Change in research .....Using socioeconomic status to gain insight in student achievement

Using socioeconomic status to gain insight in student achievement. Behavior is still a vital point in the plan, yet I will not be using a one student to obtain personal information (no IRB).

School Inequities

Brian Kelly

EDLD 5397 Supervision Internship-FA2 11-EA1266

Professor Dr. Diane Mason

October 23, 2011

School Inequities

     A school’s socioeconomic status was once, and still is, viewed as a handicap that deters students from prevailing and developing into good students. While the fact that a schools resources can be lesser or greater than other schools, the simple explanation on why certain schools fail to develop into educationally developmental factories is due to their socioeconomic status is false. Many findings reverse the assumption of the above mentioned belief, like findings by Douglas Reeves (2003). Findings derived from the Coleman Report offer evidence that socioeconomic status does affect a child’s educational development, yet not the schools socioeconomic status; as stated by Cornelius Riordan (2004). The Coleman Report based the inequities of schools on the individual student and their family characteristics rather than the characteristics of the school as a whole. The updated fact is that schools that possess low SES (socioeconomic status) students can be just as effective as schools with economically privileged students. The characteristics of the school, the teachers and curriculum have more of an impact on a child’s educational development than anything else; as stated by Douglas Reeves (2003). With the information researched this author is going to try to emulate and create certain interventions that could help an underperforming school become a school that breeds positive student development.

     According to Riordan (2004), “the results of the Coleman Report led to the conclusion from lower-SES backgrounds did poorly in school had more to do with the students themselves, their families, their community, their culture, and possibly even their genetic makeup” (p. 110). Peer influence is a major focal point in the Coleman Report as well. According Robert Kahlenberg (2001), “the report found that a student’s achievement appears to be “strongly related to the educational backgrounds and aspirations of the other students in the school…. Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels” (paragraph 6). In other words, if a school mixed up their racial/cultural demographic that school would be a better provider of overall success for all of its students. James Coleman’s conclusions that family had a significant impact on a child’s education are true, in this author’s belief, yet the fact that the quality of the school has little to no significance on the child’s development is untrue. According to Riordan (2004), James Colman found that “Whatever differences did exist in school quality (facilities, curricula, teacher characteristics) had very little influence on student test score performance” (p. 109). The above statement is widely debated, if a student’s teacher does not have the qualifications to teach the specific subject/topic or grade, than that student is going to do worse on their assessment and education in general than a student that possesses teachers with appropriate qualifications.

     According to Reeves (2003), “The keys to improved academic achievement are professional practices of teachers and leaders, not the economic, ethnic, or linguistic characteristics of the students” (paragraph 29). The quality of the teacher has everything to do with the educational development of the student. Better qualified teachers produce better qualified students due to their interest in the students and their abilities explain the curriculum. President George W. Bush’s No Child Left Behind Act (NCLB) called for more and better qualified teachers, this implementation has raised assessment scores throughout the country. Teachers also must collaborate with one another on their teaching techniques in order to produce the most appropriate instruction, as stated by Reeves (2003). Teachers must provide many assessments that leave room for improvement and the teachers must provide appropriate feedback on the student’s assessments and class work, in order to provide chances for improvement and appropriate development; as stated by Reeves (2003). Academic achievement must also be the main focal point of a class and a school, preaching and displaying achievement breeds success no matter what the demographics of the school is; as stated by Reeves (2003). Reeves agrees with Coleman that family and peer influence can affect a child’s educational development, yet the more important variable is that of the school’s overall characteristic which goes against the findings of Coleman.

     Other interventions may cure the underperforming school; possible extra incentives for achievement, upgraded head start programs to include more than just low SES families, and more of a focus in preschools. According to Gary Klass (2001), “For example, Doris Entwisle et al. offer recommendations more closely tied to recent research demonstrating that good preschooling, enhanced summer programs, and programs targeted to poor children in the early grades can reduce achievement gaps” (paragraph 3). According to this author, more teacher training and extended school hours will create positive growth for an entire school and the individuals that inhabit the school. School characteristics are extremely influential to the overall development of a child.

     Overall, Reeves’s (2003) research provides better solutions on how to cure the inequities present in some schools. The demographics of certain schools and students are sometimes unchangeable, yet the way a school is ran and how the curriculum is taught is easily changeable. Coleman’s Report gives very informational data on why family influence is so important in a child’s educational development, yet the report offers very little interventions on how to cure the problem. A schools socioeconomic status is important, yet the overall achievement of student success lies with the characteristics of a school.           

References

Kahlenburg, R.D. (2001). Learning from James Coleman. Public Interest, n.a.(144), 54-

     74. Retrieved October 18, 2011, from ProQuest Direct database.

Klass, G. (2001). A Notion at Risk: Preserving Public Education as an Engine for Social

     Mobility; Kahlenberg, Richard D. Perspectives on Political Science, 30(4), 251.

     Retrieved October 17, 2011, from ProQuest Direct database.

Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond.

     Retrieved Sept. 28, 2011, from http://www.sabine.k12.la.us/online/leadershipacadem

     y/high%20performance%2090%2090%2090%20and%20beyond.pdf

Riordan, C. (2004). Equality and Achievement. New Jersey: Pearson Education, Inc.

