Improving Success Rate of Economically Disadvantaged Students, Essay Example

Abstract
This action research project was designed to improve the success of economically disadvantaged students. The area of needed assistance was determined by assessments and health care being received by students. Before implementing the solution strategies over 50% of the students were not completing homework assignments, 31% did not show improvement on their report cards and over 50% did not pass the FCAT assessments in any desired subject. The effects of the research on students’ scores were positive in math, reading, writing, grades, and completion of assignments. The results of this study can be used to customize strategies to improve academic level of economically disadvantaged students.
Improving the Success Rate of Students that is economically disadvantaged.

Problem Statement
The problem is that, most economically disadvantaged students lag in the education process in comparison with their classmates.

Purpose

The purpose of this study is to determine if there is a specific solution that will improve the progress of economically disadvantaged students when participating in classrooms with other children of a similar socio-economic background as well as educational and health services.

Description of the Community

The community is located in the state of Florida. The current student body consists of 39,689 public school students with a free and reduced lunch program that serves 52% of the student population. The community is concerned with the lower scores from economically disadvantaged students.

• The community experienced a rapid population in late 1800’s. In the last year, the population grew approximately 5.83%. Approximately 15.5% of the population is experiencing poverty. (Wikipedia 2008) This is medium-high in comparison to the rest of the country. “The quality of life in Marion County is enhanced when children prepare to learn, succeed in school, and continue learning throughout their lives.” (http://www.cf.edu)
• The school district has experienced growth proportionate to that of the community. a. The school district consists of 28 elementary schools, 8 middle schools, 8 high schools, 3 charter schools, Community and Adult Education Center and 1 Exceptional Education School. (http://www.marion.k12.fl.us) The student population is approximately 42,599 children. (http://www.marion.k12.fl.us) There are 2,461 teachers employed. 32.75% of the 2,673 teachers have a degree higher than a bachelor’s. (http://www.ocalaedc.org)
•  The school district’s goals are focused on having a high level of learning for students. The mission is to “increase the proficiency of all students within one seamless efficient system, by expanding their knowledge and skills through learning opportunities and research valued by students, parents, and communities, and to maintain an accountability system that measures student success towards these goals: highest student achievement, seamless articulation and maximum access, skilled workforce and economic development and quality efficient services.” (Winn, 2008). The school district believes that all children can learn given adequate time and resources. (http://www.marion.k12.fl.us) The district encourages parents and the community to participate in improving student achievement and overall school improvement. (http://www.marion.k12.fl.us)

Description of Work Setting

The research project will take place in one of the 8 middle schools located in a suburban community. The student population is approximately 684 students. (Dunnellon Middle School) The cultural representation is as follows: 0.4% Asian or Pacific Island, 8.8% Afro-American, 20.2% Hispanic, 0.4% American or Alaskan Indian, 3.4% Multi-racial and 66.8% Caucasian. (http://www.marion.k12.fl.us) Seventy percent of the students qualify for free or reduced lunch program. (http://www.marion.k12.fl.us) There are 50 special education students on this campus. (Florida Dept. of Education)

Writer’s Role

• The writer holds a Master’s in Elementary Education (K-6).
  The writer has been teaching for three years and is presently subbing.
  The writer is a volunteer in the school district.

Problem Description

The problem is that, most economically disadvantaged students lag in the education process in comparison with their classmates.

• Students do not complete homework assignments.
• Students perform below grade level on state tests.
• Students earn low report card grades.
• Students experience low healthcare and nutrition.

Problem Documentation

• Over 50% of the students who have economic disadvantages do not finish their homework assignments
• Fifty-five percent of economically disadvantaged students did not meet the proficiency target of 65% FCAT reading score.
• Fifty-eight percent of economically disadvantaged students did not meet the proficiency target of 68% FCAT math score.
• Thirty-one percent of economically disadvantaged students showed no improvement on their last report card in one or more inclusion classes

Outcomes and Analysis

The majority of the economically disadvantaged high school students will show better test results.

Expected Outcomes

• No more than 81 of the 478 students (17% or less) who have financial disadvantages and included to the classes with the student of similar economic conditions will complete less than half of their assigned homework in any of their inclusion classes. 2. No more than 29 of 478 students (6% or less) who have financial disadvantages will lack improvement on their report cards in all their classes.
• No more than 96 of the 478 students (20% or less) who are economically disadvantaged will not meet the proficiency target of 65% FCAT reading score.
• No more than 120 of the 478 students (25% or less) who are economically ` disadvantaged will not meet the proficiency target of 68% FCAT math score.
• No more than 96 of the 478 students (20% or less) who are economically disadvantaged will meet the target of 3.5 FCAT writing score.

Measurement of Outcomes

• This is the number of students who complete pre- and post-classroom assignments.
• This is the number of students receiving 0,1,2,3,4,5 on FCAT practice tests at the pre- and post- collection times.
• This is the number of students receiving A, B, C, D, or F on their report cards.
• This is the number of students who past or failed high stake test (math, reading and writing)

Analysis of Results

• The percentage of students completing classroom assignments, various grades on classroom tests, various grades on report cards, and passing or not passing of high-stakes tests (math, reading & writing) will be computed. The data (both the number and the percentage) will be displayed in a table.
• The table will report that data visually comparing pre- and post- information.

Results and Recommendations

The problem is that, most economically disadvantaged students lag in the education process in comparison with their classmates.

The goal behind this study is to determine if there is a specific solution that will improve the progress of economically disadvantaged students when participating in classrooms with other children of a similar socio-economic background as well as educational and health services.

