A new Congress is taking over in January that has college students worrying over a possible 15% cut to their Pell Grant awards. The amount a student receives from the Pell Grant Program is determined by their status as a full- or part-time student, their financial needs, and the costs to attend their school. Grants make it possible for low-income or unemployed students to earn a degree when they otherwise could not financially commit.
Making the Most of High School
In cities with the highest dropout rates, 40 percent of freshmen will repeat the ninth grade, and of those students only 10 – 15 percent will make it to graduation day. These numbers make up what is referred to as the “freshman bulge†– given that name because more students are retained their freshman year than in any other grade. So, what causes the freshman bulge? The school culture changes drastically for a high school freshman. The workload gets harder, relationships intensify, schedules get crammed with part-time jobs, after school functions, homework, etc., and the thought of college moves closer to becoming a reality. Students need guidance during this vulnerable time in their life to reach academic, social and emotional success.
Leadership for Teenagers
The recession has many people questioning the skills of business leaders and politicians today and for the future. According to IBM’s 2010 study, “Inheriting a Complex World: Future Leaders Envision Sharing a Planet,†only 4 out of every 10 students surveyed believe their education is preparing them to address global problems as the next generation of leaders.Where would we be if it was a requirement for leaders to refine their ethics, values, and creative thinking skills? After experiencing the effects of our leader’s bad decisions and our own financial negligence it’s easy to see that great power isn’t synonymous with a great leader.
In the Chronicle for Higher Education, history professor, Richard Greenwald questioned the lack of leadership programs being taught at the college level. He made the point that the world of work is shifting and the next workforce generation will have more freelancers and a variety of jobs that will require self-direction. But why wait until college to start developing leadership skills? Early exposure can prepare high schoolers for leadership roles they will need to secure in college to advance with all the skills they need to fill an impressive portfolio for the workforce. Â Additionally, their leadership contributions can greatly enhance their high school experience as well as their college applications.
Students throughout their schooling career are often told to be leaders, yet rarely taught how. LifeBound’s interactive book, Leadership for Teenagers, identifies skills essential for leadership and offers students tactical steps to assess and apply these skills to their own lives, to roles in their schools and community, and to complex global problems. The book features leaders from across the disciplines and from a variety of cultures that challenge conventional ideas about what leadership is and how it’s best executed. In a rapidly changing world, the future and sustainability of the planet depends on harnessing the power and leadership potential of today’s students and tomorrow’s leaders.
Students will develop leadership skills through:
- Analyzing historical leaders with contemporary leaders.
- Developing a vision and seeing their possibilities.
- Cultivating problem-solving skills.
- Understanding what it takes to earn and give respect.
- Communicating clearly, effectively and passionately.
- Mobilizing high-performing teams on the field, in the classroom, and in the community.
- Defining personal values and lead with integrity.
Kitty Thuermer, director of publications for the National Association of Independent Schools says, “Just as Howard Gardner promoted ‘multiple intelligences’ this book tackles multiple leadership styles, which is great—especially with the message that leadership can take many forms that we don’t normally recognize.  Whether teens are taking steps to self-lead and manage their personal lives, or rally support for initiatives with global impact, LifeBound’s book prepares them to stand strong and make a difference.†We can’t expect to find leaders in the future if we aren’t teaching them the skills to succeed today.
Early Career Exploration May Motivate Students to Graduate
Carol’s Summary:
How do high schools increase the number of graduating seniors? One way is to introduce career opportunities as early as middle school to expose students to all their options. We expect high school students to reach a goal, like graduating from high school, when they barely know themselves or their interests.  What if we changed the goal not only to graduation day, but also to their life, their purpose, their mission? If students are given the choice to explore different careers, they will feel more involved in the experience, more motivated to advance to higher education, and develop the ability to see their education as the stepping stones to reaching their goals.
According to the ACT’s study, “Career Planning: Students need help starting early and staying focused,” students start thinking about career possibilities as early as 8th grade, and students gain their career interests as a result of experience. Cities and schools who join forces for workforce planning, can provide students the opportunity to meet professionals, network, and ask questions so that they can learn more about fields and paths of study. Exposing students to careers at a young age can make them intrinsically driven to complete high school, instead of externally driven by parents or teachers. If students are encouraged to learn about, develop and lead with their passions, their high school education becomes a stepping stone for a tangible goal. When the student owns the pathway to their future, they also own the responsibility of whether they reach their goal or not. How does anyone reach a goal if they never set it? How can an elementary, middle, or high school student be driven to graduate if we don’t show them the end of high school is just the beginning, and the rewarding context in long-term outcomes for challenges and sacrifices they may experience today?
Sources:
Career Planning: Students Need Help Starting Early and Staying Focused -Â act.org
Subject inspired by:Â Aurora school initiative looks at helping students’ career dreams come true
AURORA — Hinkley High senior Edwin Hernandez-Corral grew up dreaming of being an electrician.
