McMurrey (2014) states that our country is now planning how many prison beds they will need by looking at third grade reading scores. All of these factors contribute to a future crisis. If the country is looking at third grade reading levels, they assume that children will not overcome those educational obstacles. There are several questions that we have to look at before labeling a child, classroom, and grade into failure. We want our students and population to succeed. Therefore, we have to start digging into those risk-factors that are bringing our communities down. In addition, Alliance for Education (2012) informs us there are gaps between college students who achieve higher education as well as the college remediation rates. The national
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ELL is a risk factor for dropping out of school and there is a correlation between academic achievements. For example, some of the factors that may contribute to students dropping out are English proficiency and the family’s socioeconomic status. They also examine what this implies as a teacher and a school district. English proficiency is a risk factor because this is related to the students’ academic achievement. Even though students receive help from their teachers, English does affect their performance in their overall academic classes like math, history, and science. If the student feels discouraged or feels that he or she are not competent with their high school classes, this increases the probability of dropping out. Another aspect that Sheng et al. (2011) discusses is the student’s socioeconomic status. The socioeconomic status refers to the child 's living condition, neighborhood, family’s income, the parent’s educational level as well as their parenting …show more content…
For instance, they touch base on more teacher trainings. The trainings include understanding second-language acquisition trainings and understanding the student’s cultural differences. It is recommended that while working with students who speak another language the teacher should give them instructions in English as well as their native language. However, when the student takes the standardized tests they are not assessed in their native language. Therefore, the tests do not assess the student’s true comprehension in science, critical thinking, and social studies. The ELL students may know this information in their primary language, but may not comprehend the topics in English. The teachers need to get training in how they can work with the student and help them achieve academic success. Trainings in cultural differences need to be applied in schools. In order for teachers to better serve their diverse students they need to understand the student 's cultural and ethnic
ELL is a risk factor for dropping out of school and there is a correlation between academic achievements. For example, some of the factors that may contribute to students dropping out are English proficiency and the family’s socioeconomic status. They also examine what this implies as a teacher and a school district. English proficiency is a risk factor because this is related to the students’ academic achievement. Even though students receive help from their teachers, English does affect their performance in their overall academic classes like math, history, and science. If the student feels discouraged or feels that he or she are not competent with their high school classes, this increases the probability of dropping out. Another aspect that Sheng et al. (2011) discusses is the student’s socioeconomic status. The socioeconomic status refers to the child 's living condition, neighborhood, family’s income, the parent’s educational level as well as their parenting …show more content…
For instance, they touch base on more teacher trainings. The trainings include understanding second-language acquisition trainings and understanding the student’s cultural differences. It is recommended that while working with students who speak another language the teacher should give them instructions in English as well as their native language. However, when the student takes the standardized tests they are not assessed in their native language. Therefore, the tests do not assess the student’s true comprehension in science, critical thinking, and social studies. The ELL students may know this information in their primary language, but may not comprehend the topics in English. The teachers need to get training in how they can work with the student and help them achieve academic success. Trainings in cultural differences need to be applied in schools. In order for teachers to better serve their diverse students they need to understand the student 's cultural and ethnic