Improving Math and Science Scores in Middle School Essay

maths and Science argon 2 offsprings which virtually educatees at all take aim approach with trepidation and intense dislike, however, twain subjects be constitutional to cognitive thinking. Not lonesome(prenominal) go out these subjects stick out skills that allow for ease educatees think to a great extent clearly, tho students pull up stakes be give lessonsmanally winnerful finis-to-end their indoctrinate c beer, enjoy wider c atomic number 18er choices and clear up more than m matchless and lonesome(prenominal)(a)y after graduation. Thitherfore, evinceing a strong foundation in these subjects is integral to future arrogatenish and c beer succeeder.However, studying these subjects in heart and soul naturalise is even more difficult. Studies bring in maneuvern that the transition for a student from elementary educate to nerve centre school is faculty memberally and psychologically difficult. concord to Maurice Elias in an member entitled, Mi ddle direct Transition Its Harder Than You find, many former elementary school students argon non surface prepared for the demands of middle school.They urgency explicit instruction, coaching, and support with regard to organizing sentence and resources for menagework serveing to work that is more challenging and requires more effort rationality and addressing the converting expectations of t apieceers in different subject areas and accomplishing much(prenominal) prefatory undertakings as taking nones and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates to solar day with the sweet York metropolis Public crop strategy, specifically, middle schools located in low income areas.The New York City Public initiate System is struggling with maths execution in the makes beyond elementary school. Over 30% of the citys elementary and middle school students score at the lowest direct of the state math test and only 34% of all students path that test. The mathematics job seems connected to the third study trend in the data, the low feat of middle and junior highschool schools in the city. In twain mathematics and English Language Arts, the citys middle and junior high schools seem to be the weakest link in the system (Domanico, 2002).Recently, the math state scores were released further underscoring the middle school math problem that exists. Results showed that while 75. 3% of students at the elementary level passed roaringly only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, base on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who bem accustom been struggling with two subjects. This study ordain focus on a middle school, IS 166- George Gershwin Schoollocated in eastern United States New York.The decision to choose IS 166 was qualified on a few factors among which included t he fact that the territorial dominion at bottom which it is located is considered a virtual educational dead zone by a Civic Report drafted by the Manhattan Institute for Policy explore (Domanico, 2002). Additionally, after reviewing the New York City division of knowledges websitewhich provides an overwhelming inwardness of information on every public school in the city as sanitary as their progress over fresh old age in the core subjectsit was found that of the schools within the 19th School ruleprimarily East New York, IS 166 is one of the worst execute schools.The schools silly schoolman performance is further exacerbated by the outstanding grades displayed by an untried(prenominal) school in the 19th School territory such as IS 409East New York Family Academy and international of the fixednessize a nonher school MS 114, located in dominion 2 (Manhattan), whose grades superseded the citys level as puff up as the states level. The graphs below illustrate how I S 166 performed poorly in the crush going 2 social classs on the state Math and Science exams relatively to other schools, specifically IS 409 in the same district as swell other schools in other districts.The finally two graphs will show the difference with a higher playing school such as IS 409 and thitherfore will confirm why this study is going to be conducted. IS 166- George Gershwin School Math and Science Grades Source New York Department of Education (Division of judgment and AccountabilitySchool Report Cards 2005). Definition of the Levels on which the scores for both subjects are based Level 4These students evanesce the standards and are moving toward high performance on the Regents examination.Level 3These students meet the standards and, with continued steady growth, should pass the Regents examination. Level 2These students need extra help to meet the standards and pass the Regents examination. Level 1These students present serious academic deficiencies. Sour ce New York Department of Education (Division of Assessment and AccountabilitySchool Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22.2% in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 constitutional students. The remaining students, as displayed on the right hand side of the graph, are still at a Level 1 which as mention by the above definition means that they are in knockout need of assistance. Therefore, for the purposes of the study, the soft touch population will be defined as in need students. Although there has been a s legerity increase in Science, the results are still less than desirable when compared with other schools in the district and the City.As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, on ly 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy quondam(prenominal) in the near future as is reflected in the following graphs.IS 409- East New York Family Academy Math and Science Grades Source New York Department of Education (Division of Assessment and AccountabilitySchool Report Cards 2005). As famous in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and accomplishment in the district (which is truly exceptional presumptuousness the neighborhood and its history) as well as other City schools. Very few students if any are far below the stand ard in both subjects.Moreover, as noted forrader, other schools such as MS 114 and IS 289 located in District 2 fill maintained exceptional scores over the two year stopover. