Adolescent 6.A – Flashcards

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secondary education
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the system of middle schools, junior high schools, and high schools
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achievement
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the development of motivation, aspirations, and expectations that is profoundly affected by the adolescent's experiences in school
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identity
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the adolescent's academic self-conceptions and occupational choices which are shaped by how an adolescent does in school
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independence
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the way in which a school is organized affects this construct
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schools
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environments unlike the family or peer group which are created to serve specific purposes
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industrialization, urbanization, modernization
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the three historical and social trends that gave rise to secondary education in America
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social reformers
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the group that expressed concern over the dangers children faced in the workplace
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labor unions
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these groups sought to protect their own job security in the early 1900s by removing children from the workplace
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child labor
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these laws narrowed and limited the employment of minors
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social reformers
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they envisioned education as a means of improving the life circumstances of the poor and working classes
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social control
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the social reformers saw secondary education as a means of this
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Americanization
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reformers suggested secondary education as essential to this process, especially for foreign-born immigrants
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comprehensive high school
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an educational institution that evolved during the first half of the 20th century, offering a varied curriculum and designed to meet the needs of a diverse population of adolescents
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social intervention
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schools are important as these tools because it is through schools that the greatest number of young people can most easily be reached
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No Child Left Behind
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the act that mandates that states ensure that all students regardless of their economic circumstances achieve academic proficiency
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annual testing
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NCLB requires that states create and enforce academic standards via this method
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social promotion
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the practice of promoting students from one grade to the next automatically, regardless of their school performance
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critical thinking
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thinking that involves analyzing, evaluating, and interpreting information, rather than simply memorizing it
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poor, ethnic minority
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critics of social promotion argue that these two groups of youth were being cheated out of a good education and graduated without the skills needed to enter the labor force
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standardized testing
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parents complain that the NCLB focus on this adversely affects what takes place in the classroom
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performance-based accountability
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holding teachers, schools, school districts, and states accountable for the achievement of their students
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performance-based accountability
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movement toward this has been the most important change in the world of American education in the past 20 years
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low-achieving
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critics of the NCLB have argued that it has the opposite effect intended-it provides an incentive to push these students out of school
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common standard
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President Obama rectified this aspect of the NCLB, correcting the problem of individual states reporting markedly different estimates of "proficiency"
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race to the top
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a competition wherein the NCLB encourages schools to experiment with different approaches to raising student achievement
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standards-based reform
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policies designed to improve achievement by holding schools and students to a predetermined set of standards measured by achievement tests
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educators
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the first reason that standards-based reform is difficult to implement is that this group can't agree on the knowledge and skills that comprise what a high school graduate should know and be able to do
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standardized graduation exams
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the second reason that standards-based reform is difficult to implement is that states discovered that large numbers of their students did not fully acquire the knowledge assessed on these tests
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exit exams
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economic, social, and political costs of holding back a large percentage of students because they could not pass these was too great. this provided an incentive to lower the passing requirements
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charter schools
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public schools that have been given the autonomy to establish their own curricula and teaching practices
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school vouchers
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government-subsidized vouchers that can be used for private school tuition
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inner cities
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some commentators argue that low student achievement is concentrated among poor and minority youngsters living in these locations
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education
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this crisis is especially distressingly urgent within inner-city public schools
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12
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this percentage of US schools produce half the country's dropouts. nearly half of the nation's Black and Latino students attend one of these schools
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achievement gap
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this between Black/Hispanic and Asian/White remains very wide
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poverty
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one reason that school reform failed in so many urban schools, this produces students with an array of personal and situational problems that the schools are not equipped to handle
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administrative bureaucracies
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within school districts, these impede reform and hinder educational innovation
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belonging
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a reason that school reform failed in many urban schools is that students report less of this sensation, which leads to disengagement and poor achievement
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job opportunities
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the erosion of this in inner-city communities has left students with little incentive to remain in school or devote effort to academic pursuits
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curriculum
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an advantage of larger schools is that this is more varied with more specialized courses
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intimate
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student performance and interest in school improve when schools have this quality
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engagement
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this is weaker for students in larger schools
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emotional attachment
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while school size may affect academic outcomes, it does not necessarily affect this of a student for the institution
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victimization
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there is no evidence that rates of this are higher in larger schools
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schools within schools
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subdivisions of the student body within large schools created to foster feelings of belongingness
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social environment
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in "schools within schools," this becomes more positive
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educational quality
