Sociological / Psycholinguistic   Bases of Bilingual Education

Notebook: 09, Disadvantaged Youth and Summer School

By the end of the year I had approximately, 5 students who needed to take part in the Title I summer school program. They would ask me if they were going to fail, and I would tell them that they had the opportunity to study hard in the summer and pass the TAAS after summer classes.

 According to the Center for Research on the Education of Disadvantaged Students (CDS), summer school is not much of a help for struggling students. Based on the short duration, poor attendance, and less than innovative teaching practices it seems I passed on the false hope I had in summer school on to my kids.

 I checked in on them today, it was so great to see them, and they were learning or I at least hoped they were, (when I came in their teacher was out of the room, and they were tracing their hands). I would like to learn more about CDS’s Project #7115.

 I believe that the most constructive summer school is enrichment NOT remedial summer school.

 The thought of summer school also brings up the issue of HISD’s inability to remain consistent when it comes to promotion standards. Are they basing their standards on educational values or on acceptable levels of anticipated public outcry? In don’t want to come back to school in Aug. to find angry embittered kids stuck in a bad situation due to district double talk.

 I think that a possible solution to the way TAAS pressures teachers to teach less social studies, science, and ESL, might be to offer optional English classes to our populous, kids as well as their parents. I don’t think that one month or six weeks will change beginning speakers into intermediate speakers, however it would at least allow for the chance at more practice. Practice for both student, parent, and teacher alike.

Course Components:

1. Cognitive Theories Paper 
2. Legal Cases Analytical Paper 
3. Presentation 
4. Notebook  
5. Paper  
6. Professional Development