The Failed Promise of the American High School, 1890-1995 by David L. Angus

To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts.ĭuring the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention.

According to Bourdieu and Passeron (1977), the primary avenue out oflasting poverty and dependence on social services in America is a quality high school educationfollowed by some form of postsecondary schooling or training. do not graduate and of thosestudents who do graduate, most students are not prepared to participate fully in academic endeavors,the workforce, or civic life. Rather than thebeautiful landscape, the bleak picture is that many students in the U.S. the Board of Education and subsequenteducation legislation create a vastly different view of the educational panorama. 2).The current realities of the proposed outcomes of Brown vs. Further, imagine being able to say to everychild 'you will be provided with a high school that will educate you, challenge you, care for you, supportyou, and graduate you ready to compete and succeed in this world' (Balfanz & Letgers, 2004, p. Imagine a nation in which every student, from Boston to Houston, from Cleveland to Miami, fromChicago’s South side to Compton, from a New Mexico Indian reservation to the AppalachianMountains, characteristically graduates from high school prepared for postsecondary training (i.e.,college, university, trade school, or workforce training).

The Failed Promise of the American High School, 1890-1995 by David L. Angus