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Transcript of Student Engagement
-3 out of 4 students who enter 9th Grade graduate.
-Students from low-income families drop out at higher rates.
-More females than males finish high school.
-Only 57% of students with disabilities graduate and only 22% are in the workforce.
Leaving School Early
-Socioeconomic status (SES) plays a role in testing performance.
-Ethnically-diverse and low-income students have greater chances of hunger, exposure to environmental hazards, substitute teachers and high-teacher turnover, and limited participation in summer educational enrichment programs.
-Teachers need to have high expectations for academic performance.
-Student assessment, differentiated instruction, and connections to real-world experiences will assist low-income students in higher-level achievement.
-Allowing students to create and complete projects of personal interest may also encourage their involvement.
Access to Technology
-Technology provides valuable tools for helping students learn.
-At-risk students may not have access to technology outside of school.
-1 in 3 teachers report their schools do not have up-to-date technology.
-Teachers in low-income schools tend to use technology to support learning of basic skills.
-Students may use the internet to research nearly any subject, yet teachers need to be aware that not all students have access at home and should adjust their homework assignments accordingly.
-To encourage completion of assignments and projects, schools may loan computers to students.
-Many young people have the resiliency to overcome disastrous childhood and adolescent experiences.
-Risk factors include growing up in poverty, attending schools with low expectations, and lacking family support.
-Personal attributes and belief in self-efficacy are aspects that contribute to resiliency.