Academic Achievement
Public education system in the United States has been an issue much of the debate. More than thirty percent of fifty-six million U.S. do not complete high school before graduation. Academic Achievement gap between students who are from different racial and economic circumstances remains very low. An article published today by the Michael & Susan Dell Foundation, titled "Performance Management in Action," shows how school districts and charter schools are improving student achievement performance. They have continued to make significant progress in closing the achievement gap through performance management. (Phil Crosby)
Teachers and school administrators have agree that performance management has given insights to help improve student academic achievement. Using a performance management dashboard, a student's teachers are able to compare his scores and data to other students at his grade level and determine his performance based on metrics such as student participation, academic performance, growth/student progress, academic rigor and college and career readiness. (Phil Crosby)
According to Janet Mountain, the executive director of Michael & Susan Dell Foundation, too many students in the U.S. are failing behind in math, science and reading. They have one of the lowest graduation rates in the developed countries. Performance management is about giving educators continuous access to the information and resources they need to respond to the unique needs of each student, thereby allowing them to guide their students to the college track sooner and more consistently. We hope this report celebrates the successes of these innovative educators and gives other districts across the nation specific insights into the powerful potential of this approach." (Phil Crosby)
According to a new report by Institute of Education Sciences at the Department of Education, low-income families and minority have the lowest academic achievement in the country. Some studies have shown that students made a progress in math after one year, but a second year of structured instruction produced no additional benefits. No impact was made on reading scores. Both programs were staffed and supported as planned, but problems were found with implementation.
Research demonstrates that overweight and obesity are associated with poorer levels of academic achievement. Data on the association of child overweight or obesity with levels of attendance are too sparse to draw conclusions. The National Coordinating Committee on School Health and Safety (NCCSHS), comprising representatives of federal departments and national nongovernmental organizations, encourages school districts to respond to evolving challenges by developing coordinated school health programs. The project involves a literature search of peer-reviewed, published research reporting on the relationship between students' health and their performance in school.
Although the number of articles examining the link between obesity and school performance is limited, there are notable strengths to this small body of research and consistent findings of detriment to school performance among children who are overweight or obese. One research article suggests that obese children and adolescents may miss more school days. There are a great number of gaps in knowledge about the extent of the association between absenteeism and school performance among overweight and obese children. For pure health benefits, perhaps schools' adherence to stricter physical activity and nutrition recommendations will occur before we fully understand the connection between achievement and obesity.
Previous research has shown similar results, the present study shows there were differences in academic beliefs and parenting behaviors are most effective in facilitating school readiness and early achievement. Emphasizing the importance of academic skills for African American boys was associated with higher reading and mathematics achievement as well as prior enrollment in center-based child care. Parenting behaviors, such as discussing science topics, reading books, and discussing family racial and ethnic heritage, differed in their significance in predicting cognitive outcomes.
Educational policy initiatives such as No Child Left Behind (NCLB, 2002) has increased accountability among institutions, educators, and parents to better prepare children to succeed academically. However, there is little empirical evidence regarding the extent to which parents' roles (within the home and their children's schools) influences the school readiness and early academic achievement of African American boys. Research has also been conducted concerning the educational experiences of African American boys and the roles parents play in preparing their children for success in school. While a few studies indicate mat parental involvement and several aspects of parenting are associated with academic achievement among African American boys. (Entwisle, Alexander)
The home environment of families is thought to be a crucial setting for preparing children for school and for