Saturday, October 15, 2016

The Struggle Over The School - Alfiatunnur M.Ed



The Struggle Over School Desegregation
Alfiatunnur M.Ed

 The Struggle Over the School Desegregation
            School is the major player in the process of education, which is expected to take over the responsibilities for the ethical, physical, and emotional development of children.  Unfortunately, the school environment is often unfriendly for the children to growth.  In the United States, school segregation issue has been widespread since a long time ago.  The Committee on Social Issue in the book Psychiatric Aspect of School Desegregation explained “the existence of segregation as an unsolved conflict leads to a chronic state of tension”(1957, p.12).  After reading the article and book, I can interpret that school segregation is not a mere social problem, but rigid stereotype, lower cultural status, economy and education as compared to white people lead to violent outbreak of racial tension are the root of the problem. 
            In 1954, the Supreme Court declared, “separate educational facilities are inherently unequal” (Eaton & Rivkin, 2010, p.1).  In 1970s, the Urban Education Reform was working to ensure that black students had opportunity to attend the school with their white peers (Eaton & Rivkin, 2010). The Committee on Social Issue said, “ Segregation can affect the levels of aspiration, the capacity to learn, and the capacity to relate in interpersonal situations, because of the rejection of one’s own group” (The committee on the social issue, 1957, p.10).
            The segregation issue has developed to the present days, however, I do not think that Busing program to promote school desegregation, where the minority students are transported to large white school, and white students are brought to largely minority school is the solution to create diversity and provide equal opportunity in public education.  Learning from experience, this program can affect the next phase of students’ psychological issue. For example, the students feel uncomfortable when they have to travel, and another possible problem is shock culture.
              Persuasive approaches are needed to end the segregation hierarchy at the school for the educational realm movement:
Policy Strengthened
            Though the school segregation has been declared illegal in the United States,
the doctrine of the white people over the school regulation is extended and dominates the education realm unconsciously. It is important for the policy makers to strengthen the educational policy at state and school level to help the minority acquire an equal educational opportunity.  The today’s movement is at hand of the policy maker, by putting a good foundation on the school regulation, it is expected that all the school structure will support this movement. 
Building Character in Students
            Developing the character in students is important, which include shaping their mind-set, help the students to have an open-minded thinking, develop a sense of community and how to appreciate others who differ from them.  It is such a persuasive and educative way in dealing with human being.  I have never advocated any physical movement in dealing with social problem.  I believe that every one has the right to live their own life, and the students have to learn how to appreciate others’ choices. And the most important thing is students’ self - conscious is needed to make them aware of what they want to do and achieve for their future. It will help them in deciding which school is the best to sharp their skills, not attending the school for prestigious only or looking for the most popular school.
Staff and Teacher Qualification
            School principal, staff and teachers are the people who are going to deal with the students’ daily activities.  As the main operator for the central object at the school, it is not surprising if their qualification is in high demand.  Ideally, all the school elements must be qualified to deal with the challenges and bring a good environment for the students to learn and growth.  In this case, school can be seen as the learning system for the principal, staff and teachers to gain more knowledge about human being and how to deal with them. Richard A. Swanson and Elwood F. Holton describe six learning theories in the book Foundations of Human Resources Development, which are humanism, social learning, constructivism, holistic learning, behaviorism, and cognitivism (2009, p.194).
 As the educator, the Humanism theory will help them to integrate with the students and gain more understanding how to socialize with the diverse students.  Swanson and Holton claimed that Humanism is not a mere learning theory, but rather as a general approach to psychology (2009, p.119).
Scoring System
            The most effective way to have the diverse population at the school is by judging the student based on scoring system.  Indonesia is the country made of multi cultural community, languages, religion and socio economic. Poverty is the biggest challenge for the government. I have to admit that we really struggle over the poor educational system. Yet, this poor condition has challenged the students to compete for a better opportunity.  Basically, the children are required to attend the closest school to them, but for those who can make good scores, they can have an opportunity to cross the border and attend neighborhood school. The local educational department will provide a recommendation letter to help those students.  I was one of the students and being so grateful, because of my good academic performance, brought me to move to another school in the town.
Classified the Students Based on Their Talents and Interest
            The school can gather students from the very diverse community by evaluating their talents and interest. Before enrolling the school, the students are required to take the test or walk through an interview to find out what they are interested in. It will automatically address the students to the school where they want to, and help the school desegregation naturally. This method can be used to select the students who are interested to enroll in Vocational School.
Student Exchange Program/ Sponsorship program
            This program will be very beneficial for the educational realm, not only for the school desegregation program, but also for the students cross culture understanding. It is a typical worldwide program, however, to help the students enhancing their understanding about the diversity, this program can be developed within the states.
Boarding School System
            Boarding school is another great option to store the diverse students at the schools.  This kind of school system will not only support the school desegregation, but it helps the students’ personality growth. Being apart of their families, they will have an opportunity to be more independent, engage in the diverse group and develop their perfectives over the diversity. I believe the more the children engage with the diverse group, the more they value others.


