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ELL Programs in the Modern California School District, 2005.
Examines specific programs used in one school district to enhance the learning of ELL (English Language Learners) students.
2,865 words (approx. 11.5 pages), 7 sources, APA, $ 85.95
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Abstract
Modern classrooms must implement several programs to offer an effective educational curriculum to special needs students such as English Language Learners (ELL). Programs will differ from school to school or district to district depending upon demographics and resources available. This paper shows that the several programs offered in the Redlands Unified School District take such considerations into account. The district offers a comprehensive program to start ELL students on their transition to the general education mainstream classroom starting in kindergarten. The paper shows that the students and their parents are offered techniques to obtain the proper education while they learn English. The programs used there, plus several others, are making the California classroom a less stressful and more productive place for ELL students to learn.
From the Paper
"Orando and Rothstein (as cited in Slavin, 2003) state that the educational system is presented with a dilemma when it comes to limited English proficient students. The dilemma is this: The students need to learn English in order to function in society, but how much instruction should they get in their first language? English language learners (ELL) need more aid in learning all subjects because they are also trying to learn English at the same time (Johnson, Musial, Hall, Gollnick & Dupuis, 2005). Those that do speak some English may speak it with an accent or in a dialect and thus feel more comfortable using their primary language during some lessons (Lewis & Doorlag, 2003)."
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The California School Nutrition Policy, 2007.
This paper investigates the California school nutrition policy for K-12 grades and recommends changes to that policy.
2,285 words (approx. 9.1 pages), 33 sources, APA, $ 70.95
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Abstract
This paper stresses that foods and beverages consumed on school campuses are becoming increasingly unhealthy, which leads to increased blood pressure, cholesterol, diabetes and obesity in students across the nation. The author points out that school nutrition programs, which frequently are accountable to district management to sustain their operations financially, are often at the mercy of fast food sales to generate these revenues. The paper suggests various programs by which California schools can help students understand the importance of making good food choices.
Table of Contents:
Introduction
School Changes
From the Paper
"For many years, school nutritional concerns consisted of making sure the students bought their lunch tickets each week and were sent through a lunch line where they were given a tray of something resembling food. One day might offer a scoop of mashed potatoes, heaped with gravy while the next day may provide macaroni lathered in cheese product. During those years parents, teachers and students accepted what was referred to as "cafeteria food" without complaint. In recent decades however, the focus has shifted to eating healthy nutritious foods for one's entire life ..."
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California School Funding, 2005.
A look at the problems and inequities in California's school funding system.
3,014 words (approx. 12.1 pages), 4 sources, MLA, $ 88.95
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Abstract
This paper describes the inadequate level of California's public school system and traces the causes of this inadequacy to insufficient levels of funding as well as bureaucratic inefficiency and faulty assumptions about just how existing funds should be allocated and by whom. The paper further points out that, if adequate school funding is not available, there is an even greater need to make sure that whatever funding is available is used in the most efficient and individualized manner possible.
From the Paper
"In any issue, particularly when politics are involved, there tends to be two views of a situation. The ex-ante analysis of the California State school finance system is no different. According to the ?official? (and rosy) view of the current situation, the state?s school finance system has achieved adequate levels of equity. Not only is this view based on the fact that the system guarantees each school district the revenue limit to which it is entitled (at a property tax rate of one percent of assessed value), but the State also is committed to paying each district the remainder between its actual ?entitlement? and the funds raised through the tax income. Additionally, the State of California also has a grant program that could also compensate for any inequities arising out of the tax system."
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California High School Exit Examination, 2007.
An examination of the controversy surrounding the California High School Exit Examination (CAHSEE).
821 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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Abstract
This paper discusses the development of the California High School Exit Examination (CAHSEE) in 1999 to test graduating seniors in English language, arts and math. The paper argues that the test is unfair due to the discrepancies between students and school districts. It discusses the controversy surrounding the test, including possible solutions that have been suggested to improve the fairness of the testing.
From the Paper
"If students have been victims of mediocre and poor schools, passing the test will prove exceptionally difficult. A variety of problems plague these troubled schools. Academics are hindered by problems with discipline and absenteeism. Students cannot learn with disruptions during the school day and when they are not in school. Furthermore, teachers are unable to teach consistent and sequenced lessons when they have to battle with behavior problems and lack of continuity when students are not there. Teachers become frustrated quickly and seek employment at middle and upper class schools. Consequently, the poorer schools frequently have new and inexperienced teachers and rapid teacher turnover."
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California Schools and Teachers, 2004.
Addresses issues such as illiteracy and the qualification of teachers in the State of California.
