Improving Schools in Economically Disadvantaged Areas

Research Methods

To understand more about the projected plans, I will clarify main ideas
1. The correlation between economical disadvantage and school achievement
2. Research the economical, social and mental problems associated with economically disadvantaged schools
3. Research the characteristics of effective school systems
4. Data analysis and recommendation report

My report will be explained in the following discussion.

Task 1. The correlation between economical disadvantage and school achievement

Studies indicate that economical disadvantage has a negative effect on school achievement. Schools residing in economically disadvantaged areas are less likely to achieve satisfactory results due to unfavorable circumstances. Students in such schools face difficulty fulfilling their needs. The lack of educational resources and the unfulfilled economical needs of students makes schools success challenging. (((( Recent research has shown that teachers in schools facing challenging circumstances have to work much harder and be more committed than their peers in more favorable socioeconomic circumstances. 1 ))))
These findings clearly indicate students’ success is highly dependent on the quality of education they receive. Improving schools in disadvantaged areas will help improve students’ academic success. Most of the information for my research is obtained from governmental websites.

Task 2. Research the economical, social and mental problems associated with economically disadvantaged schools

In task 2, I try to asses the long term problems that result in attending economically disadvantaged schools. Most people are not aware of the economical, social and mental outcome of such schools on students. This explanation will help address the issue more easily.
Students who attend disadvantaged schools are less likely to economically succeed. This low educational achievement results in high levels of unemployment. Moreover, lower levels of education are strongly linked to lower incomes. The difference in earnings between college graduates and people who have completed their secondary education is greater than people with lower levels of education. Studies also indicate that the differences in employment rates between men and women are widest among low educated groups. This is a clear indication that a good quality education provides economical benefits.
In terms of social advantages, people who received a good quality education are more likely to have higher life expectancy. Also, people with higher levels of education have higher satisfaction with life. ((((( Apart from raising income levels, a quality education has the potential to help individuals develop skills, improve social status and gain access to networks that could lead to enhanced social outcomes. 2 )))) Students who attend quality schools obtain the social advantages that come along with it. Recognizing these social advantages helps address the problem more easily.
Schools in deprived areas are not only limited to socioeconomic problems. Students who attend such schools are more likely to face mental health issues. Low socioeconomic status is associated with mental stress, personality and mood disorders, higher rates of suicide and alcohol and substance misuse. (((( Schools in disadvantaged areas have to work much harder and be more committed than their peers in more favorable socioeconomic circumstances so as to tackle these issues. 1)))))
Many research organizations have clearly studied the impact of low quality education on individuals and the society. I carefully reviewed the correlation between a low quality education and its economical, social and mental outcomes. Critically analyzing these outcomes is the best way to understand the issue.

Task 3. Research the characteristics of effective school systems

The purpose of Task 3 is to answer the question: “What are the key characteristics of effective schools?”
It is a long process to build a strong learning community. Many studies have provided the common key determinates of school effectiveness in elementary and secondary schools. These general procedures can help students achieve more in school. In their article, G. Sue Shannon and Pete Bylsma have indicated that a strong leadership is one of the key component in creating a well educated society. School of high quality have effective leaders. These leaders are actively involved, have a clear school mission and help create a positive school environment. A supportive learning environment is another factor. By providing adequate resources, by sustaining engagement in learning and by celebrating students’ success we can create a positive learning environment. Professional trainings also help staff members improve their skills. Effective teacher skills and qualifications lead to greater student achievement. High level of family and community involvement is also encouraged. The responsibility should not be limited to teachers and staff members, but also families and the community. Family and community involvement should play a central role in schools achievement. Becoming a high-performing school may take years of sustained hard-work and commitment and such basic guidelines can help increase student learning and achievement.

Task 4. Data analysis and recommendation report

My information was obtained from a reliable source. The report is organized to be easily understood. It can also be revised to make the necessary changes. The report helps provide ideas on how to achieve a quality education in economically disadvantaged schools. Revising the report will helps make the necessary changes in schools.

Results
This section will provide the results obtained from our research. For each task listed, I present the information that was obtained.

Task 1. The correlation between economical disadvantage and school achievement

The negative effect of economical disadvantage is reflected in most public school in United States. In most cases, schools located in deprived areas face several challenges when it comes to improving students performance. (((( Schools in deprived areas have to work harder to improve and stay effective, find it harder to improve, and are more likely to suffer steep declines.1 )))) Schools in such areas need consistent effort to achieve the same level of success.

