Yo, Teacher

A WEB QUEST

Yo, Teacher! Why Are All These

Kids Droppin’ Out of School?

Mr. R. JOLLEY

MS 324 PATRIA

Introduction

In 2005, just 44% of students who entered 9^th grade four years earlier graduated from New York City’s public high schools.[1] Fifty percent of girls graduated in four years, while only 37% of boys accomplished the same thing.[2] In New York State the four-year graduation rate was 64%,[3] and nationally it was 20%. If New York City students do not graduate, they will be at a distinct disadvantage when looking for and securing a job as well as earning promotions. Other negative consequences include lower earnings, lower satisfaction, and fewer opportunities to make use of their talents.

Considering this information, Mayor Bloomberg has asked the Schools Chancellor, Joel Klein, to set up a Graduation Task Force to examine the graduation rate in New York City high schools. Ms. Heller has chosen you to be a member of this task force. You have been asked to consider problems related to the low graduation rates of minority youth and engage in a public policy analysis related to this issue. You will then propose a public policy solution to help solve this problem. Good luck and good research. WHO KNOWS? You can save your friends or family members from a life of despair.

Task

Your group will use the steps of the Public Policy Analyst to analyze the problem of low graduation rates among minority students in New York City public schools. In addition to identifying causes of the problem, you will present recommendations to combat the problem. After completing the six steps in the process, your group will draw a graph of graduation rates for the city, state, and country. This graph will be incorporated into a 5-page report utilizing the public policy analyst explained below. This process allows you to address specific social problems and focuses you on the public policy solutions. You will give an10-minute oral presentation to the class highlighting your work and include in this presentation a poster summarizing this information. This poster must include text, graphics and imagination.

Process

1: The class will be divided into groups of four to complete the task assignments. Each group participant will have a specific task as outlined below:

EDITOR-IN-CHIEF- This group member will be in charge of organizing, editing and coordinating all activities regarding the completed paper and oral presentation. This leader will also supervise deadlines and all keep the group on task. He/she will orchestrate the oral presentation and be responsible for the final copy of the research paper. ALL GROUP MEMBERS MUST TAKE AN ACTIVE ROLE IN THE ORAL PRESENTATION.

RESEARCHER-This group member will be assigned the task to complete all six worksheets using the Internet sources given below along with outside text material. This group member’s research will set the outline for the factual material used in the oral and written report and the poster board.

All group members will be asked to participate in compiling research for the “researcher” to coordinate completion of the worksheets.

WRITER-This group member will be responsible for writing the research paper and outlining roles for the oral presentation. He/she will use the information collected by the “researcher” to complete this task. The writer must be familiar with copy write guidelines and be able to use MS Word. The research paper must be typed using Ms. Word.

POSTER MAKER-This group member will use the information received from the researcher and writer to construct a poster board of THREE SIDES to be used as a demonstration device during the oral presentation. This group member must be imaginative and creative. All group members should take an active role in aiding the poster maker by using advice and consent.

2: The groups will use the SIX STEP PUBLIC POLCIY ANALYST and complete all worksheets on the links given below. All group members must familiarize themselves with the PPA steps in solving the social problem of dropouts by reading the web pages and gaining an understanding of all worksheets. Click on the links below:

A} Summary of each step of THE PUBLIC POLICY ANALYST:

STEP # 1: Defining the social problem: http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html

STEP # 2: Gathering the evidence for the social problem

http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html

STEP # 3: Identifying the causes for the social problem

http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html

STEP # 4: Evaluating existing policies

http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html

STEP # 5: Develop alternative solutions

http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html

STEP # 6: Select the BEST solution

http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html

Resources

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

SPECIFIC WEB SITES

“Youths who drop out”

STATISTICAL ANALYSIS

DROP OUT RATES

DROP OUTS IN AMERICA BY STATE

GATES FOUNDATION SURVEY

CNN REPORT: What’s Wrong with American High Schools”

PDF file-IN-DEPTH STUDY OF DROP OUTS AND POSSIBLE POLICY SOLUTIONS

Possible solutions: excerpt from book

“The artisan program”

A SURVEY: As a group, you may want to divide up these web sites. ALSO, you may want to INTERVIEW the guidance counselors and principals in our school to find out the programs utilized by MS 324. This is an excellent way to get an inside view of our school’s approach to the drop out problem.

Evaluation

Research Report : YOUTH EMPLOYMENT

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 NEEDS IMPROVEMENT
Organization	Information is very organized with well-constructed paragraphs and subheadings. All steps in the PPA are used correctly.	Information is organized with well-constructed paragraphs. Most steps in the PPA are used correctly.	Information is organized, but paragraphs are not well-constructed. All steps are in the PPA are used but some are incorrectly.	The information appears to be disorganized. Few steps in the PPA are used and they are used incorrectly.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Quality of Information	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.
Mechanics	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.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	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.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A’= 21-24 “B”= 17-20 “C”= 13-16

“F” = BELOW 13

ORAL PRESENTATION

Oral Presentation Rubric

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Comprehension For question & answer period	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

GRADING: “A” = 21-24 “B” = 17-20 “C” = 13-16 “F”=BELOW 12

Conclusion

From completing this web quest you should have learned the enormity of the drop out problem. Students, who do not complete high school, are often doomed to a life of poverty, struggle and dependence. You also have experienced the role of the public policy analyst. These planners investigate a social problem and search for public policies that address the issues. In this web quest, you have made proposals to alleviate the drop out problem. Let’s hope you made a difference!

Standards Addressed

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Social Studies

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.