.If the teachers who don't have majors in their subject area are disqualified under the No Child Left Behind Act, an already severe shortage of math teachers could become insuperable by the act's deadline in 2006 (Garrett, 2003)
" Of course, this was no accident, but, instead, reflective of the general importance most Californians place upon quality schools and school programs. However, because of Proposition 13, in which California voters passed sweeping property tax relief measures in 1978 in a veritable "tax revolt," (Ryan, 2002) California schools lag far behind much of their national counterparts in per-student funding
" Again, using the acquisition and retention of "adequate" and competent teachers is an excellent example of the inadequacy of the current system -- even after the Williams settlement -- simply because the system, nor the funds have been adjusted to provide the level of education required in the schools. For instance, again according to Schrag: it doesn't, however, contain any major incentives to attract and retain qualified teachers in impacted schools: There are no provisions for more preparation time, or smaller classes or the additional support personnel - counselors, reading specialists, librarians, vice principals - that schools and teachers serving disadvantaged students especially need (Schrag, 2004)
The also prior-mentioned school closings and benefit structures of teachers have been debated a lot because many say that pension costs for schools are "bankrupting" schools. That is probably a gross over-simplification but when teachers (and teachers unions) are using harsh invective when schools that are not economically supportable due to declining enrollment are demanded to remain open, reason and measure should be taken into account (Frank, 2014)
However, the demagogues and blowhards should be ignored in favor of those people that truly are reasonable and want the best solution for all children regardless of social class, cultural stripe, race, gender or location. References CDE. (2014, April 2)
Since educational aspirations of parents, students and teachers differ by population density and location; therefore, achievement gap differs by population density and location. It is clear to some scholars that educational aspirations of parents, students and teachers remain the most important determinant of whether and how much a student achieves (Alexander, Eckland, & Griffin, 1975; Astin & Karabel, 1975; Chapman, 1981; Conklin & Dailey, 1981; Geoffrey, 1998; Litten, 1982)
The school funding disparity is more deeply studied by Azzam (2005) who reviewed the total amount of money each school district received during the fiscal year 2001/02. He concludes, "It comes as no surprise that the majority of states provided fewer dollars per student to their highest-poverty school districts than to their lowest-poverty school districts and that most states have funding gaps between the schools that have the most minority students and those that have the fewest" (Azzam, p
Bronfenbrenner's theory enables research to look not only at the individual and the immediate environment, but also at the interaction of the larger environment as well at a given time systematically. In contrast, before Bronfenbrenner, child psychologists studied the child, sociologists examined the family, anthropologists the society, economists the economic framework of the times, and political scientists the structure (Berk, 2000)
Furthermore, this method not only produces funding inequalities between rich and poor districts, it also is responsible for funding disparities between states. For case in point, schools in New Jersey acquire nearly $9,000 per student annually, whereas schools operating in Utah acquire approximately $4,000 per student annually (Biddle & Berliner, 2002)
It is in these immediate settings that a developing person actually encounters influential factors. This is also a deeply internalized system of outlooks, experiences, and beliefs (Bourdieu & Passeron, 1977)
It is in these immediate settings that a developing person actually encounters influential factors. This is also a deeply internalized system of outlooks, experiences, and beliefs (Bourdieu & Passeron, 1977)
It is in these immediate settings that a developing person actually encounters influential factors. This is also a deeply internalized system of outlooks, experiences, and beliefs (Bourdieu & Passeron, 1977)
Therefore, this theory serves as an appropriate theoretical framework for the study of educational achievements. Bronfenbrenner's Bio-ecological Theory Inspired by his own dissertation, Bronfenbrenner has developed an Ecological System Theory, viewing the person as developing within a complex system of relationships affected by multiple levels of surrounding environment (Bronfenbrenner, 1977, 1986, 1994)
Therefore, this theory serves as an appropriate theoretical framework for the study of educational achievements. Bronfenbrenner's Bio-ecological Theory Inspired by his own dissertation, Bronfenbrenner has developed an Ecological System Theory, viewing the person as developing within a complex system of relationships affected by multiple levels of surrounding environment (Bronfenbrenner, 1977, 1986, 1994)
Therefore, this theory serves as an appropriate theoretical framework for the study of educational achievements. Bronfenbrenner's Bio-ecological Theory Inspired by his own dissertation, Bronfenbrenner has developed an Ecological System Theory, viewing the person as developing within a complex system of relationships affected by multiple levels of surrounding environment (Bronfenbrenner, 1977, 1986, 1994)
Therefore, this theory serves as an appropriate theoretical framework for the study of educational achievements. Bronfenbrenner's Bio-ecological Theory Inspired by his own dissertation, Bronfenbrenner has developed an Ecological System Theory, viewing the person as developing within a complex system of relationships affected by multiple levels of surrounding environment (Bronfenbrenner, 1977, 1986, 1994)
Over the years, parents' education, parental expectations, and the dynamics of family interactions have emerged as major factors in academic achievements. One consistent finding in research (Brooks, 2003; Conklin & Dailey, 1981) suggests that adolescents' achievements are influenced by their parents' achievements or expectations for them
Over the years, parents' education, parental expectations, and the dynamics of family interactions have emerged as major factors in academic achievements. One consistent finding in research (Brooks, 2003; Conklin & Dailey, 1981) suggests that adolescents' achievements are influenced by their parents' achievements or expectations for them
Cobb, McIntire, and Pratt further account that rural youth believe that their parents are more supportive of them taking full time jobs, attending vocational schools, or joining the service rather than going to a school to acquire full-time education. Population Density and Location A number of researchers point out that students from poor rural and urban districts perform less well than students from rich suburban districts (Broomhall and Johnson, 1994; Broomhall, 1993; DeYoung, 1985)
They suggest that beginning during the junior year and more prominently during the senior year, peers, teachers, counselors become more influential. The influence of peers in the school setting has been documented widely (Brown, 1990; Steinberg, Dornbusch, & Brown, 1992) and adolescence is the developmental period in which individuals are most influenced by their peers (Goodenow & Grady, 1993)