The Early College Initiative at CCNY was started in 2005 to develop and support a local 6-12 school called City College Academy of the Arts (CCAA) located in the Washington Heights area. We focus on helping our students not only to earn up to 60 college credits while in high school, but to also develop those skill sets that are going to make them successful college students. We ensure that our students understand that a college degree is accessible, affordable, and attainable. We do this by starting the college awareness process in our 6-8 grades and build on that momentum in grades 9-12. Students are dual enrolled and start taking their first college course in the 9th grade and start to come the CCNY’s campus in…
In recent years, the Oakland Unified School District (OUSD) has made progress towards its ambitious vision of all students graduating from high school as “caring, competent and critical thinkers, fully-informed, engaged and contributing citizens . . . prepare[d] to succeed in college and career.” Since 2012, for example, the reading proficiency of high school students has nearly doubled from 19% to 38%. Yet OUSD continues to face significant challenges, and consistently trails the State of California and surrounding counties in academic proficiency as measured by the Academic Performance Index. In 2014, for example, 56% of students in the state were proficient in English while 43% were proficient in OUSD. There are also disparities upon…
The federal government has changed the ground work and the organization of scholastic lessons in the educational systems in 2001 with the “No Child Left behind Act”. The law say that each state is to embrace English Language Learners in the state assessment and evaluate the student’s language skill “with valid, reliable assessments in the areas of oral language and reading and writing skills, more specifically comprehension, speaking, listing, reading, and writing”(Cook, 2007). The requirements of these assessment also include assisting in the students’ accomplishment of the state’s academic achievement standards. Since the federal standards has been made to the educational system there needs to be a new method created and evaluated in the way that states and schools can continue adjusting and properly evaluating English Language Learners.…
Some examples of indicators that a student might be at-risk that would be covered in this program would be students that live in a high growth rate or unstable school districts. The students that come from low income families and have low academic skills should also be covered in the report. Students with parents with little education or did not learn English as their first language (Rozycki, 2004). Students with low self-esteem are also at risk students. Any student that meets with these criteria’s need to be addressed in the at-risk student report and the implication of a program to help them (Ogle, 1997).…
There are a total of 20 students in the class, which displays the following demographics: 50% Caucasian, 20% African-American, 20% Hispanic and 10% Asian. The class distribution includes 12 boys and 8 girls, and a total of 5 ELLs. Two students have an active IEP, and five students have been identified as gifted and talented. The language level of the students is classified as the elementary or intermediate level of English language proficiency.…
Ms. Czapski’s 1st, 2nd, 5th, and 6th Hour Advanced Placement English Language and Composition Classes…
The Phillipsburg school district of New Jersey has taken the issue of at-risk students very seriously by setting up an afterschool program to assist students facing the problem of low SES (socioeconomic status). Students who come from a low SES family face issues that interfere with academic success, such as low income families, lack of parental involvement, low exposure to school-related experiences, and so on (Axia College, 2005). The Phillipsburg school district has incorporated…
Before reading the book Voices: African American and Hispanic students’ Perceptions Regarding the Academic Achievement Gap, I had a sense of what it meant to be a Hispanic student in the United States. However, it wasn’t until after finishing the book that I’ve become conscious of the daily struggle and rigid challenges Hispanic students like me go through in their pursuit of succeeding in their education. Out of the 25 findings present in the book, the findings that capture my attention are #14, #15 and #25. I have personally seen and lived through situations where these findings have been present, and I know the enduring impact that they can have on a student’s education and life. These findings state that many students live in home environments that are not conducive to academic success, that our parents have a limited academic background and/or lack English proficiency, and that people have negative opinions regarding Hispanics. These barriers can prevent Hispanic students from achieving a greater academic success than they are capable of.…
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This problem can be seen in the students that live in the Rio Grande Valley, also known as “The Valley”. “[The Valley] is a low-income, majority-Latina/o, border, rural community” with significantly lower high-school graduation rates and college attendance rates than the rest of the state (Cabrera, López, and Sáenz 233). The lower percentages of students from this area can be attributed to barriers such as “financial difficulties, teachers limited in their abilities to teach college knowledge, and the inaccessibility of counselors” (Cabrera, López, and Sáenz 239). The reason why many students face financial difficulties when they are trying to go to college is that many of these are from low-income families. The limited ability of teachers in The Valley to teach college knowledge can be attributed to the fact that schools in the area emphasize standardized testing, as “high school courses were heavily focused on preparing students for the [TAKS] exams,” leaving teachers with little time to teach about knowledge and skills necessary for college (Cabrera, López, and Sáenz 240). As a result, students are not often equipped with skills that will help them in college. The inability of students to have access to counselors can be attributed to the feeling that many students have “that there were too few school counselors given…
America is growing and changing, and the fastest growing minority group is the Hispanic population. The 2010 United States Census Bureau data shows the Hispanic population grew from 35.3 million people in 2000 to 50.5 million people in 2010. That increase accounts for more than half the population growth in America over the last ten years. The Hispanic community is going to continue to grow and contribute to our society in big numbers. It is important that they successfully complete their baccalaureate degree because higher education plays an important role in the economic development and leadership roles in the United States (Castellanos and Jones 149). Unfortunately, graduating from college as a Hispanic in America is difficult. According to the National Center for Education Statistics (NCES), in 2009 the percentage of Hispanic students enrolled in college was 12 compared to 62 of White students. Of that 12% only 8% graduated with a Bachelor’s degree compared to 71% of the White population. It is crucial to find out what factors prevent Hispanics from obtaining a degree and what changes need to be made to help them reach their goals. As the number of Hispanics enrolling in college increases, the resources colleges and universities provide should be increasing as well. It is clear that Hispanic students are trying to succeed in college; however, it is not their fault if they do not have the proper resources to utilize their full potential. Many students are the first in their family to attend college and that brings in different factors that make their transition into college difficult. Low socioeconomic status, infrequent interaction with faculty and administration, lack of guidance from family, and poor quality secondary education are some factors that make it difficult to ease into the college experience (Garcia 840). It is important for Hispanics to get a college education not only for themselves but for society and future generations.…
Most recently, Ms. Salazar’s 6th period English has been affected by the increase of class population. The class gained four new students since the last semester, jumping up to thirty-two students from an already high twenty-eight student classroom.…
The Community College Research Center (CCRC) concluded that student success classes benefit the students and that enrollment in these classes, " has a positive marginal effect on a student’s chances of earning a credential, persisting, or transferring" (Zeidenberg, et al., 2007). By time that the Intensive English students enroll for a Student Success course with first-time college students, they have spent at a minimum of two semester terms as a student in Intensive English and are not first-time students – yet the curriculum continues to be geared to that first-time college student.…
In America we have a society that allows our students to not try their best in school. Students wake up knowing that they don’t have to try as hard because they will receive a passing grade. Daniel exposes how students are under prepare for college because they lack the knowledge being taught in high school. They do not pay close attention because again they expect or they feel that they are entitled to a good grade.…
On Monday, March 13th, I observed one of the six 2nd grade classes at John F. Kennedy Magnet School in Port Chester, New York. There were twenty-three students in this class, ten girls and thirteen boys. 96% of the students were Hispanic, ten of them were English Language Learners, and six of them had IEPs. The classroom’s educational team consisted of Ms. B. the general education teacher, Ms. P. the special education teacher, Ms. I the teaching assistant, and Ms. G. the teacher aide.…