Free to Fail Or On-Track to College PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Free to Fail Or On-Track to College PDF full book. Access full book title Free to Fail Or On-Track to College by Todd Rosenkranz. Download full books in PDF and EPUB format.
Author: Todd Rosenkranz
Publisher:
ISBN: 9780989799416
Category : Academic achievement
Languages : en
Pages : 15
Get Book Here
Book Description
Author: Todd Rosenkranz
Publisher:
ISBN: 9780989799416
Category : Academic achievement
Languages : en
Pages : 15
Get Book Here
Book Description
Author: Emily Krone Phillips
Publisher: The New Press
ISBN: 1620973243
Category : Education
Languages : en
Pages : 256
Get Book Here
Book Description
A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools" In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.
Author: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
Get Book Here
Book Description
Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
Author: Bryan Caplan
Publisher: Princeton University Press
ISBN: 0691201439
Category : Education
Languages : en
Pages : 518
Get Book Here
Book Description
Why we need to stop wasting public funds on education Despite being immensely popular—and immensely lucrative—education is grossly overrated. Now with a new afterword by Bryan Caplan, this explosive book argues that the primary function of education is not to enhance students' skills but to signal the qualities of a good employee. Learn why students hunt for easy As only to forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for average workers, how employers reward workers for costly schooling they rarely ever use, and why cutting education spending is the best remedy. Romantic notions about education being "good for the soul" must yield to careful research and common sense—The Case against Education points the way.
Author: Anthony Abraham Jack
Publisher: Harvard University Press
ISBN: 0674239660
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
Author: Susan D. Blum
Publisher: Cornell University Press
ISBN: 1501703404
Category : Education
Languages : en
Pages : 356
Get Book Here
Book Description
Frustrated by her students’ performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students—people in general—master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."
Author: Rebecca D. Cox
Publisher: Harvard University Press
ISBN: 0674053664
Category : Education
Languages : en
Pages : 209
Get Book Here
Book Description
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
Author: Jonathan Zimmerman
Publisher: JHU Press
ISBN: 1421439107
Category : Education
Languages : en
Pages : 309
Get Book Here
Book Description
The first full-length history of college teaching in the United States from the nineteenth century to the present, this book sheds new light on the ongoing tension between the modern scholarly ideal—scientific, objective, and dispassionate—and the inevitably subjective nature of day-to-day instruction. American college teaching is in crisis, or so we are told. But we've heard that complaint for the past 150 years, as critics have denounced the poor quality of instruction in undergraduate classrooms. Students daydream in gigantic lecture halls while a professor drones on, or they meet with a teaching assistant for an hour of aimless discussion. The modern university does not reward teaching, so faculty members at every level neglect it in favor of research and publication. In the first book-length history of American college teaching, Jonathan Zimmerman confirms but also contradicts these perennial complaints. Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more "personal." As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction. They also experimented with new technologies like television and computers, which promised to "personalize" teaching by tailoring it to the individual interests and abilities of each student. But, Zimmerman reveals, the emphasis on the personal inhibited the professionalization of college teaching, which remains, ultimately, an amateur enterprise. The more that Americans treated teaching as a highly personal endeavor, dependent on the idiosyncrasies of the instructor, the less they could develop shared standards for it. Nor have they rigorously documented college instruction, a highly public activity which has taken place mostly in private. Pushing open the classroom door, The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here.
Author: Lisa Heffernan
Publisher: Flatiron Books
ISBN: 1250188954
Category : Family & Relationships
Languages : en
Pages : 352
Get Book Here
Book Description
PARENTING NEVER ENDS. From the founders of the #1 site for parents of teens and young adults comes an essential guide for building strong relationships with your teens and preparing them to successfully launch into adulthood The high school and college years: an extended roller coaster of academics, friends, first loves, first break-ups, driver’s ed, jobs, and everything in between. Kids are constantly changing and how we parent them must change, too. But how do we stay close as a family as our lives move apart? Enter the co-founders of Grown and Flown, Lisa Heffernan and Mary Dell Harrington. In the midst of guiding their own kids through this transition, they launched what has become the largest website and online community for parents of fifteen to twenty-five year olds. Now they’ve compiled new takeaways and fresh insights from all that they’ve learned into this handy, must-have guide. Grown and Flown is a one-stop resource for parenting teenagers, leading up to—and through—high school and those first years of independence. It covers everything from the monumental (how to let your kids go) to the mundane (how to shop for a dorm room). Organized by topic—such as academics, anxiety and mental health, college life—it features a combination of stories, advice from professionals, and practical sidebars. Consider this your parenting lifeline: an easy-to-use manual that offers support and perspective. Grown and Flown is required reading for anyone looking to raise an adult with whom you have an enduring, profound connection.
Author: Elaine Allensworth
Publisher:
ISBN: 9780978738341
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.
