions with at least four years of full-time work experience and the lady a middle level manager with a total of 10 years in the corporate world out of which five have been in a management position. Although cultural issues are out of the scope of this assignment, the ethnicity of the members is thought to be relevant. All group members are from the Indian sub-continent, except one member who is a Middle Eastern male. All members work experience have been derived in the UAE and most members have been in the country for at least six years. Snap-shots of the brainstorming session Researches Used Extensive researches have been conducted on the topic of gender-based difference in managerial styles. All members prior to commencing of the session have thoroughly read these. An example of one of the researches used has been attached in the appendix and outlined below: Management Research Group (MRG) has conducted a study on gender differences and leadership that claims to have eliminated key shortcomings that other such researches have, such as small number of participants, reliance on self-reports, use of inappropriate subjects, uncontrolled differences etc. This research claims to be the largest controlled study of gender differences in leadership style with data compiled over 15 years. Further details of this research participants and form of research can be found in the research report in the appendix section. Discussion between the team members Almo... ...9-560. Eagly, A. H., & Johnson, B. T., 1990 Gender and leadership style: A meta-analysis. Psychological Bulletin, p: 108, 233-256. Kabacoff R, Peters H, 1998 â€Å"The Way Women and Men Lead – Different but Equally Effective.† Management Research Group Research Report: Leadership & Gender. http://www.mrg.com/Publications/articles/The_Way_Women-Men_Lead.pdf [Accessed: November 17, 2004] Eagly et al, â€Å"Transformational, Transactional, and Laissez-Faire Leadership Styles: A Meta-Analysis Comparing Women and Men† Psychological Bulletin http://www.ratcow.com/paf508/lazzifar_leader.html Formichelle, L, 2001, He Does, She Does Management styles may differ, but success isn’t gender-related.http://www.wellsfargo.com/biz/products/resources/advisor/archives/012002He/012002He.jhtml Robbins, S. P. 2004,10th edition, Organisational Behaviour, Prentice Hall, USA. Turner, D. H. â€Å"Gender differences in management style: Evidence from the accounting profession†, The Centre for the study of Women, Science and Technology. http://www.wst.gatech.edu/Gender_Differences_in_Management_Style.ppt [Accessed: November 14, 2004] http://www.kon.org/archives/forum/12-1/prehl.html

Motifs of Invisible Man Essay

Throughout Invisible Man by Ralph Ellison the narrator battles many battles continuously. These motifs that all compile into the very many themes of the literary work. The motifs range from blindness to invisibility even to the racism keeping our narrator from discovering his true identity. Blindness is the most used motif in Invisible Man. The narrator and his peers are always battling blindness throughout the novel. Throughout the novel blindness is a problem because willfully avoid seeing and confronting the true problem. †Within the American conscience with such an intensity towards his predicament† (Forward Page 2). During the time period the moral blindness of whites was a major problem, but so was the blindness of blacks. Many of the brothers remained blind to the true problem they were confronting. Also blindness takes a few literal turns. One during the â€Å"Battle Royal†, when the boys fight blindfolded, and the second the statue of the founder is described as â€Å"not having eyes†. Blindness also literally suffers from blindness. The motif, blindness, tells us about the actions and feeling of the society. The second major motif is invisibility. Not only is it in the title, but this topic plays major role throughout the novel. The book starts out with the narrator saying â€Å"I am an Invisible Man† (page 3). This motif continues to appear all the time until the epilogue. The motif of invisibility goes hand in hand with moral blindness. While blindness has a bad connotation, Invisibility can bring freedom and mobility. †I’ve overstayed my hibernation, since there’s a possibility that even an invisible man has a socially responsible role to play† (Page 571). The narrator realizes that being invisible may be a safe position, but he would never be able to make a major impact in the world. Although he is comfortable as an invisible man he emerges to go make a visible impact on the world. The last major motif, Racism, is an obstacle to finding individual identity. Throughout the novel he struggles to find his true identity. As he passes from minor society to minor society he tries to adapt their identity on to him. Each time he takes away from his individuality. The narrator finally realizes that racism just causes him to see what others want him to see. He comes to this realization when he says â€Å"and I knew it was better to live out f one’s own absurdity than to die for that of others, whether for Ras’s or Jack’s† (page 559). In the end he chooses to be productive by making his own contributions to society; force others to acknowledge, and to clarify the reality of thoughts outside of their prejudiced notions. The narrator battles blindness of others, the comfort of invisibility, and the obstacle blocking his own personal identity. Throughout this coming of age novel the narrator losses many battles, but in the end he finally wins. He ends as a visible advocate staying true to himself.

Comparison of Li Po and Tu Fus Poetry Essays - 802 Words

Comparison of Li Po and Tu Fus Poetry During the Tang Dynasty, Li Po and Tu Fu have reigned the literary world with their poetry. Their writing techniques and themes in their poetry allow them to stand out amongst other poets at the time. With the unique aspects and images these poets write about, they distinguish the similarities between themselves and contain different intensities in their poetry. While Li Po has a more relaxed tone to his poetry, Tu Fu deals with the serious aspects of life such as war, poverty, and suffering. Li Pos writing style is conventional and contains no new innovations. Much of his poetry contains older styles such as lu-shih, chueh-chu, and especially the†¦show more content†¦Alcohol became another common theme of Li Pos poetry. Scholar Tan-chiu! Bring the wine and no delay! For you Ill sing a song- be pleased to bend your ears and hear; bells and drums, foods rare as jade- these arent worth prizing; all I ask is to be drunk forever, never to sober up! This excerpt from the poem Bring the Wine, is only one of the many hundreds of poems that portrays Li Pos love of wine and its affects. I take my wine jug out among the flowers to drink alone, without friends. I raise my cup to entice the moon. That, and my shadow, makes us three, is an excerpt from his Drinking Alone poem. It displays his love of wine and the enjoyment of the beauty of the moon. Tu Fus poetry illustrates more serious topics and contains more serious themes. It contains more creation, tu-tsao, and his writing styles have a modern twist to them. He also brought the chin-ti form to popularity, making it a poetic statement. One characteristic of Tu Fu poems is that he incorporates and parallels two totally different topics together. For example, in his poem River Stop Tu Fu parallels the river and clouds to his heart and his mind. Rivers flow- my heart doesnt try to keep up; clouds remain- slow as my imagination. Tu Fu also condenses and distorts his poetry, which leaves his poetry ambiguous and open to suggestion. However, this may be