Quiz 12

The influence of Open Enrollment on Scholastic Achievement

The influence of Open Enrollment on Scholastic Achievement

Among Public School Students in Los Angeles


Audrey Soman

3/28/2010

Miami Dade College

Abstract
There has been a move in schools outside the regular neighborhood and has caused a pattern to be formed. This information in this article will be used to help bring an understanding to open enrollment among public schools in Los Angeles. It will also examine the effect of mobility to open enrollment. The data used has showed that open enrollment has been a positive effort. This data will also look at the effect of wealth and poverty in comparison to open enrollment. Although this result does not give a precise meaning for the outcome, it does provide an insight. A positive influence has been seen in motivation, race, socioeconomic status and neighborhoods when it comes to open enrollment. The increased choices in schools still do not reflect attendance in the neighborhood schools. When all this information is comprised it only provides reason why more research is necessary before a conclusion can be finalized, (Suggestions taken from American Journal of Education).


















Parents have always tried to send their children to good schools. They have always tried to search and seek out the best. (Journal of Education chicago) Parents send their children to schools that can convey immediately their expectations. (www.frinstitute.org) There are benefits for students who graduate from high school. There are opportunities for better jobs and higher earnings (Cohn and Addison 1998). Those in favor of open enrollment state that there is a privilege in the quality of education that comes from open enrollment. Others state that school choice will make things difficult for those that are marginalized. Students that have taken advantage of this move have seen that there is more mobility in the educational system. There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003(National Center for education Statistics 2006). This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries (Zubrinsky and Bobo 1996).
Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Hoxby). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Hoxby). There is also another side to this dilemma those parents that are not in a position to choose good schools will be left out. Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Epple 2004). Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Coons and Sugarman 2009). Those in rural and suburban areas will also be able to choose.
The outcome of education is just as important as school choice. Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Capell, Stigletary). Students in Milwaukee on the other hand that attended magnet school academically performed better. Those in Chicago benefitted at first but did not in later years (Hoxby). Regardless of how close the school or school choice homework was an important element to measure motivation of students. The more effort put into academics also was a factor for success (Johnson, Mark, McDill, Natriello and Smerdon). When all data was studied based on Asians, Latinos, Whites, Blacks and Multi, Asians students outperformed all groups. They were more mobile when compared to their peers. Whites who attended schools outside their zones ranked even higher than the Asians. Here is a good example to look at socioeconomic status. Wealth was a determining factor when comparing above average schools (American Journal on education).
There also seems to be a significant achievement gap when comparing whites, blacks and Latinos who attend schools outside of their neighborhood zones. Asian and Latinos score high on scholastic achievements but no other significant difference when comparing the other groups. On the other hand Asian who attends schools outside their zones scored higher than those in the neighborhood schools. There is a hypothesis to this result that states Asians are more like to spend more time studying about three hours more and doing homework to ensure their educational success. Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Harris and Herington). Students in Title 1 Schools are shown to perform lower than any other group (American Journal on Education). When looking at the Asian students those attending schools outside their neighborhood and those within they still performed better (American Journal on Education).
When students are in smaller classes from K to 3 and a class size of 13 to 17 students, this has also turned out to be a factor in achievement. Students who are constantly kept in smaller classes perform better on test score. This may contribute to teacher identifying those students that require extra assistance (Konstantopoulos). School choice can also contribute to parents choosing segregated schools for their children. White students are still attending better schools regardless of wealth and minority students are influenced by wealth. As a result whites have an advantage in attendance patterns and scholastic achievement (American journal on Education). Although wealth may not be an issue those that can afford to live in better neighborhoods also have the schools that are better so geographic should be included in the context on achievement. Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools (Brown and Pollitt 2001). Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Yan der Klaauw 2008). This research only makes it clear that the pathway to education is complex and it takes everyone involved to ensure success (American Journal on Education).
















References
American Journal of Education (abstract), Wealth was a determining factor when comparing above average schools (Para 3 sent 7-11 pg 4) (Para 4 sent 1-4 pg 4) (Para 5 sent 10 pg 6). Brown and Pollitt Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools ( Para 4 sent 7-8 pg 5).
Capell and Stigletary The outcome of education is just as important as school choice Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Para 3 sent 1-2 pg 4).
Cohn and Addison There are opportunities for better jobs and higher earnings (Para 1 sent 5 pg 3).
Coons and Sugarman 2009 Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Para 2 sent 5 pg 4).
Epple 2004 Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Para 2 sent 4 pg 4). Harris and Herington Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Para 4 sent 5 pg 5). Hoxby Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Para 2 sent 1 pg 3). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Para 2 sent 2 pg 3). Those in Chicago benefitted at first but did not in later years (Para 3 sent 3 pg 4).
Johnson, Mark, McDill, Natriello and Smerdon Regardless of how close the school or school choice homework was an important element to measure motivation of students (Para 3 pg 4 sent 5-6). The more effort put into academics also was a factor for success
(Journal of Education chicago) They have always tried to search and seek out the best (Para 1 sent 1 pg 3).
Konstantopoulos This may contribute to teacher identifying those students that require extra assistance (Para 5 sent 1-3 pg 5).
National Center for education Statistics 2006 There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003.
(1998Psacharopoulos) (Para 1 sent 6- 9 pg 3).
(www.frinstitute.org) Parents send their children to schools that can convey immediately their expectations (Para 1 sent 3 pg 3).
www.journal.uchicago.edu
Yan der Klaauw 2008 Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Para 5 sent 9 pg 5).
Zubrinsky and Bobo 1996 This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries ( Para 1 sent 10 pg 3).

