YOU’LL ALL LOOK GOOD

ON PAGE 39
(OR ELSE!)
BY GENDERSON RESTREPO

CAROLINA GARCÍA
 Introduction

 Hope Elementary school

- Public school of choice.
- Students were 99% African-American and 95% low income
- Two new curriculums were approved but no extra funds to
purchase materials
- School was in probation year.
- Eliza’s own curricula.
 Standardizing
VS
Individualizing

 No Child Left Behind.

(2002)

 Adequate Yearly Progress.

Board’s Dilemma

 Classrooms included large numbers of recent

immigrants and low-income families.
 Pre-school programs have been severely cut
and kids come unprepared.
 Experienced teachers leave communities for
less challenging ones.
 In order to buy curricula a teacher must
leave.
 Whether or not Eliza’s curriculum will work and
show Adequate Yearly Progress.
 Question

 What needs to be taken into account to design competent

individual curriculum that is accepted by policymakers, school
board, and parents?
 How to implement such curriculum in order to fulfill AYP standards?
 Population and setting

 Lake city - Hope Elementary School

 African-American low income community.
 Multi-aged Kindergarten-grade 2 handled by teacher Elisa.
 Methods to collect data
 Collection
- 18 surveys to the parents sent by the teacher.
- Class performance and knowledge check.
- Adequate Yearly progress results.

 Analysis
- Quantitative: AYP, classroom knowledge tests.
- Qualitative: Parents survey, students’ engagement.
 Conclusion

 Standardizing curricula creates consistency and simplifies progress

monitoring.
 Standardized curricula helps results but does not ensure kids remain
engaged.
 Individual curricula needs support from parents and school board to
be successful.
 Individual curricula motivates students and can help prevent school
drop off.