“From Aspiration to Graduation: Dynamics Affecting Student Success.” It’s a presentation with several slides.
It’s a good map to illustrate — on a single page — the various obstacles for “our work.” By that I mean getting kids from low income families to become college grads. I can imagine this illustration in particular being helpful for August training of new teachers and tutors.
Relatedly, on the college-going front:
My friend noticed this in the NY Times column about boys by Christina Hoff Summers.
The economist Andrew M. Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined the Boston Public Schools and found that for the graduating class of 2007, there were 191 black girls for every 100 boys going on to attend a four-year college or university. Among Hispanics, the ratio was 175 girls for every 100 boys; among whites, 153 for every 100.
The whole column hooked me. Here is the set-up.
Boys score as well as or better than girls on most standardized tests, yet they are far less likely to get good grades, take advanced classes or attend college. Why? A study coming out this week in The Journal of Human Resources gives an important answer. Teachers of classes as early as kindergarten factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.
This was interesting.
In a revised version of the book, I’ve changed the subtitle — to “How Misguided Policies Are Harming Our Young Men” from “How Misguided Feminism Is Harming Our Young Men”
Fascinating. She originally picked a fight with feminism, but later came to believe change via ed policy is more possible than via the culture wars. Makes sense to me. In the end, Sommers wants to help boys. Bring the fight where you think it matters most. She profiles a NYC school she likes.
As for solutions?
They are not indulging boys’ tendency to be inattentive. Instead, they are experimenting with programs to help them become more organized, focused and engaged. These include more boy-friendly reading assignments (science fiction, fantasy, sports, espionage, battles); more recess (where boys can engage in rough-and-tumble as a respite from classroom routine); campaigns to encourage male literacy; more single-sex classes; and more male teachers (and female teachers interested in the pedagogical challenges boys pose).
“The school is all about structure,” an assistant principal, Ralph Santiago, told me. The faculty emphasizes organization, precision, workmanship and attention to detail. The students are kept so busy and are so fascinated with what they are doing that they have neither the time nor the desire for antics.
At Match Next, Ray and I are particularly interested in “boy-friendly reading.”
Read the whole thing.