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Article 1:
Intensive Intervention: Strategy for closing the achievement gap http://www.tcdailyplanet.net/news/2011/10/27/intensive-intervention-strategy-closing-achievement-gap This article discusses the idea that children born into poor homes start with a disadvantage that requires early and decisive action to overcome. Research shows how important it is to entertain “extending the school day or reconfiguring the classroom layout to create an environment conducive to learning.” Extra time on subjects is one of the key elements of intentional intervention, says Keith Hardy. This includes seeking out tutors for high school students to ensure that they’re up to speed, prepared to make it through college. Researcher Mohr says that Wilder’s studies show that, “individual tutoring that supplements the regular curriculum, either during school or outside of regular school hours, can boost student achievement.” So can targeted instruction, particularly around reading. Article 2: First Generation College-Bound Students: A Small Group Intervention by Amanda Hatfield and Lia D. Falco http://www.counselingoutfitters.com/vistas/vistas10/Article_54.pdf- This article describes a semi-structured psychoeducational group for first generation college-bound students. The purpose of the group was to aid the development of first generation college-bound, 11th grade students in their college preparation and readiness to transition out of high school. The group structure and session content are described, and the themes and issues that emerged as a result of the group process are discussed. Additionally, in order to evaluate the group outcomes related to participants’ readiness to transition out of high school, pre-and post-test data were collected using the Transitions Measure adapted from Smead (1990). The results are presented, and the implications for practice are discussed. Article 3: Preparing High School Students for Successful Transitions to Postsecondary Education and Employment http://www.betterhighschools.org/docs/PreparingHSStudentsforTransition_073108.pdf This article discusses the fact that students’ high school experiences often do not prepare them adequately for postsecondary education and the world of work. Special attention should be paid to increasing the rigor, relevance, and engagement of the high school curriculum, including for students who have traditionally faced barriers to successful postsecondary transitions. A number of promising approaches are available to improve transitions from high school. However, effective implementation of these approaches will require sustained financial support along with appropriate investments in technical assistance and professional development. Article 4: Simple interventions bridge the achievement gap between Latino and white students, Stanford researcher finds http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html This article describes a study that shows how the effects of "stereotype threat" can be overcome by assignments that foster a more supportive environment. The achievement gap in academic performance between academically at-risk minorities and white students has concerned educators for decades now. It's a troubling fact that Latino Americans and African Americans, for example, earn lower grades on average than their white peers and are much more likely to drop out of high school. "At the school level you need committed teachers, and a solid curriculum," Cohen said. "When these factors are in place, when opportunities for growth are there, psychological interventions can help students change their lives." Article 5: Improving High School- A Strategic Approach http://www.lao.ca.gov/2005/high_schools/improving_hs_050905.htm This article discusses a key underlying problem is the central importance that high school grades have in assessing academic success. For instance, UC and CSU rely on grades as the primary indicator of performance. For most applicants to CSU, admission is based solely on high school grades. The UC uses a combination of grades and SAT scores. In addition, students and parents rely on grades as a main signal of the quality of classroom performance. Unfortunately, grades are not a reliable measure of student achievement. Course grades are known to be subjective, with grading standards varying significantly among districts, schools, and teachers within a school. In addition, grade inflation in K-12 education is becoming a source of concern to colleges throughout the country, and students can “cherry pick” classes to maximize good grades. Because of the importance of grades in admission policies, some students can be accepted to UC or CSU as a regular student without mastering high school skills described in the A through G requirements. The placement tests, on the other hand, provide a more objective measure of English (as well as mathematics at CSU) skills that entering freshmen are expected to learn in high school. Higher education placement tests are needed precisely because grades are not always good indicators of student achievement. |