For example, Downey, von Hippel, and Hughes (2008) state that “the main problem with evaluating schools is that achievement tests do not adequately separate school and nonschool effects on children’s learning. It is likely that a schools’ test scores are a function not just of school practices (e.g., good teaching and efficient administration), but of nonschool characteristics (e.g., involved parenting and high-resource neighborhoods). It is unclear, therefore, the extent to which schools with high test scores are necessarily “good” schools and schools with low test scores are necessarily failing (p. 244).
For instance, during a Georgia House Education Committee meeting, Lisa Morgan, a veteran kindergarten teacher and first grade teacher, …show more content…
4). It is no hidden secret that students who are not face with poverty and attend schools that are well equipped with learning materials and tools tend to excel in learning than students who are face with poverty within the community. Lubienski (2005) clarifies that “in the half century since the Supreme Court ended de jure segregation with Brown v. Board of Education (1954), the nation has continued to struggle with its commitment and capacity for providing equal access to quality education for all students”.
Can additional funding save struggling schools? There are also a great number of stakeholders think that it’s simply a financial problem and that more funding is needed for failing schools. Some stakeholders believe that additional funding is the key to improving learning. It is often stated by stakeholders in failing schools that “if our schools had the funding like the ‘other’ successful schools, we would not
For instance, during a Georgia House Education Committee meeting, Lisa Morgan, a veteran kindergarten teacher and first grade teacher, …show more content…
4). It is no hidden secret that students who are not face with poverty and attend schools that are well equipped with learning materials and tools tend to excel in learning than students who are face with poverty within the community. Lubienski (2005) clarifies that “in the half century since the Supreme Court ended de jure segregation with Brown v. Board of Education (1954), the nation has continued to struggle with its commitment and capacity for providing equal access to quality education for all students”.
Can additional funding save struggling schools? There are also a great number of stakeholders think that it’s simply a financial problem and that more funding is needed for failing schools. Some stakeholders believe that additional funding is the key to improving learning. It is often stated by stakeholders in failing schools that “if our schools had the funding like the ‘other’ successful schools, we would not