Quiz 11

Demographics of Service Learning Hours

Demographics of Service Learning Environment
I will be conducting my service learning hours experience at Amelia Earhart Elementary School in Hialeah. This school is located in a predominantly Hispanic community. This school is a Dade County Public School. The person I am assigned to observe for my experience is Mrs. Jobson. Mrs. Jobson is a first grade teacher at this school and has been for over eighteen years. Mrs. Jobson is a Black American teacher with a Caribbean background. Mrs. Jobson has been teaching for thirty eight years.
Mrs. Jobson first grade class has a good ratio of boys and girls and comprises a total of eighteen students. At the time of my service experience Mrs. Jobson had two more students added to her class. All of Mrs. Jobson first grade class is Hispanic. There is not another ethnic group represented in this classroom other than the teacher. Regardless of this fact the learning experience is not hindered in any fashion. All the students in this school are preparing and finalizing the work in order to take the F.C.A.T. and S.A.T. testing. Mrs. Jobson first grade class will take the S.A.T. and not the F.C.A.T.
Mrs. Jobson first grade class exhibits a cooperative approach to education. Students are grouped and arranged in this style and teaching and learning is also conducted using this approach. Mrs. Jobson teaches math, science, art, music, physical education, and social studies for this grade. This school uses a split teaching approach. For reading, and language arts are taught by another teacher. Therefore, the school schedule is split. The first half of the morning the students are with Mrs. Jobson and for the other half of the day with Ms. Bonnet. Then for thirty minutes in between the split a teacher comes in and teaches only Spanish to the students. Then for the last thirty minutes of the school day the students return back to Mrs. Jobson and the other students return back to their teacher. This school welcomes the community to be a part of the school. This school also provides workshop for the people in the community. During my service learning hours the other teachers and staff members I encountered treated me with dignity and respect.