    

Week 5

Brian Kelly

·         Lectures

·         Readings

·         Searches, like electronic searches of topics and questions

·         Assignments and activities

·         Discussion Board

·         Blogs

    I have learned a tremendous amount in this course, not only will I use the information learned in my educational world yet I will use the information in my world as a father and all other aspects of my life. The lectures have been informative and very helpful in my action research project. The professors have set up a clear and concise format to follow in my action research plan. This was something very new to me and their help was priceless in setting the ground work for my project. The readings have explained possible subjects for research and they have also elaborated on the lectures given already. The readings were very simple and easy to follow; this made the class fun and exciting. The readings created curiosity and a need to learn more. All of my searches were done through Google and or blogging. The electronic portion of this course was something I would have never ventured into if I had not taken this course. Blogging was something that never made any sense to me, yet the information gained from others through their blogs was extremely valuable and it also created an atmosphere of collaboration which is an area that all educators need to build on. The replies on my blog have helped me advance my research project and also gave me the confidence that my research project was important and helpful. The assignments and activities definitely created collaboration. Reading the discussion posts was the most helpful part of the assignments. Critiquing other peoples discussion board posts helped me see areas where I needed to work on as well. Overall, this has been an experience that will help me become a better administrator in the future. The action research project will help me focus on other areas of improvement in the school system of today and in the future.

Comments on Agreed Action Research Plan

Comment #1:  “Has your school turned to the PTA to help provide supplies to students? This is something you could address during your research. The PTA could also be a resource for funding for field trips, books, and school spirit wear that the students would have a difficult time paying for.”

This comment was very helpful and will be extremely effective in my action research plan.  During week 2 and 3, I will be conducting a PTA conference in order to increase funds for these economically deprived students.  I didn’t think of going to the PTA at all and am thankful for this comment.  I will have an added resource to help my proposed research plan.

Comment #2:  “I like your topic. Is your school a Title I school, if so there are funds that should be set aside for resources and supplies. Encourage your departments to spend money on basic supplies so it doesnt become an issue. Some committed teachers will also spend money during back to school sales (Its tax deductible). Also look and see if businesses are willing to donate items that students can use. Many business will give in the spirit of educating our students. Great Topic. Good luck in your findings.”

One of my schools is a Title 1 school, yet the other is not.  The one school that is a Title 1 school does set aside extra monies for those students in need.  We are developing an outreach program through teachers and staff in hopes of possible clothing donations.  In the closing of my action research plan, I will ask local businesses and military to help donate bikes and extra toys for these students.

EDLD 5301 Week 3 Action Research Plan

Action Planning Template
Goal: Create extra/support resources for those students who are economically disadvantaged and who possess behavior issues.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Find one to two students who have economic/behavior problems	Brian Kelly Brandon Bills Beth Meyers Principal’s at participating schools	3/21/11-4/1/11	Class Roster, Free lunch list	Determine if these students are appropriate for the research. Review findings with teachers and principals, can we help these students?
Receive permission from school and parents to conduct research	Brian Kelly	3/28/11-4/1/11	Parent contact information	If parents are not ok, what can we do within our rights as educators without permission?
Examine already provided resources/support for these students.  Examine classroom and school setting/schedule	Brian Kelly Students’ teachers	4/8/11-4/22/11	Students’ teachers documentations of behavior track and support used.  School supply list and school budget/funding review.	On top of already used resources, what support could the students benefit from?  Does the school have the added funding to provide this support?
Use added resources/support in order to prevent behavior issues.  Look for possible antecedents for behavior problems, and then use added rationales/resources to prevent breakdowns.  Give students extra supplies that they lack and see if that helped with their self efficacy.	Brian Kelly Brandon Bills Beth Meyers Principal’s at participating schools	4/25/11-6/3/11	Extra school supplies, data sheets, teacher documentations, parent documentation/ involvement, school counselor input, student input	What added resource helped and how can we create this opportunity for students who possess the same issue district wide?

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

EDLD 5301 Week 2 Reflections

 Reflect on what you learned from watching and listening to each of these scholars.

    I learned a lot from watching and listening to these two scholars. I learned that if you know what you are looking for and what you are talking about, you exude a certain confidence which these two gentlemen showed in their interviews. From Dr. Briseno, I learned that collaboration is key and if I have a problem in the future than I should read/research the problem. Take others advice and use it, don’t re-invent the wheel! Dr. Lewis taught me a lot as well. In the future I will contain an action research project on only those issues that are practical to my school. Find out information that is only relevant to my school. Research done solely for my school will increase teacher interest/participation which will ultimately help those students who are affected even more. Great interviews!

EDLD 5301 How Educational Leaders Might Use Blogs

Educational leaders could use blogs to gain information and to inform.  Their staff could view their blog weekly to gain new and old school information.  Weekly reminders along with important upcoming dates would help ease teacher and staff anxiety.  The educational leader could also use this as a tool for communication and collaboration.

EDLD 5301 Action Research Week 1

Action research is research done by an individual who sees an issue in their environment.  The individual conducts research in order to come up with resolutions to that specific issue/problem.  The practioner collects data and interprets that data to conform a conclusion to their hypothesis.  These practioners have come up with their own hypothesis on how to fix an issue because they are the ones that deal with the issue on a day to day basis.  This is what makes action research different from other research processes; the researcher is the practioner rather than an outsider.

Traditional education research brings in outsiders to try to solve a problem rather than relying on the administrator and staff to collaborate and solve the issue.  One reason why traditional research is problematic is because no administrator wants to admit their problem to the district.  It could be a sign of weakness.  Therefor the problem stands still and nothing is done about it.  Qualative research does not offer solutions that can directly help those individuals who actually deal with the problem.  It helps, yet does not solve. 

Action research is done by the practioner and not an outsider which gives the issue a better chance of being resolved.  The practioner has live data about the issue which enables him/her to come up with a more practical resolution.  Action research builds collaboration within a school.  The practioners can highlight their faults through their investigation which will further help their progress and all those who are effected.  Since the research is done by the practioner change is more imminent.