References
Eaton, S., & Rivkin, S. (2010). Is desegregation dead? Education Next. Retrieved
Swanson, R.A., & Holton III, E.F. (2009). Foundations of human resources
Development. San Francisco: Berret-Koehler Publishers,Inc.
The Committee on Social Issue. (1957). Psychiatric aspects of school desegregation.
Group for the Advancement of Psychiatry. New York: Group for the
Advancement of Psychiatry.

Tuesday, October 4, 2016

DRIVEN DECISION BASED ON DATA-By Nazliati


Driven Decision Based on Data
By Nazliati,M.Ed

            For the last two years, the overall performance of Leveret Elementary School shows a significant improvement; however, the school also records several weaknesses on the certain subgroup, which result in low scores.  The further school improvement program should be designed to support the lower’s score students and maintain those who have already had good scores.
 In medicine, diagnosis comes first before treatment; therefore, before making decision of what the school should focus on, a school data evaluation is strongly recommended. The present school performances are the crucial point for the further movement. It can be used to monitor the school progress and chart where the today’s school and where we are going to be. Too often, the principals address the improvement priority based on their own thoughts and skip the need of the students. To avoid this circumstance, the school should conduct an assessment, and the result will determine a turning point of the further school improvement plan. 
            Leverett Elementary School is a diverse and multiethnic school building. The objective of this school is to promote excellence by educating its diverse students population in a nurturing, challenging and disciplined environment. The school is committed to helping all students gain the necessary skills to become responsible citizens and life-long learners (ACSIP, 2009/10). 
            Having such a large diverse students group at school requires more skill in approaching them. In addition, if the school is required to offer a new approach for the next year of school improvement plan, the school should be able to clearly identify the present school situation. For example, the school should exactly know the percentage of the students score on standardize test, are they getting higher or lower during the past two years?
Multiple Data Resources
            Driven decision using multiple data resources will contribute an innovative thought and lead to the most effective future school improvement plan.
a.  The National Office for Research on Measurement and Evaluation Systems
(NORMES).
Figure 1. Literacy Performances in 2008/09 by Grade level and Demographic
School Demographics
Grades
Sub Population
Total
Tester
3
4
5


A
P
B
BB
A
P
B
BB
A
P
B
BB

Combined Population
35/36/37
45.7
28.6
17.1
8.6
30.6
27.8
33.3
8.3
48.6
16.2
24.3
10.8
46/40/39
60.9
17.4
17.4
4.3
30
35
25
10
17.9
51.3
25.6
5.1

African-American
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

Hispanic
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

Caucasian
21/25/22
47.6
23.8
14.3
14.3
40
32
24
4
54.5
13.6
18.2
13.6
29/24/26
55.2
20.7
20.7
3.4
25
37.5
20.8
16.7
26.9
50
19.2
3.8

Economic
Disadvantaged
26/22/23
34.6
30.8
23.1
11.5
36.4
13.6
40.9
9.1
34.8
13
34.8
17.4
29/30/25
51.7
20.7
24.1
3.4
23.3
33.3
30
13.3
12
52
28
8
Limited English Proficient
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report
Students with Disabilities
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

  Female
21/19/13
52.375
28.575
14.275
4.775
31.575
31.575
21.0
75
15.7
75
46.175
30.775
23.075
10.5
22/22/19
63.6
18.2
18.2
0
50
36.4
4.5
9.1
15.8
36.8
36.8
10.5

   Male
14/17/24
35.7
28.6
21.4
14.3
29.4
23.5
47.1
0
50
8.3
25
16.7
24/18/20
58.3
16.7
16.7
8.3
5.6
33.3
50
11.1
20
65
15
0