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a negative of "schools within schools," this may vary between the subdivisions
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participation
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while large schools can support more athletics, clubs, and organizations, these rates are actually twice as high in small schools
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small
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because students are more likely to be actively involved in these schools, they are more likely to report doing things that help them develop their skills and abilities, allow them to work closely with others, and make them feel needed and important
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school size
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this especially affects the participation of students whose grades are not good. students with low grades feel more equally involved as their academically proficient peers in a smaller environment
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educational inequality
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this is reported more frequently in larger schools, where students may be sorted into academic tracks
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600-900
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the ideal class size for a school
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classroom
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while class size may be important, variations between 20-40 in this size do not affect students' scholastic achievement during adolescence
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remedial
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these classes require that teachers give more individual attention to students, and thus the class benefits from remaining small
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15
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this percentage of US schools are overcrowded
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overcrowded
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the description for a school that has a student body size at least 6% larger than the school was designed to house
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severely overcrowded
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the state of 8% of US schools wherein the student body is 25% above capacity
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ethnic minority
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schools with over 50% of this student body are especially likely to be overcrowded
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achievement
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this is lower in overcrowded schools because of stress, the use of inadequate facilities, and inadequate resources
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trailers
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temporary structures such as these can be harmful to students' physical health (tight, toxic quarters)
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junior high school
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an educational institution designed during the early era of public secondary education, in which young adolescents are schooled separately from older adolescents
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middle school
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an educational institution housing 7th and 8th grade students along with adolescents who are 1 or 2 years younger
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two school
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a system that many educators felt was unable to meet the needs of young adolescents whose maturity was greater than elementary level but not yet at the level necessary for high school
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behavioral
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many studies show that students in two school systems actually demonstrate higher achievement and fewer of these problems
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academic motivation, grades
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these two aspects of students drop as they move from elementary into middle or junior high school
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school transitions
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these can disrupt academic performance, behavior, and self-image of adolescents, although the effect is strongest for White students
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elementary, middle
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researchers disagree that the drop in academic motivation and achievement is due to the school transition itself, or to the nature of the difference between these two schools
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middle, junior high
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some researchers believe that poor student performance in these schools is due largely to their inability to meet the developmental needs of early adolescents
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disengagement
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a mismatch between the increased desire for independence and stricter rules and regulations leads to this for many young adolescents during middle and junior high school
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poor family relationships
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remaining connected to school protects against these adverse effects. disengagement can lead to the development of behavior problems
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discipline
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teachers in junior high schools are less likely to trust their students and more likely to emphasize this, which creates a mismatch between what students desire at this age (independence) and what their teachers provide (control)
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nature
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the drop in achievement corresponds to this of the transition and not to the transition itself
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self-esteem
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because this rises somewhat during early high school, changing schools in and of itself cannot be a problem
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negative
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the organization and anonymity of junior high schools may have this effect on the teachers, which would affect the way they interact with students
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stereotypes
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these cultural phenomena may have a negative influence on junior high school teachers' beliefs about teenagers as inherently unruly, unteachable, or perplexing
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stress
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not all students experience this to the same degree, where students with more academic and psychosocial problems before making a school transition cope less successfully
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cascading
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these effects describe the manner in which academic and behavioral problems in elementary school lead to an increase in problems during the transition into middle school
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close friends
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these people may enable adolescents to transition more successfully to the new school environment
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poor
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students with this level of academic performance before a transition may do better if they move away from their friends (perhaps because their peers were contributing to the performance pre-transition)
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boys, ethnic minority, poor
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these three categories of students are most likely to become disengaged from school during early adolescence
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ethnic
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if Black or Latino students transition to a school where the proportion of students from this background is lower than at their previous school, they show higher disengagement, lower grades, and more absences
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parental support
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this is associated with better adolescent adjustment during school transitions
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tracking
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the practice of separating students into ability groups, so that they take classes with peers at the same skill level
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meritocratic
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these schools place students in tracks that accurately match their abilities
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high school
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tracking may be especially useful in this context where students have to master basic skills before they can specialize
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remedial
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critics of tracking argue that students placed in this track receive a poorer quality education
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polarization
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tracking can lead to this effect within the student body, wherein subcultures are created that are hostile to one another
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discriminate
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track placements do this, in that they hinder rather than enhance poor and ethnic minority students' academic progress
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Black
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these students are especially likely to be enrolled in lower track math classes
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middle class, white
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these two groups of students, if placed in a lower track, are more likely to be moved into higher tracks in part because of parents' intercession
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lobby