734 words (approx. 2.9 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper argues that by adding more unqualified teachers into the California school system, the rate of illiteracy will continue to grow due to the inexperience of these teachers and their inability to pick up problems such as dyslexia. The paper also touches on the state's unique position of having a large percentage of Asian and Latino pupils who are not familiar with English and are thus labelled as illiterate.
From the Paper
"Unless new political mandates address the problem of creating new qualified teachers in time for the expected shortage, teachers will be less prepared to assist struggling readers. Also, if the political structure does not take a stance on illiteracy, then the schools will focus on whatever did become a mandate. The current system has two options with the illiterate students. Either the children are passed upward to the next grade with the reading deficiency or they are held back and passed upwards later. The system has already addressed the problem in its own way. ?You could almost assess these kids adequately just by using their ZIP Codes - those from poorer districts will be behind, and those from richer districts will stay ahead." (Unknown, "As California overhauls schools, America watches for lessons")"
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Family Literacy Programs to Help ELL Students, 2008.
A research proposal aimed at identifying ways a family literacy program can help English language learner (ELL) students develop their English language skills.
5,297 words (approx. 21.2 pages), 12 sources, APA, $ 131.95
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Abstract
This paper presents a research proposal that aims to identify best practices for the effective delivery of educational services to English language learner (ELL) students using a family literacy program approach. It discusses the US federal and state mandates that are in place concerning ELL students. It also looks at how family literacy programs have been used in the past to help ELL students achieve successful academic outcomes and the types of initiatives that have been shown to be most effective. Finally, the paper discusses the factors that contribute to the success of family literacy programs in general and those designed to assist ELL students in particular.
Table of Contents:
Chapter I: Research Proposal
Introduction
Proposal
Chapter II: Review of Literature
Review of Literature
Chapter Summary
From the Paper
"The preliminary review of the peer-reviewed and scholarly literature concerning English language learning students and the challenges they face in American classrooms today made it clear that teachers and parents need to join forces to help these young learners become more proficient in English. Acquiring English for the vast majority of ELL students represents the difference between success and failure in virtually every academic endeavor, and the inadequacy of many existing approaches was made clear. On a positive note, though, the problem has been recognized by concerned academicians and steps have been taken to help begin the process needed to develop superior delivery approaches for ELL programs in the future. One of the most important parts of this initiative was shown to encourage the active involved of ELL students' parents and caregivers in the educational process by implementing family literacy programs that can help teachers, students and parents alike in a number of ways. First and foremost, ELL students become better learners and acquire English more readily; second, and perhaps just as importantly, such programs were shown to help bring families together in ways that not only helped the children involved, but their parents and caregivers as well. Finally, family literacy programs were shown to help teachers accomplish their professional goals by integrating their classroom-based practicum with the home-based components of the program. All in all, family literacy programs represent an enormously cost-effective approach to helping ELL students become better learners, but such initiatives require solicitation of feedback from all of the stakeholders involved, a viable framework in which to administer the program, and careful oversight during its administration to ensure its successful outcome."
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School Safety Programs, 2002.
Compares the effectiveness of two different programs, D.A.R.E and School Resource Officer, adopted in some public schools to help fight the rise of drug and alcohol abuse on campuses.
4,150 words (approx. 16.6 pages), 15 sources, $ 151.95
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Abstract
Schools in the United States are increasingly becoming centers of criminal activities among youth with drug and alcohol use on the rise. Parents, teachers and relevant authorities are concerned about the increasing rate of drug and alcohol use in public schools with substantial increase in violent activities on the school property. To rectify this problem and effectively deal with the issue, Los Angeles Police Department suggested a program in 1983 according to which police and school authorities would work together to curb the rising rate of crime in educational institutions. This resulted in the creation and implementation of Drug Abuse resistance program in schools all over the country. But a decade after its implementation, it was found that while DARE was a popular program; it had failed to produce significant positive results. This made some schools in the country look for alternative programs and in the mid 90s, School Resource Officer program was adopted by some schools in the country.
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A Study Of Alternative Schools And Programs, 2002.
Compares the effectiveness of alternative schools and different alternative programs.
4,275 words (approx. 17.1 pages), 21 sources, $ 135.95
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Abstract
Compares the effectiveness of alternative schools and different alternative programs. Goal of programs to enhance education. How alternate programs differ from traditional education. Aim of helping the troubled or at-risk student. Discusses successes & failures of various alternative schools programs. Cites examples of failures and successes. How the student populartion has changed. Problem of delinquent youths; behavioral problems. Contends successful schools have a supportive structure & leadership.
From the Paper
"ALTERNATIVE SCHOOLS CAN MAKE A DIFFERENCE
Abstract
The purpose of this study will be to compare the effects of alternative schools and alternative programs. Both success and failure have been reported for each type of program, and success factors have been listed for each. Literature comparing the two programs is lacking. The three hypotheses for this study are that subjects attending alternative schools will show greater improvement in their school attitudes (1), academic performance (2), and school attendance (3), than subjects attending alternative programs. A review of the literature related to the study topic includes the following: an introduction to alternative schools and alternative programs; alternative schools; alternative programs; and additional factors involved in ..."
