Oh, if we could only go back to those students of 30 or so years ago. Today is unbelievable in comparison.
On 4/5/08 9:09 AM, "SKnight" <[EMAIL PROTECTED]> wrote: > What part of this explanation hasn't already been said? Isn't this why we > instituted Head Start over 30 or 40 years ago? Not that we allowed it to > remain effective. > Sande Knight >> >> ----- Original Message ----- >> >> From: Wilma de Soto <mailto:[EMAIL PROTECTED]> >> >> To: Glenn <mailto:[EMAIL PROTECTED]> ; UnivCity listserv >> <mailto:[email protected]> >> >> Sent: Friday, April 04, 2008 7:20 AM >> >> Subject: Re: [UC] The fourth grade slump >> >> >> I agree somewhat. >> >> From my perspective, I see kids who come to school after their first four or >> five years sitting in front of a TV or PlayStation. There is very little to >> build on when they arrive at school because their best learning years are >> already behind them. >> >> We begin by teaching them what they already should have known before they >> ever came to school. Kindergarten, first and second grade texts have lots >> of pictures, there¹s coloring to do etc. These kids are already behind when >> they started. Under normal circumstances at the end of second grade, one >> can begin the transition for third grade. However, these kids are barely >> second grade material. >> >> Then, POW! third grade. Texts have lots more words than pictures. It¹s a >> different level of interaction with assignments, more reading, more writing, >> higher-order thinking skills and the like. They fall further behind. They >> cannot make the transition there let alone the transition to Middle School >> style work of High School. >> >> It really starts at home because their best learning years are before the >> age of five. One has to have something to build on. They have to know >> something before they can be taught something else. >> >> >> On 4/3/08 8:43 PM, "Glenn" <[EMAIL PROTECTED]> wrote: >> >> >>> Newberg comments on the fourth grade slump: >>> >>> "Others have shown that early school achievement is a strong predictor of >>> high school completion (Stroup and Robims 1972). We were also interested in >>> reaching students before the "fourth grade slump," the sudden drop-off >>> between third and fourth grade in the reading scores of low-income students >>> (Chall et al. 1990). Recognizing the need to intervene earlier in the lives >>> of the children chosen to participate in the SYTE program, subsequent >>> classes of SYTE have been identified as early as kindergarten. The new >>> model recognizes that establishing a connection with children early allows >>> the program the best opportunity to capitalize on their strengths and >>> requires less remediation of neglected problems (Bogaines 1993)." >>> >>> Newberg, Norman A 2006. The Gift of Education. How a Tuition Gaurantee >>> Program Changed the Lives of Inner City Youth. The State University of New >>> York Press, Albany: 192 >>> >>> >>> >>> In this week¹s UC Review, University High School to Close in 2010 for Two >>> Year Renovation, consider this vague mention (the only printed mention to >>> date): >>> >>> "Penn and Drexel have said they would work with the feeder middle schools >>> to better prepare those children for the more advanced academic >>> opportunities in their neighborhood school." >>> >>> >>> >>> Neighbors, if the Penn/Drexel school were being designed by real Penn >>> experts from the school of education, they absolutely would know that they >>> must, first and foremost, provide details about preparing the local kids! >>> The effects of poverty are measurable much earlier than middle school >>> regardless of funded or under-funded schools!!! >>> >>> How do years of underfunded schools and barriers to quality extra >>> curricular activities compound the problems that start early? Wilma >>> pointed out that lots of us don't understand the range of issues or >>> problems teachers do their best (and often a heroic job) to deal with >>> daily. Properly funded schools (and fewer students with other problems >>> associated with poverty) have more supporting factors. The big problems >>> like large class size are sometimes recognized. Teacher turnover, low pay, >>> low support of staff, and the resulting poor morale can all be addressed >>> with proper funding. >>> >>> If Penn/Drexel start real quality interventions now, it would take years >>> before the gaps caused by decades of neglect would prepare neighborhood >>> kids, in any significant way, for any of the magnet high schools. >>> >>> But, the new UC high school is obviously following the history of mapping >>> and planning our neighborhood for Penn¹s real estate goals. The people of >>> Phila. simply pay. >>> >>> The most important details, the oblique plan for assisting the "feeder >>> schools," doesn¹t even make sense on the surface. The need for much earlier >>> intervention is so obvious and established that the only possible conclusion >>> is that the neighborhood is being deceived. >>> >>> Penn and Drexel have no intention of making a real effort to reach the kids >>> and families they are attempting to deceive. If I am wrong and "the >>> experts" are sincere, they are so out of touch with the literature that >>> they are incompetent. They would have made a bold and prominent >>> presentation of the "assistance" long before selling the magnet school as a >>> replacement. They are deceiving us and attempting to transfer resources >>> (the building and funds) from our already under-funded public system for >>> the purpose of attracting replacement residents and condo buyers! >>> >>> Sincerely, >>> >>> Glenn >>> >>> >>> >>> >>> >> >
