The Attrition Rate of First and Second
Ms. Karim
History
The
12th Grade
INTRODUCTION:
The principal is aware of the
high graduation rates of students from this school. You may have seen some of
these graduates walking down the school’s corridors or have sung with them in
the choir. Consequently, she is very concerned that a large proportion of our
school’s graduates are facing difficulties in their adjusting to academic life
during their first and second years of college life. As a result, many graduates are dropping out
of college.
TASK:
You are
part of a five member consultant group hired by the school to research the
issues behind this problem. You will evaluate the reasons why college students
are having difficulties navigating the first two years in college. You will present
a position paper with accompanying statistics and data to the Principal.
PROCESS
A. You will work in a group of five
B. The group will be
comprised of the following positions: Team Leader, Statistician, Researcher, Writer
and Presenter.
C. Responsibilities of each
team member are as follows:
Group Member #1: Team Leader is
responsible for insuring each member is on task and providing assistance to any
member when called upon.
Group Member #2: Statistician is responsible for obtaining the
numbers, percentages and other statistics needed for documentation.
Group Member #3: Researcher is
responsible for identifying, locating and securing primary and secondary
sources.
Group Member #4: Writer is
responsible for pulling together the research and developing the final draft.
Group Member #5:
Presenter will be the groups “face” and will present the final product
to the Principal.
D. Although each team member has a specific
role, all members are responsible for assisting other team members where
necessary in order to produce an excellent product.
E. Use
the http://www.maxwell.syr.edu/plegal/itgy.html
to complete the project:
F.
Use the websites
provided in the Resource section for more information.
G.
The position
paper should be no more than five (5) typed, doubled spaced pages. Use a font
of 12 for the type in Times New Roman.
You must include, where applicable, citations and a bibliography
RESOURCES
Bureau of Labor Statistics
Bureau of
Labor Statistics and Drop Rates for Freshmen in
College
Manhattan Institute
for Policy Research
Books
on Google-Trade Secrets for College Admissions
Evaluation
Position
Paper Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Research |
Incorporates
relevant outside information. Includes
relevant facts, examples and details, but discussion may be more descriptive
than analytical. |
Incorporates
limited or no relevant outside information.
Uses some facts, examples and details, but discussion is more
descriptive than analytical. |
Presents no
relevant outside information. Presents
few facts, examples and details; simply restates contents of the documents. |
Presents no
relevant outside information. Attempts
to complete the task, but essay demonstrates a major weakness in
organization. |
|
Mechanics |
Communicates
with full control and understanding of the conventions of English grammar and
usage. Experiments with sophisticated
language and varied sentence structures. |
Writes a
satisfactory developed essay, demonstrating a general plan of organization. Restates the theme in the introduction and
concludes with a simple restatement of the theme. |
Communicates
with partial control and understanding of the conventions of English grammar
and usage. Uses familiar language and
simple sentence structure. |
Communicates
with a lack of control and understanding of the conventions of English
grammar and usage. Uses inappropriate
and/or incorrect language and sentence structure. |
|
Purpose |
Establishes
and maintains clear focus: evidence of distinctive voice and appropriate
tone. |
Focuses
on a purpose, evidence of voice and suitable tone. |
Attempts
to establish and maintain purpose and communicate with the audience. |
Limited
awareness of audience and purpose. |
|
Policy Development |
Depth
and complexity of policies supported by rich, engaging and pertinent details;
evidence of analysis, negotiation, reflection and insight. |
Depth
of policy development and success of negotiation supported by elaborate,
relevant details. |
Lack
of elaborated policy development, unelaborated or repetitious details, little
evidence of successful negotiation. |
Minimal
policy development, limited or unrelated details, no evidence of successful
negotiation. |
|
Real World Reference |
Frequent
reference to international treaties, international organizations and
real-world stakeholders. |
Numerous
references to international treaties, international organizations, and
real-world stakeholders. |
Some
references to international treaties, international organizations, and real
world stakeholders. |
Few
references to international treaties, international organizations and
real-world stakeholders. |
Source for Position Paper Rubric:
UNAUSAMUN
Oral Presentation
Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Content |
Shows a full
understanding of the topic and uses many examples. |
Shows a good
understanding of the topic and uses some examples. |
Shows a good
understanding of parts of the topic and uses few examples. |
Does not seem
to understand the topic very well. |
|
Speaks Clearly |
Speaks
clearly and distinctly all the time, and mispronounces no words. |
Speaks
clearly and distinctly all the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces a few words. |
Often mumbles
or can not be understood OR mispronounces many words. |
Individual
Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Individual Work in a Team |
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. |
A=32-29 B=28-24 C=23-19
D=18-16 F=15-0
CONCLUSION
By completing this
WebQuest you have helped your
Principal understand some of the obstacels confronting first and second year
college students. You have used the
Internet to help you thoroughly research the problem. You have worked in a group to write a
position paper that you presented to your Principal. You have also learned the six steps of the
Public Policy Analyst. Hopefully, you
have gained knowledge that will help you be successful in your college
endeavor.
STANDARDS
Standards: This
WebQuest meets the standards for English Language Arts, StandardS, 1,
2, 3 and 4 and Social Studies Standard 4, Economics and
Standard 5, Civics,
Citizenship and Government.