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Essay Contest For High School Students In California

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California High School Exit Exams Essay - 1748 Words

California High School Exit Exams

Karen Robey
Kathleen Walton
English 102
May 12, 2010

High School Exit Exams

There has been a concern for some time throughout America regarding the quality of our public education. It seems the majority of students are graduating from high school without understanding the basics of the three R’s: reading, ‘riting, and ‘rithmetic. Today, the focus of education has moved to measuring what students can do by requiring them to pass a standardized test before they can receive a diploma. As a result, many students are being denied their high school diplomas because they are failing to pass these state mandated exit exams.

In 1999, Gray Davis ran for governor of California on an “educational accountability platform”, and won (caljustice.org). During his first few days in office, then Governor Davis called the Legislature into a special session on school reform and proposed four major pieces of legislation; one was the high school exit exam (caljustice.org). Since the passing of this bill, it has become a heavily debated issue. The law states that every student in California must take and pass the California High School Exit Exam, CAHSEE, to receive a diploma (California Department of Education). The CAHSEE consists of two parts; the first is English-Language Arts, which is at a tenth grade level; and the second part is Mathematics at an Algebra I level (California Department of Education).

In 2001, sixty-four percent of the students in California passed the English-Language Arts portion of the exit exam and only fifty-four percent passed the Mathematics portion (Mindfully.org). Critics of the exit exam would blame this on under-funded schools and inadequate schooling. Ashley Williams of Crenshaw High School stated, “They’re putting us in a position to compete with students who have the resources that we don’t,” she also added that she “has gone weeks without text books in some classes and that at least four of her teachers have only emergency credentials” (Hayasaki, 2003). Another student, Manuel Saravia at Dorsey High School criticized the state for “failing to fix problems at his school such as overcrowding, violence, and under-qualified teachers, which in turn makes it difficult to learn” (Hayasaki, 2003). He also stated, “Our classes are so overcrowded and the toilets are always dirty and broken. Being there doesn’t make me feel like learning, it makes me feel like leaving.” (Hayasaki, 2003). In 2005-2006, California ranked forty-ninth in the nation on the student per teacher ratio; the U.S. average was 15.2 students per teacher, while California averaged 21.0; only two states, Arizona and Utah, had slightly higher averages (Comparing California). Even though California had one of the highest ratios, they were spending below average expenditures on education. Whereas California spent an average of $8, 486 per student; most states with lower ratios were spending an average of $10,000 to $12,000, even as high as $15,508 (Comparing California).With overcrowding and lack of resources, teachers have resorted to mainly teaching students the material required to pass the high school exit exam, taking away time spent on a quality education.

Critics of the exit exam also claim that the test is biased against some minorities and low-income students. Compared to eighty-two percent and seventy-six percent of Whites and Asians, respectively, that passed the English-Language Arts portion of the exam, only fifty percent of Blacks and forty-eight percent of Hispanics passed that portion (CAHSEE). The figures are significantly lower for Mathematics; sixty-four percent of Whites and seventy percent of Asians passed, where as only twenty-four percent of Blacks and twenty-five percent of Hispanics were able to pass. Starting as early as second grade, schools use standardized tests to assign students to different “tracks”. “Tracking is the practice of placing students in different classes based on perceived differences in their.

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the beginning of the prompt. The purpose of the warm-up is to give the student a little background information; however, it usually does not include information that is necessary for the response). Step 2: Circle any words that tell you to do something (action verbs-write, describe, use, share, explain, etc.) Step 3: Draw an arrow from the circled word to what it specifically tells you to do. Step 4: Under the prompt, rewrite the circled words and what you are supposed to do. Example prompt from a real highschoolexitexam . By the time students enter highschool . they have learned about many moments in history that have influenced our world today. Think about a moment in history you studied, and consider its importance. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples. Example of attacking the prompt: By the time students enter highschool . they have learned about many moments in history that have influenced our world today. Think about a moment in history you studied, and consider its importance. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples. Directions: Attack the following prompts by following the steps above.

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more than a million kids will leave school without earning a highschool diploma -- that's approximately 7,000 students every day of the academic year. Without that diploma, they'll be more likely to head down a path that leads to lower-paying jobs, poorer health, and the possible continuation of a cycle of poverty that creates immense challenges for families, neighborhoods, and communities. For some students, dropping out is the culmination of years of academic hurdles, missteps, and wrong turns. For others, the decision to drop out is a response to conflicting life pressures -- the need to help support their family financially or the demands of caring for siblings or their own child. Dropping out is sometimes about students being bored and seeing no connection between academic life and "real" life. It's about young people feeling disconnected from their peers and from teachers and other adults at school . And it's about schools and communities having too few resources to meet the complex emotional and academic needs of their most vulnerable youth. Although the reasons for dropping out vary, the consequences of the decision are remarkably similar. Over a lifetime, dropouts typically earn less, suffer from poorer health as adults, and are more likely to wind up in jail than their diploma-earning peers. An August 2007 report by the California Dropout Research Project (PDF) detailed the.