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parents do this when they petition a school for a changed track placement
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parents
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involving this group in decisions regarding classes may result in adolescents taking harder courses
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advanced
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students in these tracks receive more challenging instruction and better teaching and they are more likely to engage in critical thinking
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positive
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being placed in an advanced track has this impact on achievement, subsequent course selection, and ultimate educational attainment
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achievement
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how much the student actually learns over time
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course selection
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what curriculum the student is exposed to
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educational attainment
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how many years of schooling the student completes
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tracking
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the net effect of this is to increase preexisting differences among students, where the students who need the most help are assigned to tracks in which the quality of education is the poorest
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positive, negative
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tracking has these effects on high-track students, and these effects on low-track students
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high ability
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for these students, within classroom ability grouping raises their expectations for achievement and raises their teachers' evaluations of them
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low ability
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for these students, within classroom ability grouping lowers their expectations for achievement and they get worse grades from their teachers
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within classroom
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this form of ability grouping leads to unstated comparisons and also exposes students to different levels of educational quality
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gifted students
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students who are unusually talented in some aspect of intellectual performance
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learning disability
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a difficulty with academic tasks that cannot be traced to an emotional problem or sensory dysfunction
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dyslexia
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impaired ability in reading or spelling
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dysgraphia
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impaired ability in handwriting
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dyscalculia
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impaired ability in arithmetic
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mainstreaming
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the integration of adolescents who have educational handicaps into regular classrooms
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big fish little pond effect
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the reason that individuals who attend high school with high-achieving peers feel worse about themselves than comparably successful individuals with lower achieving peers
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neurological
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most learning disabilities appear to be this in origin
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boys
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rates of learning disabilities are more common among this gender
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special education
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if these are separate from the group, the specific needs of students can be targeted; however, it might foster social isolation and stigmatization
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psychological
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educators tend to favor mainstreaming because they view these costs as outweighing potential academic benefit
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low achieving
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mainstreaming may adversely affect these individuals, who end up comparing themselves to their peers
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learning disabilities
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even with mainstreaming, adolescents with these may suffer psychological costs; this is why they should receive extra instruction in study skills, time management, organization, note-taking, and proofreading
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ADHD
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a biologically based psychological disorder characterized by impulsivity, inattentiveness, and restlessness, often in school stiuations
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predominantly inattentive
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the form of ADHD that comprises 30-40% of all cases
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predominantly hyperactive/impulsive
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the form of ADHD that comprises fewer than 5% of cases
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combined
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the form of ADHD that comprises 50-60% of all cases
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prenatal
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if a child develops ADHD, it could be due to actions in this time frame (for example, maternal smoking or drinking)
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birth
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if there were birth complications or a low birth rate, ADHD can be traced to formation during this time
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self regulation
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individuals with ADHD have deficiencies in the development of the brain region associated with this (located in the prefrontal cortex)
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stimulants, antidepressants
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these two general forms of medication have been used to treat ADHD in addition to some psychological therapies
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magnet
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schools that create diversity by drawing students from different neighborhoods (for instance, having city-wide performing arts schools)
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desegregation
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this following Brown v. Topeka has little impact on the achievement levels of any students
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neighborhood, school
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students fare better psychologically if these two environments are consonant
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ethnic composition
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this affects students emotional attachment to their school but not their degree of participation in classroom activities
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multiethnic
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within these schools, students feel safer, less lonely, and less harassed when the school is relatively more diverse than less balanced
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test scores
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when these were made available to parents, parents choose to send their children to higher-performing schools, which in turn increases students' achievement.
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Catholic
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students' test scores tend to be higher in private schools, especially these schools, but this appears to be due to the characteristics of the students attending rather than the private schools themselves
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Catholic
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there are genuine advantages for these schools especially among poor, inner-city youth. in these environments students may be encouraged or required to take harder classes
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family
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this background is a more powerful influence on achievement in school than the quality of school an adolescent attends
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racial segregation
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in urban areas, the availability of private schools contributes to this because many White students who would have otherwise attended their public school attend the private school instead
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social capital
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the interpersonal resources available to an adolescent or family
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community
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the Catholic school climate is distinct from the public in that the parents, teachers, and students all share similar values and attitudes. when this is strong, it generates social capital
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social capital
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students profit from this associated with attending a Catholic high school because the lessons taught in school are reinforced at home, at church, and in the neighborhood and because the link between school and home is stronger
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private
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these schools typically assign more homework and are more orderly and disciplined, which is important for the climate of a good school. in addition, students feel safer
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