EDL – 807 Improving Student Acheivement - Patrice Pilgrim
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Improving Student Achievement
Patrice Pilgrim College of Doctoral Studies, Grand Canyon University EDL-807: History and Politics of K-12 Education
Dr. Butler
Wednesday February 28
th
, 2024
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Enhancing Student Achievement: A Critical Analysis of Recent Educational Initiatives
In response to the ongoing pursuit of enhanced student achievement, governmental bodies and educational institutions have implemented various programs and initiatives. These actions aim to improve students' overall academic performance while fostering holistic development. This paper seeks to critically analyze an empirical research study conducted within
the past five years and delves into an initiative designed to enhance student outcomes. Through a
thorough analysis of this chosen study, this paper seeks to shed light on the efficacy, impact, and potential implications of the specific initiative under scrutiny. By critically analyzing empirical and scholarly insights, this paper seeks to clarify the complexities surrounding various efforts that seek to enhance student achievement within modern educational landscapes. Identified Empirical Research Study
The study identified was – "Exploring Factors Associated with Academic Motivation and
College and Career Readiness in Rural Adolescents," and it was selected for use in this paper due
to its alignment with steps to address critical issues impacting rural education and adolescent development. Rural communities face unique challenges related to their access to sufficient resources, limited educational opportunities, and socioeconomic inequalities. This study offers valuable insights into the nuanced nature of rural educational settings. It provides evidence-based
recommendations, thereby promoting the goal of academic success for post-secondary and future
career opportunities. In critically analyzing this research, the aim is to gain a deeper understanding of the numerous factors that influence academic motivation as well as college and career readiness among adolescents from rural communities and the exploration of the potential implications for educational practice and policy.
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Method
In 2016, initial data was collected through voluntary involvement of middle and high schools, utilizing the Community and Youth Collaborative Institute's – School Experience Scales
(CAYCI-SES). This study attained approval from the university's institutional review board for secondary data analysis. The selected sample was comprised of 8,541 young people ranging in grades 6 – 12 from 37 rural schools in the Midwestern corridor of the United States. The term 'rurality' was defined by the Office of Management and Budget (OMB) criteria, which indicated counties with fewer than 50,000 residents and 84% non-metropolitan land. Both the ethnic and racial diversity represented by the sample was a 'mirror' of modern rural America, with a majority identifying as White (87.4%), followed closely by Black (3.7%) and Multiracial (2.9%).
Almost half of the participants were female, and fell within the age bracket of 11 to 20, with the highest proportion falling within the 12 – 16 age bracket. Approximately 46% of the study participants reported receiving free or reduced-price lunches from their respective schools. Research Questions
Hypothesis 1:
Rural adolescent internalized and externalized behavior will be positively associated with their perception of academic motivation and college and career readiness.
Hypothesis 2:
Rural adolescent peer relationships will be positively associated with adolescent perception of academic motivation and college and career readiness. Hypothesis 3:
Rural adolescent parental involvement and support will positively affect adolescent perception of academic motivation and college and career readiness. Hypothesis 4:
Rural adolescent families and community connections will positively affect adolescent perception of academic motivation and college and career readiness.
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Results
F-tests showed that college and career readiness (df = 9, p < .001, R² = 0.32) and academic motivation (df = 9, p < .001, R² = 0.33) models fit the data well. This indicates that 32% of the variance in college and career readiness and 33% of the variance in academic motivation were accounted for by the variables contained in the model. Higher levels of internalized and externalized behaviors, peer relationships, parental involvement and support, and family/community connections were associated with a stronger degree of academic motivation and college and career readiness among adolescents. These findings were able to support the hypothesis of the study. They suggested that positive mental and behavioral health and positive social connections contribute to the continuance of academic success. In contrast, gender and a level of family arrangement strongly impacted their perception of college and career readiness. Evaluation of Results
The F-tests, when conducted in the study, demonstrated a strong connection between the data for both college and career readiness (df = 9, p < .001, R² = 0.32) and academic motivation (df = 9, p < .001, R² = 0.33). The data indicates a considerable degree of variance in college and career readiness (32%) and academic motivation (33%), and these variations can be explained by
the data variables included in the model. Specifically, adolescents who demonstrate higher levels
of internalized and externalized behaviors, positive peer relationships, parental support and involvement, and regular connections within their family group and community showed greater academic motivation and readiness for the incoming college and career readiness pursuits. These findings also align with the hypothesis of the study and suggest that an enhancement of adolescent and mental behavioral health, including fostering positive social connections, can
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have a long-term positive impact on academic outcomes. Additionally, demographic factors such
as age, socioeconomic status, and gender significantly influenced the perceptions of adolescents' academic motivation. In contrast, family and gender arrangements notably impacted their college
and career readiness perception. Practical Implications
Targeted Interventions – Schools and related stakeholder communities can implement interventions that are targeted at the improvement of adolescent, mental, and behavioral health, which can also aid in the fostering of positive peer relationships, an increase in the involvement and providing of parental support (Rocha-Beverly, 2023). This could mean implementing counseling services, parent engagement, and mentorship initiatives. Curriculum Development – The educational curriculum can be developed with a dual focus at its core. Social-emotional learning and life skills should go hand in hand with academic instruction being provided. By deliberately incorporating these elements, positive social connections and family/community involvement can be promoted much more meaningfully (Suwondo et al., 2022). This way, schools will better prepare students for academic success and career readiness. Support Systems – Both teachers and school counselors can be instrumental in the establishment of a support structure within schools to help identify and address the varying needs
of students who may find themselves struggling with both mental health issues and a lack of social support (Dowling et al., 2020). In providing resources as well as assistance to these students, their academic motivation and their readiness for college and career pursuits will be enhanced.
