You talk about them…. YOU TALK ABOUT ME! The Midwest Equity Conference October 11, 2013 Beryl A. New, Ed.D. firstname.lastname@example.org. “Studies of Early Readers” William Teale.
YOU TALK ABOUT ME!
The Midwest Equity Conference
October 11, 2013
Beryl A. New, Ed.D.
Early readers continue to be capable readers throughout their lives. Some may be deliberately taught to read by parents or siblings, but most grow into reading.
Nearly 75% of fourth graders who scored at the low end of the NAEP (National Assessment of Educational Progress) in 2011 were from low-income families.
“Children who do not read proficiently by the end of the third grade are four times more likely to leave school without a diploma than proficient readers.”
When children practice protective and compassionate instincts, the brain is stimulated in areas that turn on the same responses as when we receive rewards or experience pleasure. Helping others gives the same pleasure in children as gratifying a personal desire.
When otherwise capable students avoid the study of mathematics, their options regarding careers are reduced, eroding the country’s resource base in science and technology. The higher the level of math anxiety, the more likely a student is to avoid math-related tasks, courses, and careers. Data from this study demonstrated an “undeniable relationship”.
Some Black youth develop an oppositional cultural identity. This is an internalization of their perceived discrimination, and is demonstrated through their music, clothing, and speech.
Low Income: Families and children are defined as low-income if the family income is less than twice the federal poverty threshold.
Poor: Families and children are defined as poor if family income is below the federal poverty threshold.
The federal poverty level for a family of four with two children was $22,350 in 2011, $22,050 in 2010, and $22,050 in 2009.
A caring, supportive school environment positively affects students’ academic success, including their attitudes, motivation, engagement, goal-setting, desire to stay in school, drive toward graduation, grades, and their assessment scores. More are likely to develop positive attitudes about themselves and pro-social attitudes and behaviors toward others.
“An effective school is realized to the degree in which individuals form a group.”
Tell us about being a 9th grader at HPHS:
“all in one hall…couldn’t wear what you wanted…teachers seemed to care more…not as much technology….more fights that year…cliques from your middle school…it didn’t take long to get to know others…”
What changes have you seen during your time of being a student at Highland Park High School?
“Relationships with teachers get better…they care about your success…new teachers push us to be successful…school academics have gotten better…expectations are higher…more cameras in building…always being watched…like jail…”
“Reputation…everyone makes it seem like we are bad kids, but we are not…no one else knows we have improved because they are not here…others think it’s just a basketball school…have had some bad classes…uniforms should only be for freshmen…don’t know about all of the programs that are available…”
“Teachers work with you before and after school…if teachers didn’t take the time out to help me, I wouldn’t have stayed in school and been on track to graduate…every day they inspire kids but they don’t know it…teachers listen to you and you can talk about anything…it feels like family…Dr. New is like our grandmother…administrators are cool, approachable, and know your name…we are not the ‘ghetto school’ everyone thought we were…no racial tensions—very integrated…everyone has a bond with someone…”
“As long as societies evolve and new ideas emerge, students will have a reason to protest. The administrators who have the responsibilities of…modeling the process of beneficial interchanges within an academic system should learn…to listen to students’ concerns and cooperatively work toward resolution. It was apparent that the protesting students just wanted to be heard.”