Figure 1 student musical
In most cases students in economically disadvantaged schools perform lower in their academic performance (((((( 1))))):
Ÿ Such schools generally perform lower on standardized achievement tests.
Ÿ Economically disadvantaged schools have less demanding graduation requirements.
Ÿ Students for deprived schools are less likely to complete a bachelor’s degree or advanced degrees by their mid-20s.

Resourceful schools improve levels of students performance and achievement. The importance of school improvement strategies can be easily reflected on students success.

Task 2. Research the economical, social and mental problems associated with economically disadvantaged schools
A quality education provides students economical, social and mental advantages. Students who have not attended high quality schools are less likely to achieve better results. They have lower chance of going to college and graduating from that college. This means lower earnings and lower living standard. Also, women are less likely to get a job if they don’t have educational qualifications. Unemployment rates are also higher among people with less education. A quality education is necessary for improved living conditions.

Figure 2 Unemployment rate among different educational levels

Well educated individuals perform better socially. A quality education is proven to give best results in social advantages. Students who receive a quality education:
Ÿ Develop skills in fields such as music, art, writing
Ÿ Have access to networks that could lead to enhanced social outcomes
Ÿ Have stronger civic engagement in terms of volunteering and other community and political projects. Students in disadvantaged schools are less likely to acquire these social advantages

Figure 3. A local high school conference

Socioeconomic disadvantages can have a strong effect on mental health. As indicated above, students who are from economically deprived schools are more likely to face mental stress, personality and mood disorders, higher rates of suicide and alcohol and substance misuse. The low levels of students achievements trigger these metal problems. Task 3. What are characteristics of effective school systems?
Most disadvantaged schools don’t put much effort in providing a high-quality education. When we are trying to improve the performance of students, it is necessary to create a strong learning community. These can take much effort. However, there are some basic guidelines that are sought to improve student success.
In their research article, Shannon and Bylsma (2007) have listed the general framework for improving elementary and secondary schools. These basic guidelines are listed as follows:

Ÿ Effective school leadership
Ÿ A clear shared focus
Ÿ High levels of collaboration and communication
Ÿ Curriculum, instruction and assessments aligned with state standards
Ÿ Frequent monitoring of learning and teaching
Ÿ A supportive learning environment
Ÿ High levels of family and community involvement

These basic guidelines help establish a quality education. Implementing these ideas and strategies can have a huge impact on students success. It is hard for economically disadvantaged schools to easily practice such procedures. However, through hard work and commitment such schools can achieve the same level of success as high performing schools. Also, by comparing and contrasting these seven characteristics of high-performing schools with low-performing schools, we can easily understand what it takes to help disadvantaged students reach their high levels

Improving Academic Success in Economically Disadvantaged Schools: A Recommendation Report

Prepared for: Prof. Eric Bond, Professor of Writing for Technology and Business Montgomery College

Prepared by: Ephrata Gorfu

May 08, 2013

Memo

Date: May 08, 2013
To: Prof. Eric Bond, Professor of Writing for Technology and Business Montgomery College
From: Ephrata Gorfu, Current student Montgomery College
Subject: Recommendation Report for Improving Academic Success in Economically Disadvantaged Schools

Attached is the report for the study, “Improving Academic Success in Economically Disadvantaged Schools: A Recommendation Report.” I completed the research for my proposal on May 01, 2013: studying the correlation between economical disadvantage and school achievement, researching the economical social and mental problems associated with economically disadvantaged schools and researching the characteristics of effective school systems.

To obtain the information, I relied on secondary research. I studied several articles concerning economical disadvantaged schools. Finally, I collected and analyzed data for the report.

My findings suggest implementing basic guidelines that are sough to improve student success. The procedures I provided are very helpful in building a strong learning community. In addition to implementing such procedures, family and community involvement are strongly encouraged to get the excepted results.

I appreciated the opportunity you gave me in writing this study. If you have any questions or comments, please contact me at [e-mail][->0].

Table of Contents

Executive Summary ……………………………….........................

Introduction ……………………………….....................................

Research Methods ………………………………..........................

Task 1. The correlation between economical disadvantage and school achievement Task 2. Research the economical, social and mental problems associated with economically disadvantaged schools Task 3. Research the characteristics of effective school systems Task 4. Data analysis and recommendation report

Results ………………………………...............................

Task 1. The correlation between economical disadvantage and school achievemen Task 2. Research the economical, social and mental problems associated with economically disadvantaged schools Task 3. What are the characteristics of effective school systems

Conclusions ………………………………........................