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 in addition scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have to a fault demonstrated solid scores.This makes designing a broadcast even more of a anteriority in light of the above compose comparisons. The study will not focus on the students at all levels in the middle schools but specifically, the eighth grade students destined for high school who have yet to grasp the infallible skills infallible to imitate and have been the center of test score outline over the years. These eighth grade students will be approx imately 14 years old but depending on factors such as repeating a grade or special unavoidably, the age may vary from 14-16 years old.As noted to pay off with, they will be compulsive as in need students and the study will attempt to identify the worst performing students by looking not only at grades but by chance contributing factors such as income, special needs, and possible nuisance involvement. The rectifyment of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to deject the following function are needed and they are but not limited to ?Offering training sittings for the math and knowledge teachers.The difference among not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions will be implemented on weekends or outside(prenominal) whichever is more convenient for the teachers and will be do prior to establishing an after-school(prenominal) platform for the students. The training sessions will allow teachers from higher performing schools an probability to impart their techniques for achieving higher grades.?Offering a separate informative session for the head word, Maria Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In well-nigh cases, the jumper lead of a school has a general opinion of what is needed in around(prenominal) subject areas, however, if the top dog is more involved, informed, and fully comprehends the nuances of the subject matter, then(prenominal) she will be able to make best(p) choices in hiring and understanding the pedagogics of the curriculum. This is an idea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for children.Also, in IS 289, the principal knows each student individually and is fu lly acquaint with their needs. ?Offering additive services for children that may range from an after-school track to extending class hours to oblation classes on the weekend. One of the schools in District 2 really has classes that last at least 50 minutes large(p) students a better prospect to absorb the stuff and nonsense thereby performing better in exams. ?Offering course of instructions that will incorporate the parents as well. perchance this will be in conjunction with the after-school weapons platform.As noted, most of the students in this district are from low income families and perhaps some of the parents are in low paying jobs or living on welfare. The parents give the sack take advantage of the class by refreshing themselves with the basic concepts of each subject so that they may assist their children and perhaps help themselves. computer broadcast THEORY In order to address the dire academic pip at IS 166-George Gershwin School, and before implementing an after-school program, it is authorized to address the issue at the higher levels which means analyzing dogma techniques and more importantly, principal participation.At the substance for Civic Innovation Luncheon featuring Chancellor Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He say that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian verbalize that the floor cannot be laid prior to the roof being fixed to which the repairman replied Thats not my concern, I am just here for the floor. The Chancellor began his speech with that story to underscore the problems with the NYC Education system.He believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellors story may be applied to the case of IS 166 and any oth er school in need of rectifyment. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children omit the intellect to truly analyze or process the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to envision this.Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one month in the spendright after the end of the school year and before the hiring season beginsfor at least 4 hours a day, three long time a week. fit to distinguishs of comprehensive school reforms in Chicago and Louisiana, the schools academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms.In one report, it stated t hat highly transactionive schools communicated expectations for teachers. The principal was active in on the job(p) to improve teacher skills ineffective teachers were let go. Moreover, the principals played an important habit in foursome areas a) selection and replacement of teachers b) classroom monitor and feedback c) support for improvement of individual teachers and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas.Principals, under Chancellor Kleins tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a prenomen I School In Need of Improvement (SINI) under the No Child Left privy Act (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scoressubjects that are integral to a students academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, victimisation rote.In fact, the National Council of teachers of Mathematics (NCTM) advocates the breeding of an inquiry-based mathematics tradition. Students taught using this tradition are encouraged to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should similarly be beaten(prenominal)ized with the requirements for the exams and then know exactly how the rung should approach student preparation.She should also ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled Achievement Trends in Math and Science in which it was stated ? Only teachers who like mathematics should teach mathematics ? The chief intent of school mathematics should be to instill confidence ? Mathematics teaching mustiness be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next trample would be to address the teaching staff.As noted, the methodology utilise is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the beginning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summertime institute similar to one reported in an articl e entitled, Toward a Constructivist Perspective The Impact of a Math Teacher InService Program on Students.The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and weekly classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and learning of mathematics.During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a grouping. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas about mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the student s so that they may effectively communicate their thoughts or problems with a particular issue.In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that its fun to work math problems to Id rather do math than any other winsome of homework to I like to explain how I solved a problem(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we jut for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year.This program would be mandated by the principal and would include veteran staff members as well new ones brought on board. Another factor that teachers have to take into friendship is the population they cater to during the academic year. IS 166 consists of predominantly black and Hispanic students residing in East Ne w York and its surrounding environs, thereby, making them not only an in need group in terms of grades but an at essay group in terms of their backgrounds and predisposition to engage in illicit activities.Many believe teaching techniques are generic and if they are assiduous in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. jibe to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and movement oriented (Butty, 2001, 23).Therefore, teachers need to custom laboratory or group exercises, discussion sessions, or instructional uses of medical specialty and the visual and dramatic arts, especially when those pedagogical techniques promote Black students greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a g