Read the full article at: denverpost.com
Bill Allows Students to Give Teacher Feedback
Carol’s Summary
Gov. Arnold Schwarzenegger wanted to go further in evaluating teachers and California student governments helped him attain his dream by creating a survey to give student feedback directly to their teachers in order to increase teacher effectiveness, which will be enforced by the bill Schwarzenegger recently signed. This bill hopes to incorporate student feedback into teaching methods and curriculum by letting students have an opinion on who teaches them and how they do it. The surveys will only be shown to the teacher of the class and not be accessible to administrators or be saved in the teacher’s personnel files.
Article: Students to get a voice on teacher performance under new state law
High school students will get a chance to say what they think of their teachers under a bill signed by Gov. Arnold Schwarzenegger.
To read this article: latimes.com
Dual Enrollment Programs
Carol’s Summary:
High schools nationwide are beginning to offer dual enrollment to “high-risk†students, with the goal of improving the students’ options and opportunities to go to college. Dual-enrollment programs place students in college level courses for credit while they are still in high school, and have traditionally only been offered to high-achieving students.
Now researchers are finding that these kinds of programs also benefit students at risk for dropping out of high school, by giving those students more insight into the process of transitioning from high school to college. and showing them that going to college is a realistic goal to reach for. The programs guide students through the college application process and applying for student loans.
Sometimes they offer mentoring and job shadowing. However, currently only 15 states have colleges and universities that accept dual-enrollment credits. It seems implementing more of dual-enrollment programs nationwide and improving correspondence between high schools and colleges could significantly increase high school graduation rates. The percentage of high school students who choose to attend colleges and universities will likely improve as well.
The transition from high school to college can be difficult for many students, especially if they come from less fortunate economic backgrounds or are the first in their families to have the opportunity to attend college. It is crucial for all students to understand that they are capable of pursuing higher education if they so choose. Majoring in the Rest of Your Life is a guide to preparing for college and succeeding in life after secondary school. For more information on our books, visit www.lifebound.com or e-mail contact@lifebound.com.
Article:Dual Enrollment Programs Show Promise for Non-High Achievers
By Dian Schaffhauser
Is it possible that getting high school kids–even those who considered “high risk”–into college courses as part of a dual enrollment program could increase their chances of success and improve school retention efforts? That’s the conclusion of a recent study on the topic.
Dual enrollment programs give students in high school the chance to take courses for college credit. Typically, they’re taken by students who are doing well academically. While dual enrollment courses are true college courses, they may be taken in the high school–in fact, the authors reported that 74 percent of college classes are taught in the high school. Or they’re taught at a college campus or via online delivery.
To read the full article: www.thejournal.com
High School vs. College
Remember those comprehension questions on SAT tests that ask, “Rudder is to ship, as bridle is to _________ (correct answer: horse)? Well, a similar analogy can be applied to high school and college… High school is to college as gym class is to team sports. In gym class you get exercise, just as you do when you play sports. But playing on a team involves a deeper, more focused commitment.
Likewise, what you can expect from college is a different kind of experience than high school. It’s more intense, and – for many students — more rewarding because it relates directly to their future. One thing’s for sure, knowing what to expect can help you make a smoother transition between the two worlds.
A is for Academics – Original thoughts count more in college. While you’re still in high school, strengthen your study habits. If you’re having trouble in a subject, don’t delay in getting help. And when you get to college, attend classes regularly and visit your professors during office hours.
I is for Independence - In college, you will become more independent than you were in high school. This means you need to make wise choices about your personal safety, finances, and overall well-being. You need to know when and where to get help in case you get sick or have trouble with a class.
M is for Marketability – The only goal of most high school jobs is to earn a little extra cash. But in college, you’ll need to think more strategically about work. You’ll want to look for internships, work study programs, and summer jobs that relate to your field of interest. Talk to someone who works in that field, and/or set up an appointment with a guidance counselor at school. Find answers to questions such as: Which college majors are ideal for this career? What kinds of skills are needed? What are the personal traits of people who are successful in this job (enjoy details, like to work alone, able to lead, etc.)?
Now, armed with a clearer picture of what will be expected of you in college you’ll know how to take AIM.
How Should Schools Identify Gifted Students?
Carol’s Summary:
Critics say that the test gives certain students an unfair advantage, whereas many others who come from less fortunate backgrounds may not be as well-prepared to take such a test. The cost of prep materials and tutoring gives wealthy students a good chance at being accepted, while students who come from less fortunate families may not be able to pay for the preparation.
Therefore, they may not be as well-prepared to take such a test. They say that the admissions tests should utilize several kinds of evaluations, including portfolios of students’ past work, essays, and interviews.
