Discuss the factors that can contribute to low achievement in education by children and young people

Intracontinental[ edit ] NEPAD 's E-school programme is an ambitious plan to provide internet and computer facilities to all schools on the continent. SACMEQ is a consortium of 15 Ministries of Education in Southern and Eastern Africa which undertakes integrated research and training activities to monitor and evaluate the quality of basic education, and generates information that can be used by decision-makers to plan and improve the quality of education. For 10 years, the Benin Education Fund BEF has provided scholarships and education support to students from the Atakora province in northeastern Benin.

Discuss the factors that can contribute to low achievement in education by children and young people

National Center on Response to Intervention This is the first article in a three-part series.

In this three-part series, we present an overview of the issues most relevant to the development and implementation of Response to Intervention RtI models in contemporary urban schools.

This first article focuses on describing the broad challenges faced by and within urban school systems in effectively educating students. These issues, we contend, should be well considered—and addressed when possible—prior to implementing an RtI framework.

The second article in the series focuses on how RtI frameworks in urban schools should be designed to consider the cultural dimensions of racialization and linguistic hegemony that limit equitable opportunities to learn.

The third article seeks to present promising examples of how RTI practices that consider cultural dimensions operate in urban schools. As such, it is designed as a model for the prevention of long-term academic failure and thus, is a potentially powerful tool for addressing the needs of all students in all contexts.

Urban School Challenges It is important to note that the challenges facing urban school systems are not entirely unique to metropolitan areas, nor are all urban school systems confronted with the same challenges.

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Urban schools do, however, share some unique physical and demographic characteristics that differentiate them from suburban and rural school districts. Unlike suburban and rural school districts, urban school districts operate in densely populated areas serving significantly more students.

In comparison to suburban and rural districts, urban school districts are frequently marked by higher concentrations of poverty, greater racial and ethnic diversity, larger concentrations of immigrant populations and linguistic diversity, and more frequent rates of student mobility Kincheloe, While sociodemographics are not themselves the challenge of urban school systems, they speak to the broader social and economic inequities facing such populations that invariably frame the work of urban schools.

As Orfield explained, segregation and poverty underlie grander issues in urban education systems: It is wrong to assume that segregation is irrelevant, and policies that ignore that fact simply punish the victims of segregation because they fail to take into account many of the causes of the inequality…Current policy built on [this assumption] cannot produce the desired results and may even compound the existing inequalities.

The challenges of urban education cannot be divorced from its sociodemographic context. Stuctural Challenges Urban school systems tend to have specific structural challenges that impede their ability to effectively educate the most vulnerable students.

While these structural challenges may be evidenced across all types of educational contexts, they are perhaps most potent in urban settings.

They include 1 persistently low student achievement, 2 a lack of instructional coherence, 3 inexperienced teaching staff, 4 poorly functioning business operations, and 5 low expectations of students Kincheloe,; MDRC, We discuss each briefly below and provide suggestions for addressing these structural challenges.

Low Student AchievementEven in the midst of tremendous political attention, low student performance persists.

Stuctural Challenges

This is often exemplified by a large number of students performing poorly on achievement tests and not performing at grade level, as well as high rates of high school noncompletion and special education classification. The vast majority of students want to succeed in school and view school as important to being successful in life, but structural barriers both inside and outside school often stand in the way of the realization of this Theoharis, A Lack of Instructional CoherenceUrban schools are bombarded with so many instructional initiatives and approaches that they can become fragmented, or indeed contradict one another.

Moreover, urban school initiatives should be carefully chosen, with attention paid to what is already being implemented within the school district.Risk Factors for the Perpetration of Youth Violence.

Research on youth violence has increased our understanding of factors that make some populations more vulnerable to victimization and perpetration. Risk Factors for the Perpetration of Youth Violence.

Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Doug Harris joins Marty West to discuss education reforms in New Orleans after Hurricane Katrina on the EdNext podcast. What happened to the New Orleans public schools following the tragic levee breeches after Hurricane Katrina is truly unprecedented. Within the span of one year, all public-school. UN News produces daily news content in Arabic, Chinese, English, French, Kiswahili, Portuguese, Russian and Spanish, and weekly programmes in Hindi, Urdu and Bangla. Our multimedia service, through this new integrated single platform, updates throughout the day, in text, audio and video – also making use of quality images and other media .

A combination of individual, relationship, community, and societal factors contribute to the risk of youth violence. Considerable evidence supports this crucial conclusion: the differences in achievement observed between and among students of culturally and ethnically diverse backgrounds and students of mainstream backgrounds are not the result of differences in ability to learn.

Rather, they are the result of differences in the quality of the instruction these young people have received in school. This is the first article in a three-part series.

Discuss the factors that can contribute to low achievement in education by children and young people

In this three-part series, we present an overview of the issues most relevant to the development and implementation of Response to Intervention (RtI) models in contemporary urban schools. Racial and social class differences in children’s experiences with parental incarceration.

By the age of 14, approximately 25 percent of African American children have experienced a parent—in most cases a father—being imprisoned for some period of time. Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others, based on income, education, and barnweddingvt.com analyzing a family's SES, the household income, earners' education, and occupation are .

How Racially Diverse Schools and Classrooms Can Benefit All Students