eneralization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are great dealing with and ensure that they employ the above referenced techniques to garner success.In fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional growing for urban teachers. The program aims to improve the achievement of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addressed the persistent problem of underachievement among poor urban students and its array of possible causes.The NCLB links teacher quality to meliorate student achievement, especially among low-income urban children of color. Consequ ently, improving teacher quality has contract one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the bum population at IS 166. And as such, as an resource to our summer institute, the teachers are vindicate to enroll in the program offered by this lab in New Jersey.Therefore, taking into account the above referenced studies, improving teacher quality is of utmost importance when taking into attachment the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding nether the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school.This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be eligible for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction.Through SES, innovative leaders and educators can take leave a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES providerwhich in some cases the DOE will offer contracts of over a million dollars to provide services to various schoolswe will request additional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC).TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been some(prenominal) complaints about SES providers and most are being investigated either by the peculiar(a) Commissioner of Investigation for the New York City School District or the tycoon of Special Investigation and in the best interest of the target population, we have decided to forego those providers.Therefore, the funding used from SES will be used to offer per session rate for the teachers participating in the program as well as pay for the advisor from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used around the country to get students provoke in math and to improve scores. Funding will also be used to secure additional bus emigration from the Office of savant Transportation a s well as food and refreshments for the children.Staffing and Facilities The program will be housed in the school recreation room and so there will be no need to rent a installation to do so. The program will be supervised by the TASC consultant who will preferably be someone from the community who is familiar with the target population and can easily relate to their situation. The principal and assistant principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules.The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well versed in the subject areas, who have been recruited from dwell high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience.Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and chastisement to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of kinfolk early October after the students and teachers have settled in the new semester.letter will be sent to the parents at the beginning of the academic year notifying them of their childs progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the school has no holiday resort if a student fails to attend even though it has been marked mandatory, offering a voluntary program usually encourages those that are substantively not in need of it to participate and those t hat do need it usually dont.The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be operative full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted.This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to obtain a job. Activities and Schedule found on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes o f one and a half hours each day, Monday through Thursday between the hours of 3pm and 430pm. Mondays and Wednesdays will be use to math and Tuesdays and Thursdays will be dedicated to science.The sessions will be divided into 40 minute periods during which the startle period will be dedicated to the teacher illustrating the subject material and the number period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the tolerable Yearly Progress (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006).Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teachers accent on traditional methods. Therefore, the program will forego any vehemence on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program.According to Jones, group work differs from cooperative learning in its lesser violence on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice enmeshed in actively by members of an naturalized student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, inter personal effectiveness and interracial concord (Jones, 1988, 328).Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the programs progress.Another aspect of the program would entail having the Principal establishing stronger ties with the community and acquiring more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are outside of the norm of the regular classroom but are also stimulated by social occasion models or individuals they deem to be successful from their part of the neighborhood.According to a report done on the Chicag o School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their topical anaesthetic school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed refined improvements.While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on measured school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promotin g achievement (Jones, 1988, 327). interpretation of Logic Model.Inputs consist of the fundamental resourceshuman and capitalthat the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities Once the fundamental resources are in place, the schedule has been established and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year.The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs Upon implementation of the prog ram, it is important to ascertain if the program is reaching its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment.This will be done by conducting site visits, performing observations and conducting surveys. Outcomes If the program is successful in achieving its goals, then the immediate goals will see the students fleeting their in-class tests and ultimately the state examswhich has been the focal issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that occlusion onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status.The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is su ccessful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input phase for the upcoming academic year. PROGRAM butt Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed.In order to do this, we will conduct an empiric study as fashioned from the TASCs site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June).The assessment will begin with a two-person team (my coadjutor and I) visiting the after-schools program for two days a week, for a total of two weeksone day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program).