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Unit Four by Juando Morales

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  1. Unit Fourby Juando Morales University of Texas @ BrownsvilleEDFR 6388 - Socio-Cultural Foundations of Education

  2. Introduction • The Dropout Rate • Paul Barton (School and Society's Chp 5, Reading 28) • GERM and Finnish Lessons • Pasi Sahlberg (pasisahlberg.com) and Diane Ravitch (Canestrari and Marlowe's Chp 17) • Teach for American • Diane Ravitch (Canestrari and Marlowe's Chp 17) • Final Reflection • Barton, Sahlberg, Ravitch and Rhee

  3. The DropoutRate

  4. The Dropout Rate • High school completion rates • Actual vs. Reported vs. Expected • Black and Latino students vs. White students • Males students vs. Female students • Ninth Grade Bulge • Earning Power • GED vs. High School Diploma • Dropouts 16-18 yrs old vs. Dropouts 25-35 yrs old

  5. The Dropout Rate • Factors correlated with Low Completion Rates • Low-income, single parent families • Low grades, frequent absences • Changing schools (i.e. moving) • Interdisciplinary Approach Doom • Inappropriate counselors and student ratio • Lack of resources magnified • Two Front Battle


  6. GERM and Finnish Lessons

  7. GERM and Finnish Lessons • Finnish Lessons • absence of standardized test • testing is for assessment purposes • expanded subjects • realignment with constructivist learning theory • scores are NOT used to grade schools and teachers • no emulation of free market • unions work with ministry of education • healthy promotion of teachers as professions • improved teacher and student relationship GERM (Global Educational Reform Movement) • emerged in the 1980s • current program examples • No Child Left Behind (Bush admin) • Race to the Top (Obama admin) • teaching to the test • must be consistently tested • core subjects • scores are used to grade schools and teachers • emulate free market (parents = consumers, students = products, and teachers - compliant workers)

  8. Teach for America

  9. Teach for America • Good Idea in Principle • New blood, young • Educated and inspiring minds • No Long Term Solution • 2-3 year tenures • Under-qualified for challenging schools • To Successful for Its Own Good • Well supported, well funded • Indirectly undermines teaching profession

  10. Conclusion

  11. Conclusion Paul Barton, Diane Ravitch, Pasi Sahlberg and Michelle Rhee • Agree • Poverty as an element of low performing schools • Low performance leads to potential dropout • Cycle of no social mobility • Disagree • Approach • StudentsFirst, Teach for America • Retention Programs, Finnish Lessons

  12. References Ballantine, J. H. & Spade, J. Z. (2012). Schools and society - A sociology approach to education. Sage. Canestrari, A. S. & Marlowe, B. A. (2013). Educational foundations - An anthology of critical readings. Sage. Sahlberg, P. (2013). Finnish Lessons. Retrieved from: http://pasisahlberg.com/ San Antonio Education Partnership. Retrieved from: http://www.saedpartnership.org/ StudentsFirst (2013). Retrieved from: http://www.studentsfirst.org

  13. Unit Fourby Juando Morales University of Texas @ BrownsvilleEDFR 6388 - Socio-Cultural Foundations of Education