Characteristics of Schools

Characteristic of School

 

Summary:

 

In the article written by Horn and Kojaku examines curriculums that are rigorous in high schools. They claim that students who had "rigorous" high school experience learned more than the students who didn't and even when all family background characteristics, indicators of socioeconomic status, and selectivity of first postsecondary institution attended were taken into consideration (McDonough 2005; Plank and Jordan 2001). Another important school program—high school guidance counseling—has received attention for its potential to influence college going for historically underrepresented students.  Research shown that counselors who spent enough time with students were able to perform efficiently. 

 

Review:

 

I agree with this article because I've seen how support systems often enhance student achievements. I noticed that there is indeed a correlation between teachers' expectations for students and students' academic success. What that means is that if we higher our expectations as teachers by adding a rigorous curriculum into the school, students will start pushing themselves forward. I also think that having to lift the burden off our counselors, we will be able to be more efficient. I noticed that the school I work in, counselors are so overwhelmed and with the budget cuts, we were unable to successfully push for new software, for example, to help with class programming. Having the money will help reduce that burden and perhaps help in getting an additional counselor.

 

Reference:

Choy, S.P., Horn, L. J., Nunez, A., and Chen, X. (2000).  Transition to college: what helps at-risk students whose parents did not attend college. New Directions for Institutional Research, 107, 45-63.