Interview of a veteran teacher

Interview of a Veteran teacher
03-18-10

The person I conducted my interview with was Mrs. Jobson. Mrs. Jobson is the teacher that I was assigned to in order to complete and conduct my service learning hours with. Mrs. Jobson is a Black American teacher with all Hispanic classrooms of first grade students. In this classroom setting multicultural experiences is a plus and multicultural does not inhibit the students or the teacher. The major focus is all about education. First question to Mrs. Jobson was how long she has been a teacher. Mrs. Jobson informed me that she has been a teacher for thirty eight years. She has been at Amelia Earhart Elementary School for a little over eighteen years.
Next question I asked her was why she chose to become a teacher. Mrs. Jobson told me that she came from a family of educators. She knew she would be an educator but when it was time to attend college she decided to become a nurse, and try something different. Actually when the final decision had to be made she chose education or one may say that education chose her. So off she went to the University and obtained her degree as an educator. My next question to her was why she chose early childhood education and not upper level or advanced level or education. She told me that to her all students are like a blank slate. The earlier one can make an impression on that slate the better. She stated that upper and advanced level of education the slate has already been made. At the early childhood education stage as a teacher she gets the opportunity to be the molder of that slate.
Mrs. Jobson said she views each student the first day of school and sees what lasting impression she can make in their lives. To her to be a teacher means to touch a life. My next question to her was this, your main reason you decided to remain a first grade teacher. Yes she stated. She continued to tell me that when she was growing up about her childhood educational experience. She said that there were many teachers that affected her life and some that was damaging. She said at that moment she was determined to become a teacher to change the ills that occurs early in education. She said she believes that she could always make a difference in the life of a student for the better.
I asked her what she thought was her most rewarding educational experience. She said on the first day of school she gets a new set of students to work with. Many from all walks of life with work to be done. Her most rewarding experience is when she takes a child under her wings that may have difficulties and at the end of the school year look back and see the accomplishment that was made in that individual’s life. To her this is the most rewarding part of her job.
I asked her how she incorporates cooperative learning in the classroom. She stated that the entire desk are arranged in such a way that students may work independently or as a group. Most cooperative learning is done during Science and Social Studies where students can work together as a group. I also wanted to know her standards for behavior. Unacceptable behavior is addressed immediately with a verbal warning. If that does not modify the behavior then a time out is given. The next step is to remove points. The teacher has a point system set up where students are all given high points at the beginning of each day. As the behavior requires adjustment so does the points with color codes and before the day is concluded based on the color code a reward is given as simple as a sticker, happy face or a treat. The others are told that tomorrow starts a new day to work towards receiving and keeping the points. If the behavior truly needs to be addressed then the student is sent to the office where the parents are called. Sending students to the office is truly the last attempt to modify the behavior, usually by the time points are taken away adjustments are made to correct the behavior. These approaches are also used for disruption during class time.
I noticed that Mrs. Jobson’s class is filled with colorful decorations. She told me that not only does the decoration add color but each chart, sign, symbol or anything used in the classroom it also has an educational meaning behind it. I looked closer and it did. Charts had days of the week, months or the year, achievements, rules, time and the list goes on and on. Next question was how you deal with different learners that are in your classroom. She proceeded to tell me again the seating in the classroom also serves that function. Each group has a number and according to the group she has identified the different learners in her classroom. The students that require the most attention was placed up front and as one encircled the room the seating arrangement was more clarified. Later when I went back I noticed that the arrangement had changed again as she told me that she had to make some adjustments once again. So the seating arrangements work best to determine the different classes of learners.
I also wanted to know how she stays informed with the parents as to what is going on in the classroom. In her class most of the parents are there to pick up the students at the end of the day or they drop them off in the morning. Here she is given the opportunity to do a one on one with the parents and need be the students. I also wanted to know how technology was integrated in the classroom. There are three computers in the classroom that the students may use. During the lesson time she is able to determine who goes on the computers and the time frame they are allowed to stay. I saw her used a time clocked and when the interval was over the next student who turn it was to use the computer went on the computer. She tells then who will use what computer and what the lesson to be used is logged on in the morning usually after attendance is taken.

My final question to her was what she considered to be the most challenging part of her job. She told me discipline. She has noticed that there seems to be more discipline issues that has to be constantly addressed compared to years prior. The other issue was helping students stay on task and remained focus. Most students today are more distracted for whatever the reason may be but as a teacher learning requires attention and focus and a teacher has to grasp that focus and hold on to it. I then thanked Mrs. Jobson for the opportunity of working with her. This concluded my interview with a veteran teacher name Mrs. Jobson.

Day Five Service Learning Hours

03-18-10
Today is Thursday day five of my service learning hours with Mrs. Jobson and her first grade class. Today was the first day after taking the S.A.T. test and also picture day. All the students came dressed up and prepared to be photographed. Much attention was on the clothing what each person wore for this day. Reason being this is a uniformed required school so each student is accustomed to seeing their fellow classmates in uniforms just like them, but it was different today.
Regardless of this event to take place the emphasis was still on focusing on school and getting the materials covered and the work done. Mrs. Jobson continued to give test for the morning segment because the grading period for this nine weeks is about to conclude. Now the big moment arrived and Mrs. Jobson’s class was scheduled to take their pictures. All the students became overtly excited so much that one of the students decided to conduct playtime. Noticing that the behavior was getting out of control Mrs. Jobson stepped over and addressed the student that was causing a major disruption. The student decided she wanted to continue and not respond to the teacher’s request to settle down.
That student went as far as falling on the floor and rolling over. Mrs. Jobson addressed her again and she continued. By this time this student have caught the attention of the others and continued. Mrs. Jobson pressed upon her to stop and when her request was not taken the school security was alerted. The security came over and when the student saw her she decided to pick herself off the floor. Then the security personnel spoke to her in a firm manner and advised her of her actions and the consequences that will follow if the behavior did not cease.
Needless to say the action came to an abrupt end. All the other students eagerly watched and waited to see what was happening and also waiting patiently for their turn to be photographed. After this all student went back to the class to practice for an event they were going to perform in. I got the opportunity to see that as well. I also got the opportunity to see protocol at work in the event of a student that fails to comply with rules and regulations. I got the opportunity to discuss the situation with Mrs. Jobson and realized why the security had to be called. That was done to prevent that student from harming herself and perhaps endangering others around her.

HE.K.B.3.3: Recognize the consequences of not following rules/practices when making healthy and safe decisions.
Depth of Knowledge: N/A Date Adopted or Revised: 12/08
HE.K.B.2.3: Identify the appropriate responses to unwanted and threatening situations.
Depth of Knowledge: N/A Date Adopted or Revised: 12/08 Standard: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Quiz 10