There are currently 3 million students nationwide who are identified as gifted, and it is believed that there are many more who have not yet been noticed or who have undergone one-sided tests such as the one previously mentioned. It is necessary to employ various strategies to identify gifted students, so that they may receive the education they deserve.
To hold back a student who is gifted may make the student likelier to grow bored with school and possibly even drop out, because their abilities are not being recognized. At LifeBound, we believe it is incredibly important to tailor teaching to individual students, their abilities and their needs. In our curriculum that accompanies each of our books, we have included activities for both gifted and at-risk students, so that no child’s needs are left unattended to. Visit www.lifebound.com or e-mail contact@lifebound.com for more information about our books and curriculum.
Article:
Identifying Gifted Students
By Walt Gardner
The latest chapter in the gifted student saga was on display at Hunter College High School in New York City when a graduating senior delivered a commencement address that called into question the basis for admission to the storied school (“Diversity Debate Convulses Elite High School,” Aug. 5). The school uses a single, teacher-written test that has not changed for decades. Although the test is defended by Hunter College, which oversees the high school, as “very valuable in terms of preserving the kind of specialness and uniqueness that the school has,” it has resulted in a decline in the percentage of black and Hispanic students enrolled.
To read the full article: www.edweek.org
How Will Eliminating D’s from School Records Affect Students?
Carol’s Summary:
The Mount Olive school district in New Jersey has recently eliminated the D grade from their schools, in order to encourage students to achieve more. Now that students can only earn A’s, B’s, C’s and F’s, it may cause students to see how important it is to get better grades, rather than to put forth minimal effort and earn a barely-passing D in their classes.
Students in the district have openly expressed their disdain for the new policy, saying that it puts more pressure on students and will cause more students to fail. The new policy will allow increased opportunities for make-up work on failed or missed assignments, which will provide students with a better chance to improve their grades before report cards are sent home.
The elimination of the D grade in Mount Olive schools has brought attention to this new policy, but a similar strategy was used in the 90’s in a college classroom in Kansas. The policy is new in the Mount Olive district for this upcoming school year, and administrators hope that it will be effective for improving student work ethic and achievement.
Many students need an extra push to understand that they are truly in control of earning their grades. The work they put forth academically as well as in all aspects of life will appear in the results of their work. Students, especially at high school age, must learn how to take personal responsibility for their study habits and school work.
Our book, Study Skills for High School Students, provides students with tips for improving memory, being more involved in their class work, how to be an independent learner, and how not to procrastinate on assignments. Visit www.lifebound.com or e-mail contact@lifebound.com for more about LifeBound’s books and materials.
Article:
Little as They Try, Students Can’t Get a D Here
Michael Appleton for The New York Times
MOUNT OLIVE, N.J. — Who wants to pay for “Dâ€-quality plumbing? Fly the skies with a “Dâ€-rated pilot? Settle for a “D†restaurant?
Exactly.
The way the Mount Olive school district sees it, its students should not be getting by with D’s on their report cards, either. This fall, there will no longer be any D’s, only A’s, B’s, C’s and F’s.
To read the full article: www.nytimes.com
Is the Internet to Blame for Student Plagiarism?
Carol’s Summary:
Several colleges and universities nationwide are dealing with an increase of problems associated with plagiarism—the act of using information without giving credit to the source, largely due to students’ use of the internet while doing research for essays. Students at schools like DePaul and the University of Maryland have recently been caught plagiarizing, after their professors noticed that their text was copied verbatim for websites like Wikipedia.
A professor at Rutgers University found that 40 percent of 14,000 undergraduate students surveyed from 2006 to 2010 admitted to copying a few sentences from sources when writing essays for school. Only about 29 percent students today feel that taking information from the internet is a serious offense and should be considered “serious cheatingâ€. Some professors believe that plagiarism inhibits student’s creativity and writing skills.
In education, plagiarism is a serious offense, and students who are caught “stealing†information usually have to take a failing grade for the classes in which they plagiarized, and some may even be suspended from school altogether. Although it may be a tedious process, professors must be more aware than ever of plagiarism. Many colleges nationwide utilize computer software that tracks plagiarism attempts from students when they turn in their essays.
Our book, Study Skills for High School Students, talks about plagiarism and how serious of an offense it is. Plagiarism not only robs the original source of the credit they deserve but also takes creativity and credibility away from the student who plagiarizes. For more information about Study Skills for High School Students and other LifeBound books, visit www.lifebound.com.
Article:
Plagiarism Lines Blur for Students in Digital Age
By TRIP GABRIEL
At DePaul University, the tip-off to one student’s copying was the purple shade of several paragraphs he had lifted from the Web; when confronted by a writing tutor his professor had sent him to, he was not defensive — he just wanted to know how to change purple text to black.
To read the full article: www.nytimes.com