Factors Affecting Low Academic Achievement of the Hispanic Student Population in the Holland Public Schools PDF Download
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Author: Tina Steimle
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
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Author: Tina Steimle
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
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Author: Angela L. Hansen
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ISBN:
Category :
Languages : en
Pages : 6
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What are the factors affecting the achievement of Hispanic high school youth? Hispanic Americans are the largest growing population in the United States. Currently, Hispanic students make up more than 20% of the U.S. school population and, in 23 of the 50 states, Hispanic students outnumber African American and Asian students. During the 1970s and 1980s the gap between the achievement of Hispanic students and white students narrowed; however, since the 1990s, progress in the academic achievement of Hispanic students has virtually stopped. Like other minority and low-income students, Hispanic students often face challenges within school which can hamper their success, such as: (1) Being enrolled in less rigorous and challenging academic courses; (2) Having under-prepared, less experienced teachers; and (3) Facing low teacher expectations and possible discrimination. Research by groups such as the Education Trust (2003), the North Central Regional Education Laboratory (2004), the Center on Education Policy (2001), and the Tomas Rivera Policy Institute (2003) have identified several factors affecting the academic achievement of Hispanic students as well as suggestions for improving their education opportunities: (1) Teacher Quality and Professional Development; (2) Teacher Expectations; (3) Extended Learning Time; (4) Parent and Community Support; (5) Social Support; (6) A Rigorous Curriculum; (7) Knowledge about and Access to Higher Education; and (8) Learning Resources. (Contains 6 online resources.).
Author:
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Category : Academic achievement
Languages : en
Pages : 113
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A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K-12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.
Author:
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ISBN:
Category : Academic achievement
Languages : en
Pages : 84
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Author: Manuel J. Brenes
Publisher:
ISBN:
Category :
Languages : en
Pages : 165
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In public schools about one fourth of the students identify themselves as Latinos or of Hispanic origin. Unfortunately of those Latino children who began at the elementary level, only 40 per cent of them will graduate from high school and about 11 percent of high school graduates will go on to postsecondary school. In order to improve these numbers, educators and policymakers cannot ignore the needs of this marginalized population. This study focused on protective and risk factors that influence Latino students academic success and continuation into postsecondary school. This study furthermore explored how the Success Case Method an evaluation technique used primarily in the business world, can be successfully applied in the field of education to study a marginalized population. Key findings from this study reveal slightly different factors from traditional studies on the risks and protective factors of Latino students academic success. The findings from this study indicated that personal motivation, personal pride, parental support, adequate school programs and the impact of peers were, in that order, the reasons participants indicated as positive factors in their success. On the other hand, the study revealed that the lack of personal motivation and limited educational aspirations of young Latinos are primary risks factors for young Latinos lack of educational success. The family was identified to be a risk factor due to inadequate parental skills and having a detrimental effect to their success. Another risk factor was the lack of school involvement, an unsympathetic school environment where the needs of Latino students are not being met. Lastly, the study revealed that peer acceptance was a strong risk factor for young Latinos. In their desire to please their friends, school and academic goals turned out to be less important. If Latinos are going to succeed in their educational aspirations and overcome their academic failures, a collective and early effort among students, parents, and schools is required. This study concludes by offering recommendations for future research investigating the Latino educational plight and for educators whose day to day behavior influences these young students.
