Amanda Ripley wrote “The Smartest Kids in the World-and How They Got That Way” published in 2013. Interesting, some of Ripley’s citations:
1. One thing we know about learning-you cannot do it if you aren’t motivated.
2. Statistically speaking, boys and low-income background kids have less easy-access to [self] motivation.
3. Motivation [and self activation of motivation] can be taught.
4. According to Stanford’s Carol Dweck, teaching kids that their brains are muscles and get stronger with use, significantly boosts perseverance.
5. According to U PENN’s Angela Duckworth, training children to set goals, devise plans for overcoming inevitable obstacles increases self control.
“Data-Driven” Management in Schools and Districts
Originally posted on Diplomas Matter:
It is hard for many who are not in the field of education—and even for those of us who are—to fully comprehend just how devastating dropping out of school is. Dropping out is not only damaging for the individual, but also for the community, the state, the entire country. The Seattle Times Education Lab blog states “Of 40 million Americans between 16 and 24, about 6.7 million are neither in school nor employed. About half are high school dropouts . . .”. This not only means that those who drop out are more likely to live in perpetual poverty; it also means that they will cost the taxpayers—over all of these current drop outs’ lifetimes—a total of $1.6 trillion.
These numbers are astounding. We must find a way to solve this crisis in our country. One way is through Atlantic Education Partners’ programs. Another answer is being discussed by the Olympia policy-makers. But will these suffice?
There is simply no better Education Reform policy/law making going on nationally than in Colorado right now. Frank Bruni’s piece today provides a great summary of some of the salient points. Link is as follows:
Great article from Nicholas Kristof today in NY Times. Do we invest in Preschools or Prisons. We’ve known the research on how funding and operation of quality preschool programs is one of the (maybe the most) effective tool for eradicating poverty and propelling economic growth. It also has a lot to do with how many prison beds must be built. Scary but real. Link to the article is:
Have a great week.
As a result of statistical analysis, nationwide research, student surveys and student testimony, the following actions appear warranted as interventions before a student drops out:
1. Establish Behavioral, Academic and Attendance Drop Out Indicators at the Middle School Level or Earlier.
Behavioral, academic and attendance indicators provide very clear early warning signs of impending abandonment of any formal educational goal well before a student reaches 9th grade. Establish the “look fors” before a child reaches 9th grade.
2. Identify At-Risk Students Before They Reach 9th Grade.
Using the behavioral, academic and attendance indicators to identify at-risk students is crucial at the middle school (or even elementary school) level and critical if appropriate interventions are to be implemented.
3. Intervene with At-Risk Students Before They Reach the 9th Grade.
Notable in the research is a consistent theme when it comes to student dropout behaviors: students at risk of dropping out perceive, as early as 6th grade, that they are different from their peers, and less respected by both peers and teachers. Early Intervention is pivotal for any program seeking to reach dropouts; a dropout’s perception of respect (or lack of respect) continues to be a driving force behind the decision to attain or forgo a high school diploma.
4. Provide Intense Supports for At-Risk Students As They Transition From Middle School to 9th Grade.
As previously identified, the greatest risk-period for dropouts isn’t the year the ultimate decision to abandon school is made; it is the year they enter and attempt to complete 9th grade. Supports for those identified as at-risk (i.e. frequent absences in middle school, one or more failing grade, etc. – See above, Section (1)) are of paramount importance in 9th grade. Personal, individualized interventions and constant monitoring are statistically the most impactful interventions related to dropout preventions.
The dropout crisis is systemic. We need to provide support for these at-risk students before they actually become a lost voice.