Figure 2: Mathematics Performances in 2008/09 by Grade level and Demographic
School Demographics
Grades
Sub Population
Total
Tester
3
4
5


A
P
B
BB
A
P
B
BB
A
P
B
BB

Combined Population
35/36/37
54.3
31.4
8.6
5.7
55.575
22.175
5.575
16.675
35.1
35.1
10.8
18.9
46/40/39
60.9
30.4
8.7
0
35
45
12.5
7.5
51.3
25.6
5.1
17.9

African-American
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

Hispanic
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

Caucasian
21/25/22
57.1
23.8
9.5
9.5
60
28
0
12
40.9
22.7
9.1
27.3
29/24/26
55.2
34.5
10.3
0
29.2
50
8.3
12.5
65.4
19.2
0
15.4

Economic
Disadvantaged
26/22/23
46.2
34.6
11.5
7.7
50
18.2
9.1
22.7
26.1
39.1
8.7
26.1
29/30/25
55.2
34.5
10.3
0
26.675
46.675
16.675
9.975
52
16
8
24
Limited English Proficient
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report
Students with Disabilities
<10
No Report
No Report
No Report
<10
No Report
No Report
No Report

  Female
21/19/13
47.575
42.875
4.775
4.775
42.1
26.3
5.3

26.3
46.175
30.775
23.075
10.5
22/22/19
63.6
22.7
13.6
0
40.9
36.4
13.6
9.1
15.8
36.8
36.8
10.5
  Male
14/17/24
64.3
14.3
14.3
7.1
70.6
17.6
5.9
5.9
45.8
25
4.2
25
24/18/20
58.3
37.5
4.2
0
27.775
55.75
11.075
5.575
60
30
0
10
Mathematics and Literacy’s Percent Proficient Growth in 2008

Mathematics and Literacy’s Percent Proficient Growth in 2009

            Both above charts show that students make good scores for math (blue color) classes.  The data also show a significant improvement in the 2009.  During these two years, the overall literacy classes have not showed any significant improvement yet. It can be easily interpreted that the school needs to focus on Literacy classes for the school improvement plan.  As specified in 2009 data, two subgroups of Literacy classes --- Students with disabilities and African-American are the groups with the greatest need for attention and intervention.
b. Arkansas Comprehensive Improvement Plan (ACSIP)
1. Benchmark-3rd Grade literacy and Mathematics Exam
            In 2008 and 2009, the Combined Population’s proficient/advanced literacy scores were 68% and 97%, and the math scores were 81% and 91%. The Economically Disadvantaged population’s proficient/advanced literacy scores were 62% and 73%, and the math score were 75% and 90%. Meanwhile, the Caucasian sub population’s proficient/advanced literacy scores were 78% and 77%, and the math scores were 89% and 74%.
2. Benchmark-4th Literacy and Mathematic Exam
            In 2008 and 2009 school year, the combined population’s proficient advanced literacy score were 63% and 64%, and the math scores were 80% and 78%. In the same two years, the Economically Disadvantaged population’s proficient/advanced literacy scores were 58% and 56%, and the math score were 73% and 72%. The Caucasian population’s proficient/advanced literacy scores were  74% and 63%, and the math scores were 89% and 74%.
3. Benchmark -5th Grade Literacy and Mathematics Exam
            In 2008-2009 school years, the Combined Population’s proficient/advanced literacy scores were 41% and 67%, and the math scores were 74% and 77%. The Economically Advantaged population’s proficient/advanced literacy scores were 18% and 61%, and the math scores were 69% and 68%. The Caucasian population’s proficient/advanced literacy scores were 43% and 74%, and the math scores were 67% and 85%.
            All subgroups are eligible for Safe Harbor based on the percent tested, attendance rate and proficiency change. The attendance goal of Leverett Elementary School was 91.13%, and the attendance rate in 200/09 was 94.8%.
Even though both data sources slightly show different on number, it is still valuable, because both of them explain the same meaning.  It can be interpreted that the students have problem with Literacy. However, it is suggested to make a further evaluation before making decision, to figure out whether the problem on the students, teachers or material. In addition, the data evaluation will integrate individual students and institutional variable that can impact the student academic achievement.
           

References:
The Arkansas Comprehensive School Improvement Plan (ACSIP). Retrieved from http://
            Acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip
The National for Research on Measurement and Evaluation Systems (NORMES).
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