Author:
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ISBN:
Category :
Languages : en
Pages : 117
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Author: Suet-ling Pong
Publisher:
ISBN:
Category :
Languages : en
Pages : 38
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Between 2000 and 2009, the Hispanic population more than doubled in 25 of 67 Pennsylvania counties. Over the same period, the Hispanic student population in Pennsylvania schools also rose, from 4 percent to 8 percent (Pennsylvania State Data Center 2011). The focus on Hispanic students' level of academic achievement rose along with this rapid population growth. Recent research reveals that, although the achievement gap between ethnic subgroups at the national level has been shrinking over the past five years, the gap remains wide (Aud et al. 2010). This is also the case and a matter of concern in Pennsylvania. Research has identified several student-level factors associated with academic achievement among ethnic minority students, including gender and socioeconomic status (Freeman 2004; McGraw, Lubienski, and Strutchens 2006; Pong 2010); English language learner status (Eamon 2005; Reardon and Galindo 2007; Terwilliger and Magnuson 2005); special education status (Sanchez et al. 2009); and mobility (Suarez-Orozco, Gaytan, and Kim 2010). School-level factors also influence student achievement. One contributing factor is the proportion of special needs students in a school, whether because they come from a low-income household (Sirin 2005), have a disability (Kalambouka et al. 2007), or are English language learner students (Schmid 2001). School-level factors also include school dropout rates (Sanchez et al. 2009), school size (Crosnoe 2005), the proportion of ethnic minority students (Coleman 1966), student-teacher ratio (Nye, Hedges, and Konstantopoulos 2004), and school locale (Pong 1998). Two research questions guided this study: (1) How does the performance of Pennsylvania grade 8 Hispanic students on the 2007/08 Pennsylvania System of School Assessment English language arts and math tests compare with that of grade 8 non-Hispanic White, Black, and other non-Hispanic students?; and (2) Among Pennsylvania grade 8 Hispanic students, which student- and school-level characteristics are associated with performance on the 2007/08 Pennsylvania System of School Assessment English language arts and math tests? The data used for this study were the Pennsylvania System of School Assessment (PSSA) scores collected by the Data Recognition Corporation for the Pennsylvania Department of Education. In addition to the PSSA, the Pennsylvania Department of Education's Bureau of Assessment and Accountability provided demographic data for all grade 8 students in 2007/08, and publicly available school-level data were also accessed from the department's website. Additional demographic school data were obtained from the publicly accessible Common Core of Data of the National Center for Education Statistics (U.S. Department of Education 2008). Key findings show: (1) The difference in performance of grade 8 Hispanic students and non-Hispanic students was 174 scaled score points on the PSSA reading test and 123 scaled score points on the math test; (2) Scores on both the PSSA reading and math tests were significantly lower for Hispanic students than for White students and for students of other ethnicities. Hispanic students' and Black students' scores were not significantly different on the reading test, but scores on the math test were significantly higher for Hispanic students than for Black students; (3) There was a statistically significant relationship between Hispanic students' PSSA test scores and gender, special education status, eligibility for free or reduced-price lunch status, and English language learner status. There was not a statistically significant relationship between PSSA scores and migrant status; and (4) There was a statistically significant relationship between Hispanic students' PSSA test scores and school size, the proportion of Hispanic students eligible for free or reduced-price lunch, and whether the school reported having students who dropped out. There was not a statistically significant relationship between PSSA scores and the percentage of grade 8 English language learner students, percentage of grade 8 students receiving special education services, percentage of Hispanic students, student-teacher ratio, and school locale (urban, suburban, town, or rural). Appended are: (1) Summary of previous research on Hispanic students' academic achievement; (2) Data removal process; (3) Multiple imputation; (4) Sensitivity analyses; and (5) Study methods. (Contains 2 boxes, 2 figures, 16 tables and 9 notes.
Author: Adrian Beltran
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 230
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Author: Candace Simon
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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In 2010, approximately 14 percent of all students in the nation were enrolled in the organization's 65 urban school districts out of approximately 15,000 school districts nationwide. In addition, 21 percent of the nation's students eligible for free or reduced-price lunch, 26 percent of English language learner (ELL) students and 24 percent of the Hispanic students were enrolled in a Great City School district. The purpose of this report is to focus on a critical element of the nation's achievement gap--Hispanic students and Hispanic students who are English language learners. The academic performance of these students continues to fall markedly behind their White peers on every major assessment in the nation- ACT, SAT, and the National Assessment of Educational Progress (NAEP). And the goal of this report is to help galvanize the energies and resources of a nation that has, for too long, chosen to ignore the issue. This report also aims to keep the challenges that Hispanic students and ELL Hispanic students face in a broader social context while emphasizing the critical educational dimensions of the issues. The data in this report are drawn from the U.S. Department of Education, Institute of Education Sciences, Common Core of Data, Public Elementary/Secondary School Universe Survey, 2009-10; Centers for Disease Control and Prevention; National Center for Health Statistics; ACT; SAT; and other national databases. Furthermore, the authors compare NAEP results among Hispanic, ELL Hispanic students, and formerly-ELL students attending schools in large cities against White students attending national public schools (NP). Finally, they also report results for students with disabilities (SD), students eligible for free or reduced-price lunch (FRPL), and students comprising the broader national sample (NP). Council of the Great City Schools' demographics, 2009-2010 are appended. (Contains 84 figures and 7 footnotes.).
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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