Low Rates of
Graduation and College Readiness
in Minority Youth
(NYC)
A. Winkelsas
The Frederick Douglass
Academy
Introduction
In both
Walter Dean Myers book The Scorpions and Douglass' The Narrative of
the Life of Frederick Douglass, education and its value in society are
relevant themes. In The Scorpions,
Jamal feels alienated by the people he encounters at school and the institution
itself. In his narrative, Frederick
Douglass, though, argues that education is the means to real freedom. If education is the means to freedom, many of
today's youth are in trouble if they do not obtain the quality education to
which they are entitled. As of 2001,
only 51% of all black students and 52% of all Hispanic students graduated high
school, and only 20% of all black students and 16% of all Hispanic students
leave high school college-ready. In
addition, the portion of all college freshmen that is black (11%) or Hispanic
(7%) is very similar to their shares of the college-ready population (9% for
both).
Considering
this information, the NYC Department of Education has hired you and your group
as consultants. Specifically, you have
been asked to consider problems related to the low
rates of graduation and college readiness of minority youth and engage in
public policy analysis related to this overarching problem. You will then propose a public policy
solution to help remedy this problem.
Task
Your task is to reflect on Myers The Scorpions and The
Narrative of the Life of Frederick Douglass in an effort to analyze current
public policy related to education. Your
group of four will complete the six steps in the public policy analyst to
decide on one best public policy solution that will result in higher rates of
graduation and college readiness for minority youth (specifically in NYC). After completing the six steps in the
process, your group will make an oral poster presentation outlining the public
policy analysis process you went through for your specific social problem and
focusing on the public policy solution you've chosen.
Process
Over the next several days, your group will be responsible for the
following:
1. Writing a written
reflection on The Scorpions and The Narrative of the Life of Frederick Douglass
that relates to the issues described in the introduction. Each person in the
group must write their own short, 2-3 paragraph reflection.
2. Research the problem of low
graduation rates and rates of college readiness. Find relevant statistics either on graduation
rates or college readiness/attendance.
3. Decide on one specific
social problem related to this overarching issue.
4. Roles will be assigned by
your teacher. No more than one person
can fill each role.
Role#1: Creative Consultant--Illustrates
the poster/brochure; makes recommendations about putting together the final
project
Role#2: Editor--Edits/revises the
text on the policy analysis worksheets/poster/brochure
Role#3: Graph Maker/Number Cruncher--Organizes
the research/facts/numbers/statistics and makes graphs for the poster/brochure
Role#4: Project Manager/Lead
Researcher--Keeps track of the group's daily work and reports to the teacher
any problems; this role also involves leading the group’s research and
directing the other group members to the websites listed and also any
additional sites recommended by the teacher.
The Project Manager/Lead Researcher will compile all the research of the
group, extracting irrelevant or unnecessary information. He/she may also choose to do additional
research on the issue or policy.
Role#5: Presenter--Organizes and
makes the final oral presentation of the group's work
- Together,
complete each step of the public
policy analyst:
https://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
https://www.maxwell.syr.edu/plegal/TIPS/worksheet7.html
6. Create a poster and
brochure that details your final proposal and prepare an oral presentation that
explains each step of the public policy analysis process.
OR
Create a poster and write
a formal letter that details your final proposal and prepare and oral
presentation that explains each step of the public policy
analysis
process.
OR
Make a video that
documents your proposal and attempts to persuade others (including the mayor)
to accept the policy proposal.
7. Make the oral
presentation.
Resources
http://www.manhattan-institute.org/html/ewp_03.htm
http://www.fairtest.org/facts/main.htm
http://www.seo-ny.org/main11.php?pg=164&which=2&whichnew=84
http://nces.ed.gov/programs/digest/d03/tables/dt009.asp
http://nces.ed.gov/programs/digest/d03/lt1.asp#c1_3
http://nces.ed.gov/programs/digest/d03/tables/dt188.asp
http://www.timeoutfromtesting.org/0226_article_worst.php
http://www.educationreview.homestead.com/2003GraduationRates.html
http://www.nydailynews.com/news/local/story/118276p-106649c.html
http://www.washingtonpost.com/wp-dyn/articles/A51785-2005Feb24.html
http://www.ed.gov/news/pressreleases/2005/02/02152005.html
Evaluation
|
CATEGORY |
4 |
3 |
2 |
1 |
|
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. |
|
|
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
|
|
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
|
No
grammatical, spelling or punctuation errors. |
Almost
no grammatical, spelling or punctuation errors |
A
few grammatical spelling, or punctuation errors. |
Many
grammatical, spelling, or punctuation errors. |
|
Use of PPA Worksheets |
Complete,
thoughtful, and through answers to every single question. |
Somewhat
complete answers to every question. |
Incomplete
answers to most questions. Not
thoughtful or through. |
Did
not answer every question. Answers
were incomplete. |
|
Oral Presentation |
Information
presented using effective speaking skills and a useful visual /video. |
Information
presented using some speaking skills and an adequate visual /video. |
Information
presented in a somewhat disorganized fashion.
Visual /video is poor/missing. |
Information
not presented/presented in a disorganized fashion. Visual /video is poor/missing. |
Conclusion
The research and information you have gathered as part of your social
problem policy analysis is incredibly valuable.
The recommendations you have proposed are critical in the effort to
improve the educational experience of urban students and in the improvement of
the college attendance rates of urban, minority youth.
Standards
In doing this project
students have met the following New York State Learning Standards:
ENGLISH LANGUAGE ARTS STANDARDS
STANDARD 1 - LANGUAGE FOR INFORMATION AND UNDERSTANDING
1. LISTENING AND READING
Listening and reading to acquire information and understanding
involves collecting data, facts, and ideas; discovering relationships,
concepts, and generalizations; and using knowledge from oral, written and
electronic sources.
2. SPEAKING AND WRITING
Speaking and writing to acquire and transmit information requires
asking probing and clarifying questions, interpreting information in one’s own
words, applying information from one context to another, and presenting the
information clearly, concisely, and comprehensibly.
E1 - READING
E1c. - read and comprehend information material.
E2 - WRITING
E2a. - produce a report of information.
E3 - SPEAKING , LISTENING AND VIEWING
E3b. - participate in one to one conferences with a teacher.
E3c. - participate and deliver an individual presentation.
E4 - CONVENTIONS, GRAMMAR, AND USAGE OF THE ENGLISH LANGUAGE
E4a. - independently and habitually
demonstrate an understanding of the rules of the English language in written
and oral work.
E4b. - analyze and subsequently revise work to
improve its clarity and effectivness.
MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis,
scientific inquiry, and engineering design, as appropriate,
to pose questions, seek answers, and develop solutions.
Standard 2: Information Systems
Students will access, generate, process, and
transfer information using appropriate technologies.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking
skills of mathematics, science, and technology to address real-life problems
and make informed decisions.
SOCIAL STUDIES STANDARDS
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing… the basic civic values of American constitution, democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.