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Parental Engagement – The school community can work collaboratively to increase and enhance the opportunities available to parents to participate in their children's educational experiences. Parents can attend parent-teacher conferences, school events, and workshops targeted to support them and their children. Research shows that solid parental support positively
impacts students' academic outcomes. It can further enhance students' motivation as they continue towards future endeavors. Awareness and Sensitivity – Understanding the impact of demographical factors such as age, gender, and socioeconomic status on overall academic motivation and readiness can aid educators and policymakers in developing more inclusive and equitable educational approaches. By ensuring one is aware of these specific factors, the interventions and support services provided can better support various student populations' varied and specific needs. Critique of the Initiative
The strategies that have been proposed show significant promise for the enhancement of student outcomes. Multiple considerations should be considered and that warrant further consideration:
Implementation Challenges: There were suggestions made regarding proposed interventions and the development of curriculum and support systems, and while these suggestions were commendable, the practicality of their implementation on a larger scale within school communities could pose some challenges (Neliwati et al., 2023). Restricted access to resources, various levels of staff skill, and time constraints could negatively impact implementing these strategies.
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Effectiveness: While the use of mentorship programs, parent interaction initiatives, and counseling services are an option, the degree to which they are effective in the improvement of adolescent mental and behavioral health needs to be thoroughly assessed. If the evidence to support effectiveness is missing, then any investment of time and resources in these initiatives may not yield the desired outcomes. Equity Concerns: There is a concern that any initiative that is targeted at increasing parent involvement may unintentionally make the existing disparities even worse (OCLC annual report 2021-2022). Families that face barriers outside the scope of academics may need help to participate in the more traditional forms of parental engagement consistently. Thus, actions aimed at increasing parent involvement must be packaged with multiple strategies that are targeted at addressing the concerns and ensuring that families feel welcome and participate in their child's education. Sensitivity to Context: A foundational understanding of demographic factors is crucial in this process. So, too, is the recognition of the potential impact of factors such as gender, age, and
socioeconomic standing on academic motivation, readiness, and the attendant variances in the local context. One-size-fits-all interventions will not work long-term if the aim is to provide for the particular needs of the student populations. Care must be taken to address student populations' challenges, and steps should not be taken toward harmful outcomes. Comprehensive Approach: Singular strategies such as support systems and targeted interventions have a crucial role in education, and they must be among the contributing elements if the intent is to comprehensively address the topic of educational reform (Antonio et al., 2023). In tackling systematic issues such as disparities in funding, curriculum design, and teacher
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training, an environment must be created where all students can make significant academic progress and achieve their full potential. Global Influences on the Initiative
These strategies could be influenced by global factors such as cultural differences and varying degrees of access to resources as well as cultural differences. Within some cultures, seeking mental health support may be stigmatized or deemed a cultural taboo (November 2022). Hence, targeted interventions must factor in the specific cultural identity and must also be adaptive to that specific community's cultural norms and values to ensure that measures are accepted and effective. Economic Disparities: In areas where there are higher levels of poverty and where there is also limited access to adequate resources, the implementation of comprehensive support systems and parental engagement strategies may be challenging (Blomgren & Henderson, 2021).
Addressing economic disparities and providing more equitable access to resources is crucial in ensuring these strategies' future success. Access to Technology: In a world with an increasing reliance on technology, access plays
a crucial role in education. Schools that command increased resources may have better access to online resources and tools for curriculum development and parental involvement. Efforts to close
the digital gap and help equitable access to technology ensure that all students can benefit from these strategies. Policy Environment: Various countries will contain varying policy environments, which can influence how these strategies are implemented. Governments may prioritize particular aspects of education reform over others depending on multiple factors (Tekindur & Kingir,
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2023). A strong political will and supportive policies are crucial to creating an environment that effectively demonstrates the execution of targeted interventions, support systems, and curriculum
development. Globalization: The increase of the current reality of interconnectedness has meant that both policymakers and educators can be reciprocal in learning about the best practices in education – on a global scale. Collaborating on knowledge-sharing initiatives can aid in the facilitation of idea and strategy exchanges, which will lead to an improvement in student learning outcomes across borders. Conclusion
This paper critically examines the selected empirical study and focuses on enhancing student achievement relative to rural adolescents. The study investigated aspects of rural communities and acknowledged some specific challenges, such as a limit on access to resources and socioeconomic disparities (Harsono, 2022). Through an analysis that was targeted at deepening the existing understanding, this paper was able to emphasize the importance of elements such as positive mental and behavioral health and their interconnectedness in shaping academic outcomes. While the study's findings show promise in the avenues that could be taken, this paper also acknowledged the need to address the challenges that come with implementation (Gebremariam & Asgede, 2023). Educators and policymakers need to work more collaboratively
to develop and implement strategies that will ensure that all students can unlock their full potential.
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