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Leadership Programs for Inner-City Schools, 2007.
An analysis of the impact of leadership programs for football players at inner-city schools.
14,394 words (approx. 57.6 pages), 58 sources, MLA, $ 249.95
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Abstract
This paper analyzes how disciplinary problems can be reduced in inner-city schools. It suggests that young people can learn to better manage themselves while relating to others. The paper focuses on a high school football program that focuses on instilling leadership qualities in its participants, to achieve this end. It reviews the literature and analyzes the success of these programs.
Table of Contents:
Abstract
Chapter 1: Introduction
Statement of the Problem
Rationale of Study
Chapter 2: Review of Related Literature
Background and Overview
The History of Mentoring
What is Mentoring?
Importance of After School Programs
Programs Found And Research
Economic Considerations
Assessing the Effectiveness of High School Sports-Based Leadership Programs
Data-gathering Method and Database of Study
Chapter 4: Data Analysis
Setting and Participants
Chapter 5: Summary, Conclusions and Recommendations
Summary
Conclusions
Recommendations
From the Paper
"The research clearly showed that participation in extracurricular athletic programs provided high school students with a wide range of beneficial outcomes, including improved academic performance and fewer disciplinary problems. It is reasonable to conclude that participation in such extracurricular leadership development activities will help address many of the fundamental issues facing American educators and students alike in inner city schools, and but such interventions are not without effort and cost. Nevertheless, there are some obvious win-win aspects to such athletic-based initiatives as well, particularly for inner-city students who may have few alternatives available to them. According to one authority, "Teaching students how to live healthy is vital to our society. Physical education teaches students how to develop and maintain proper fitness. Teaching people how they can live longer not only benefits the individual but also society, through a reduction in medical spending due to unhealthy individuals" (Coviello, 1994, p. 6). Despite these findings, though, other authorities cite some fairly isolated examples of how participation in extracurricular leadership development programs either do not contribute to such development or merely provide an avenue for enhancing natural traits there were already present in a given percentage of the participants. Despite these constraints to the positive conclusions noted above, though, these potential downsides are more than offset by the important benefits that many students gain through such active participation. Therefore, the following recommendations are provided."
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School Inclusion Programs, 2004.
A research paper that assesses what is required in order to make school inclusion programs successful.
10,808 words (approx. 43.2 pages), 7 sources, APA, $ 214.95
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Abstract
This is a research paper, which asserts that the attitudes and perceptions of administrators, teachers, and parents have a significant impact on a successive inclusion program. The study attempts to assess the attitudes, beliefs, and perceptions of an elementary school administrator who works in a school that, to varying degrees, attempts to educate all students, regardless of the nature or type of disability. The paper uses this assessment to determine whether the administrator's perceptions have an effect on the success of the inclusion program.
The Leadership Context
Background Information
New York City
New York City Public Schools
Statement of the Problem
Definition of Terms
School Mission and Vision
Narrative Description of the School
Research Design
Research Questions
Conceptual Framework and Model
Method Used to Collect Data
Data Necessary for the Answering of the Research Question
Criteria Used to Interpret the Data
Analysis of Case Study Evidence and Conclusions about Leadership
Recommendations for Educational Leadership
From the Paper
"There are many regulations that the state of New York must carry out in order to implement the proper guidelines of teaching special education. The first regulation is public Law (PL) 94 ? 142 (1975). PL 94 ? 142 guarantees that all children receive a "free, appropriate public education" in the "least restrictive environment" at no expense to the parents. The passing of this federal law has mandated the public policy of inclusion in the latest amended version, the Individuals with Disabilities Education Act (IDEA). IDEA provides that any private or public school or agency gives the appropriate facilities to educate handicapped children with children who are not handicapped in a general educational environment (Reutter, 1994)."
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Middle School Advisory Programs, 2008.
This paper looks at the effectiveness of advisory groups and programs in middle schools.
3,348 words (approx. 13.4 pages), 12 sources, APA, $ 95.95
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Abstract
In this article, the writer notes that middle school is a time of great transition for students, who are simultaneously dealing with physical and social changes, as well as more rigorous academics. To help students manage the transition, many middle schools have begun offering advisory groups. The writer points out that advisory groups may consist of staff and students, meeting regularly to engage in activities designed to benefit students academically and socially. One of the main goals of advisory groups is for each student to have at least one caring adult at the school who knows the student personally. Schools have used advisory groups to help students increase self-esteem, build better relationships with peers and adults, improve academically, and play a positive role in their communities. The writer maintains that advisory groups can be critical to student success, but before one condemns middle schools for often providing ineffective programs, one must first provide a clearer picture of how to develop more useful alternatives. The writer concludes that by building on current research and conducting new inquiries into the scope of the problem and possible solutions, one can move toward a better understanding of best practices.
