A meta - analysis of the relation of parental involvement to
urban elementary school student academic achievement.
Not exact matches
Children of immigrants account for about one - quarter of children in the nation under age 5, and their share of
school enrollment will grow as they move into
elementary school, according to a report on
student demographics by the Washington - based
Urban Institute.
The largest declines were among
elementary schools in 12
urban dioceses (New York, Chicago, Philadelphia, Los Angeles, Brooklyn, Cleveland, St. Louis, Cincinnati, Boston, Newark, Detroit, and Miami), which together have lost almost 20 percent of their
students (more than 136,000) in the last five years.
In his 2014 academic paper — The achievement effects of tardy classmates: Evidence in
urban elementary schools — Michael Gottfried explores the impact of tardy
students» behaviour on their peers.
The
Urban Assembly Academy of Arts and Letters is a middle
school with 300
students on the third floor of a building shared with an
elementary school.
The dysfunctional nature of how
urban schools teach
students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control
students.But as children mature and grow in size they become more aware that the
school's coercive measures are not really hurtful (as compared to what they deal with outside of
school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed,
school authority becomes counterproductive.From upper
elementary grades upward
students know very well that it is beyond the power of
school authorities to inflict any real hurt.External controls do not teach
students to want to learn; they teach the reverse.The net effect of this situation is that
urban schools teach poverty
students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that
school authority is toothless and out of touch with their lives.What
school authority represents to
urban youth is «what they think they need to do to keep their
school running.»
In 2007 they approved funding for the first public Waldorf methods high
school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the a
school, in the Sacramento Unified
School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the a
School District; and (3) Three key findings on
urban public
schools with Waldorf methods: (a) In their final year, the
students in the study's four California case study public Waldorf - methods
elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for
students but, more importantly perhaps, for the adults.
In
urban schools learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in
urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper
elementary grades), everything
students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as
students, survive one day at a time.
Based on a report commissioned by Magnet
Schools of America and conducted by the University of North Carolina - Charlotte's Urban Institute in 2016, there are approximately 4,340 public elementary and secondary magnet schools serving nearly 3.5 million students in the United
Schools of America and conducted by the University of North Carolina - Charlotte's
Urban Institute in 2016, there are approximately 4,340 public
elementary and secondary magnet
schools serving nearly 3.5 million students in the United
schools serving nearly 3.5 million
students in the United States.
Culbertson is an
urban elementary school with an enrollment of just over 600
students, almost all of whom meet state achievement expectations on the grades 3 - 5 standardized tests in reading, science, and mathematics.
This study explores a
student mentoring program called the Wiz Kidz, located within a Canadian
urban elementary school of 420
students.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (
urban, suburban, rural)
School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School site ID
School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School level (
elementary, middle
school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school, high
school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school)
School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School poverty (high, medium, low)
School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School diversity (high, medium, low)
School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School size (
student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role
school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district,
school, research
school, research memo).
This study employed data from an
urban Pennsylvania
school district and affirms the positive and statistically significant relationships between
student attendance and academic achievement for both
elementary and middle
school students.
Part of the Mastery network, which operates more than a dozen
schools in Philadelphia, the Camden charter is part of a two - pronged effort that has Mastery planning another three
elementary schools serving 2,000 more
students under the state's
Urban Hope Act.
When 58 refugee
students speaking little English were transferred to this
urban elementary school, the principal set up a team - building summer camp.
These may be
elementary schools where
students do not come with the array of discipline problems that are characteristic of many
urban high
school students.
The
school took on the challenge of NCLB stating that 12 years was too long to wait to improve
student achievement for the 400
students that attended the
urban elementary school (100 % Free Breakfast and Lunch, 99 % African American
students) in an underprivileged community.
Mr. Conley has 20 years of experience in
urban education, and has been deeply involved in classroom teaching,
school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mi
school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the
School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mi
School District of Philadelphia, most recently overseeing 22
elementary, middle, and high
schools serving 11,000
students with an annual budget of $ 74 million.
To raise fallen achievement scores, an
urban elementary school pressed every
school professional into the service of
student literacy.
Real Change in
Schools Demands Staying Power Meanwhile, in Chicago, the Academy for
Urban School Leadership, or AUSL, could be an important factor behind the city's impressive learning gains for struggling
elementary students.
Victoria E. Romero taught
elementary students in one suburban and two
urban school districts; significantly improved the academic standing of two
schools as a principal; and coached administrators, directors, and
school leadership teams for sustainable
school improvement in five
school districts.
For example, a meta - analysis of
school - based and afterschool SEL programs found that participation improved
elementary and middle
school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased
students» problem - solving skills.17 Similarly, a meta - analysis of
school - based SEL programs for
students in kindergarten through 12th grade found that participation improved
students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including
urban, suburban, and rural
school environments.19
In addition, Opportunity 180 believes we need great
urban elementary, middle and high
schools, and we look forward to building out K - 12 pathways with the
schools we support to transform
students» lives.
Julie Jackson, former high
school Principal and founding
elementary school Principal, has taught mathematics to
urban NJ
students for over 10 years.
«And while
urban areas and high
schools typically have the largest percentage of
students missing
school, the problem also exists in rural, town and suburban districts as well as in
elementary and middle
schools.»
Experience Corps, a national organization that puts the time, talent, and know - how of older adults to use in
urban elementary schools, served 14,250
students in 199 high - poverty communities in 2003 — 04.
Camilleri and Jackson describe how the Arts and Technology Academy, a public charter
school, nurtures both academic achievement and social / emotional learning for 620
elementary students (pre — K to 6th grade) in an
urban neighborhood of Washington, D.C..
Hoffman Glen, 1 an
urban elementary school in Virginia serving primarily low - income
students, has found that implementing Positive Behavior Support (PBS) brought about changes in
student behavior that traditional approaches had not.
Three hundred
students in the fifth through eighth grades participated and provided survey data from 2
urban elementary / middle
schools.
No significant differences in high
schools attended were found between the 2 groups, again suggesting that Seattle's mandatory busing program overcame the separation of
students from different neighborhoods and
elementary schools sometimes found in large
urban school districts.
She retired as a
School Psychologist from a large urban public school system in New Jersey where she was employed as an elementary school teacher and worked with special needs students as a Learning Disabilities Teacher - Consu
School Psychologist from a large
urban public
school system in New Jersey where she was employed as an elementary school teacher and worked with special needs students as a Learning Disabilities Teacher - Consu
school system in New Jersey where she was employed as an
elementary school teacher and worked with special needs students as a Learning Disabilities Teacher - Consu
school teacher and worked with special needs
students as a Learning Disabilities Teacher - Consultant.
Notably, peer - victimization is especially prevalent in the
elementary school years, with a mean rate of victimization of 23 % of
students across five
urban cities [5].