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HighSchool Cognitive Development Most highschool students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics: 1. Need to understand the purpose and relevance of instructional activities 2. Are both internally and externally motivated 3. Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence 4. May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning 5. Want to establish immediate and long-term personal goals 6. Want to assume individual responsibility for learning and progress toward goals HighSchool Social Development Highschool students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics: 1. Interested in co-educational activities 2. Desire adult leadership roles and autonomy in planning 3. Want adults to assume a chiefly support role in their education 4. Developing a community consciousness 5. Need opportunities for self-expression HighSchool Instructional Strategies Highschool students.

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English 101 Mrs. Nolthing Nov. 28, 2011 HighSchools Students & the ExitExams Should highschool seniors be required to pass a statewide exam in order to graduate? A highschool graduation examination is a test that students must pass to receive a diploma and graduate from highschool . These are usually criterion-reference test which were implemented as part of a comprehensive standard-based education reform program which sets in place new standards intended to increase that learning of all students. Highschool students should be required to pass a basic capability in reading, writing, and arithmetic. An exitexam is a uniform way to measure basic skills, without human scoring, which can sometimes be bias. Twenty-six states require highschool students to pass an exitexam . No child left behind act of 2001 is considered to be one of the main causes and catalyst for the rise in exit -exams . Exitexams can be a critical for lever or incentive for encouraging students to reach higher standards. Across the nation about 42% of community college freshman enroll at least one remedial course, thus a vast.

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group “Twisted Sister.” Both wore high topped basketball shoes and hair free flowing to their shoulders. One spoke to me. “Hey, are you the lady who is talking to dropouts? You should talk to me. I'm a professional dropout.” I did. And to many others. Their stories spoke of racial discrimination and rejection by teachers. “The way I see it seems like the whites don't want to get involved with the Indians. They think we're bad. We drink. Our families drink. Dirty. Ugly. And the teachers don't want to help us. They say, 'Oh, no, there is Another Indian asking a question' because they don't understand. So we stopped asking questions.” Their stories spoke of the importance and power of families and the Navajo culture. “I go crazy worrying about my parents. They need me so us Navajo stick together. I feel kinda proud to be a Navajo.” And their stories spoke of academic and social marginalization in their classes and schools . “It was just like they wanted to put us aside, us Indians. They didn't tell us nothing about careers or things to do after highschool . They didn't encourage us to go to college. They just took care of the White students. They just wanted to get rid of the Indians.” This article is about these Navajo and Ute youth who leave highschool . In mainstream research the phenomenon of “dropping out” is commonly defined as an issue of individual failure (see Note 2). Youth “fail,”.

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Coleman Weiss-Murphy Ms. Bross English 10, Hour 4 May 4, 2015 HighSchool Football - Reduce the Risk and Reap the Rewards? September 13, 2013, was sixteen year old Damon Janes’ last football game. Why, because he was pronounced dead in a local Buffalo hospital three days after that game. His cause of death, brain damage. Janes took numerous hits to the head during a varsity football game. He seemed perfectly healthy, but in actuality, he suffered brain swelling, bleeding, and bruising all resulting from numerous hits to the head while playing football. Janes was only one of the eight highschool athletes who died in 2013 from the brain and spine injuries they suffered while playing highschool football. In addition to brain trauma, heart conditions, asthma and heat stroke have contributed to three times more deaths in highschool players than in college football; all of which may have been prevented. Since the early 1900s the game of football has continuously evolved in an effort to protect its players from injuries and fatalities. In fact, the rules and equipment changes over the years have done just that for college and NFL players. Sadly, according to a number of studies, this is not the case at the highschool level where many of these fatalities could have been avoided. It’s time to make high .

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Jenkins English IV/0091 College Prep 24 February 2014 SUCCESSFUL My standards are set high as I watch people try to bring me down each and every day. They try to tell me all the negatives things on how I’m not going to be anything. This makes me want to try harder. All my life I been struggling and stressing, that’s why I came in a pathway with aggression. Where I’m from I see nothing that can lead me to be successful in life. I had been though the worst but I still give my best. God made my mold different from the rest. He broke the mold so I know I’m blessed this is my world. As I trials and tribulations I will achieve it all school . career, and family with or without people. During my years as a student in highschool I did not believe I would make it this far. From the way I would listen to the people who brought me through hell and back, no I didn’t assume I would make it this far. I just was thinking about the negative and hurtful things people would tell me throughout my years. I took what people thought about me to a place where I began to believe it myself. I will have my education, and still try to prove people wrong. My currently GPA is a 2.7 wow; right I’m proud of myself. What can I say the years they brought me down look at me now? I’m currently graduating early; I was supposed to be a student from the class of 2015. Instead, I decided to get out of school early. People.

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Deadline March 29, formerly March 25. Highly recommended free contest for 8th, 9th, and 10th graders awards top prize of $2,000, other large prizes, for essays on Ayn Rand's novella Anthem. See website for essay topics and background on Rand's rationalist, libertarian worldview. Length limit is 600-1,200 words. One entry per student. Past first-prize winners are ineligible. Online submission preferred. Sponsored by the Ayn Rand Institute.

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Black history essay contest for high school students

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