Outline:
Introduction
Promise and Problems
Working Toward Best Practices
Understanding Future Challenges
Conclusion
From the Paper
"However, advisory groups often have been riddled with problems. A distinct lack of guidance on best practices, as well as inadequate program focus and staff training, has led many advisory programs to be little more than glorified study halls or quiet times. Some schools are looking to change this, through structured activities that include character education, community service, and working with younger students. While schools begin to understand how to structure effective advisory programs, research shows that these programs are likely to face new roles and challenges. For example, researchers believe that advisory groups could help students make better health choices and develop more sophisticated notions of gender identity. However, before advisory groups can reach their full potential at the middle-school level, more research is needed to help schools better understand best practices and how tenets of good advisory programs can be practically implemented."
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School-to Work Programs, 2002.
A discussion of the disadvantages of school-to-work (STW) programs.
797 words (approx. 3.2 pages), 4 sources, MLA, $ 28.95
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Abstract
This paper looks at school-to-work (STW) programs, which are designed to meet the needs of a large portion of today's students - those who are work-bound as soon as they graduate high school. It looks at how many of these programs allow students to enroll as apprentices and accumulate hours and experience towards a qualifying certificate in a specific profession while earning credits towards their high school graduation diploma, as well. It supports the opposing viewpoint of school-to-work programs, arguing that education that concentrates on job training results in graduates who are less adaptable and less able to change occupations without retraining. Without training in liberal arts, many high school graduates have difficulty learning new skills and adjusting to new jobs.
From the Paper
"According to the U.S. Department of Education (2001), in order to create a national school-to-work system, the departments of labor and education provide start-up grants to states and local communities. In addition, the federal government, states and communities can build on programs such as vocational education, technology preparation, youth apprenticeship, career academics, school-based enterprises, job training programs, and cooperative education to create school-to-work systems and transform learning in high schools."
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Exercise and Diet Programs in the Schools, 2002.
Presents an argument for introducing a systemic programs in the school system with the intention of protecting children against obesity.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
There is a very simple question we must ask ourselves: should we take legislative, personal, and systemic action now and make such action a permanent fixture in education, who's sole purpose is to prevent and protect children against the problems of obesity? The answer to this, clearly, is yes. It is hoped that, in this paper, the continued need for developing and implementing a variety of systemic programs whose intent is to tackle this issue of weight will be justified and such programs will continue to be explored and developed in the present and the future.
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Model Programs for Schools & Families, 1994.
Examines several programs for schools & families designed to fight drug use.
2,025 words (approx. 8.1 pages), 13 sources, $ 71.95
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From the Paper
"Model Programs for Schools and Families
Introduction:
Among the many types of programs that have been developed to combat the drug problem are those directed at schools and families. These constitute two distinct types of intervention programs identifiable not only by setting, but by the way the group setting is used in each case. The family is seen as a vital unit in providing a supportive environment for every member of that family. Education within the family group is also intended to bring the members of the family unit closer together so that they solve their problems as a unit for the benefit of individual members. School-based programs are geared toward drug education in a way that complements family and community.."
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School Programs in Bibb County, 2008.
This paper discusses the implementation of the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement (IDEIA) programs in Bibb County schools.
800 words (approx. 3.2 pages), 4 sources, APA, $ 28.95
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Abstract
In this article, the writer notes that in an effort to address failures in the educational system across the country, Congress passed the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement Act of 2004 (IDEIA 2004). The writer points out that the effectiveness of these laws has been challenged in many states and in local jurisdictions. The writer then discusses that Bibb County is one of the areas that has put these laws into force and that has monitored their progress to see how effective they may be, with mixed results. The writer looks at this issue on the basis of the three criteria of efficiency, adequacy, and equity and notes that the system was found to be wanting in all three areas. The writer concludes that efforts have been made to streamline the system and to assure equity, and this process is ongoing throughout the system.
From the Paper
"In Bibb County, Georgia the School Board works with the Georgia Department of Education to implement provisions of the law, and the board reports that since the law has been in place, system test scores have been rising. According to the Board, using Georgia's Criterion Referenced Competency Tests, third graders able to meet or exceed the standards on the Reading portion have increased by eight percent, while fifth graders meeting or exceeding standards on the Mathematics portion have increased 20 percent. If a school achieves Adequate Yearly Progress under the NCLB, based on several factors including test scores, for three or more years in a row, that school earns the distinction of being cited as a Distinguished School."
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