There is a need for more flexibility  on the part of the government as well as the implementation of strategies in the approach that is responsible for the support to the economically disadvantaged students. There are some issues that may yield important contribution to this success if taken in to serious consideration. This may involve the redefinition of the conversation in an effort of focusing on the impeding barriers in as far as academic success is concerned. There is also a need for the simplification of the system for the involved individuals. The funding formulas must also be refined for the purpose of the reflection on the pervasiveness as well as the severity of the academic challenges confronting the students. The overall accountability must also be strengthened through the measurement of the growth of the achievement of the students on yearly basis.

Expected Outcomes

No more than 81 of the 478 students (17% or less) who have financial disadvantages and included to the classes with the student of similar economic conditions will complete less than half of their assigned homework in any of their inclusion classes.

• No more than 29 of 478 students (6% or less) who have financial disadvantages will lack improvement on their report cards in all their classes.
• No more than 96 of the 478 students (20% or less) who are economically disadvantaged will not meet the proficiency target of 65% FCAT reading score.
• No more than 120 of the 478 students (25% or less) who are economically ` disadvantaged will not meet the proficiency target of 68% FCAT math score.
• No more than 96 of the 478 students (20% or less) who are economically disadvantaged will meet the target of 3.5 FCAT writing score.

It was not possible to meet all the objectives of the research. This was attributed to the difficult economic times that were associated with this environment. The solution to the issue requires the intervention of the government in form of provision of grants as well as bursaries to the needy students who have been identified to possess exceptional qualities. This would assist in the improvement of the performance of the students

Results

The purpose of this study is to determine if there is a specific solution that will improve the progress of economically disadvantaged students when participating in classrooms with other children of a similar socio-economic background as well as educational and health services. The duration of the study (7 months) considering that a school year consists of 10 months.

Economically Disadvantaged Students

17% 0f the students did not complete homework assignments or completed less than half of the assignments  6% of the 478 students had no improvement on Report Card  20% did not meet the proficiency target of 65% FCAT reading score 25% did not meet the proficiency target of 68% FCAT math score while 20% did not meet the proficiency target of 3.50 FCAT writing score

It is the duty of the teachers also to work in a good collaboration with the parents in offering the best environment that is conducive for the students in order to promote their active participation in learning. This would be in a position of promoting the inherent potentials as well as talents for the best performance of the students irrespective of the difficulties associated with economic problems. This would in essence complement the efforts of the government together with any of the non governmental organization that has dedicated efforts towards uplifting the economic situations facing the students through the provision of grants as well as bursaries.

There is also a need for the identification of the benefits associated with the promotion of the health of the students, their skills of organization, proper completion of their homework, improving the performance of the teachers through the provision of workshops as well as the provision of the community environment that is friendly for the benefit of the students. The achievement of the students should be improved in the best possible manner to realize the goals as well as the objectives of learning.

Discussion

The goal study was to provide skills and programs to improve academic achievement of students that are economically disadvantaged that appeared not to be improving and becoming lost in the school system. Students were chosen based on their eligibility to receive free or reduced school meals. The FCAT scores were available to compare to current scores and CUM folders contained report cards. Given the duration of the study the writer does not consider it a reasonable expectation that the skills and programs provided would improve student achievement greatly (by one grade level or more). The minimum expectation really relies on the individual student’s academic achievement level at their entrance at the beginning of the school year. The lower the academic level the longer it will take them to improve to on-grade level.

There are many possible reasons for discrepancies of the results. There are many possible causes for not reaching the expected goal. The different academic levels that students are performing may be too wide in range. Researchers emphasize that the most severe learning problems require one-on-one support (Clay, 1991; Hedrick & Pearish, 1999; Spiegel, 1995). The students that are severely behind may require one-on-one that is not being provided especially with the mandate requiring schools to provide intervention to students performing below level. It now takes a greater amount of paperwork and time before a student can qualify for such services.

Recommendations

There are a number of recommendations the writer for anyone furthering such research. Researchers should attempt to identify students that would be considered to be economically disadvantaged. Once these students are determined the students should be entered into an after-school tutorial program. It is also important that the classroom instruction and the tutorial programs are very similar.

Students often struggle with keeping track of notebooks, homework, pens, and other such tools. It is necessary for students to be organized and the author recommends that students receive organizational skills training. One benefit is that it provides more time for students to concentrate on their academics and that they are in control of their learning. The training provided to the students must also fit their personal needs. The researcher would recommend in the future considering the effects of providing study skills training to students. Part of this training would include instructions on how to take good notes.

Students with a lack of sleep and health care have more academic issues. Due to the lack of health care provided to this group it is necessary for schools to supply programs that provide healthy snacks, teach how to eat healthy and provide educational information to caregivers. When people experience a lack of sleep they don’t perform their best and are more prone to depression and mood swings. Children who don’t receive proper healthcare are more likely to experience a large number of absences, which means they will be missing important instruction. Grants should be applied for to provide fresh fruit, fluoride, and free breakfast to aid in assisting academic growth. Any study though will find many contributing factors to improving the success of economically disadvantaged students and not one will fit all.

Plan for Dissemination

At this time the writer plans to provide a presentation to the dean of Romeo Elementary. The budget cuts since the time of the research and programs are being cut constantly. The writer wants to stress to the dean that all contributing factors against these students must be counteracted. The writer does not suggest that health care, eating right, getting enough sleep, being provide tutoring and other such tools mentioned it the research will completely answer the problem of why economically disadvantaged students are not be successful academically.

The writer concludes that health, organizational skills, homework completion, teacher workshops being offered, and providing a “community” environment are factors but the need to succeed in having these students achievement improve drastically is still left unanswered. The write did observe progress but at a slow rate.

Works Cited

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Clay, M. M. Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann,1991.

Cook, J. & Kaffenberger, C. Solution Shop: A Solution-Focused Counseling and Study Skills Program for Middle School. Retrieved November 21, 2008 from American School Counselor Association Website: http://www.schoolcounselor.org, 2003.

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