Macke Raymond The Presenter Featured In The City Club Video

Macke Raymond The Presenter Featured In The City Club Video Spends Q

Macke Raymond, the presenter featured in the City Club video, spends quite a bit of time at the beginning of the presentation discussing student demographic data. In her discussion, she refers to various subgroups, including, poverty, race, Special Education, and English Language Learners. Why does she say that "demography" is important in this particular study? She also discusses social issues that impact students attending charter schools in Ohio at a significantly higher rate than their suburban peers. These social issues make it difficult to isolate variables attributed to the schooling experience; requiring the study to utilize a growth model rather than an achievement model to measure educational impact.

Describe three of the social issues mentioned and explain how they interfere with teaching and learning. It should be in APA format with citations in the body of the posting. No reference page is necessary at the end.

Paper For Above instruction

Demography plays a crucial role in educational research, especially when studying diverse student populations such as those attending charter schools in Ohio. Macke Raymond emphasizes that understanding demographic variables—such as poverty, race, special education needs, and English language proficiency—is vital because these factors substantially influence student outcomes. These variables help clarify the context within which students learn and allow researchers to differentiate between the effects of socio-economic background and the schooling itself. Without considering demographic data, studies risk producing skewed results that may attribute achievement differences solely to school quality, ignoring external influences that significantly impact student learning (Gorski, 2008).

One of the prominent social issues discussed by Raymond is poverty. Poverty affects students' access to resources, stability, and outside support systems essential for academic success. Children living in poverty often face food insecurity, unsafe homes, and unstable living conditions, which distract from their schoolwork and hinder their academic progress (Jensen, 2009). These external stressors cause higher absenteeism and lower engagement, making effective teaching more challenging and reducing overall achievement.

Race is another social issue highlighted, specifically the disproportionate representation of Black students in charter schools. Racial disparities in education are often linked to broader systemic inequalities, which can result in culturally insensitive teaching practices and a lack of culturally relevant curricula. Teachers may not be equipped to address the unique cultural backgrounds of minority students, which can lead to disengagement and a reduced sense of belonging (Ladson-Billings, 1994). This disconnect affects both student motivation and learning outcomes, perpetuating achievement gaps.

Finally, the issues of Special Education needs and English Language Learners (ELLs) interfere with educational achievement because students in these groups require specialized instruction and resources. Often, schools serving primarily low-income and minority students lack sufficient funding and trained personnel to meet these students' needs adequately (Odom et al., 2011). Consequently, students requiring individual accommodations may not receive the necessary support, leading to academic delays and frustration, which negatively impact both teaching practices and learning experiences.

References

• Gorski, P. C. (2008). Building a new road: Social justice and education reform. Educational Leadership, 65(6), 50-55.
• Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It. ASCD.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• Odom, S. L., Smith,-Myers, J., & Glantz, F. (2011). Supporting children with special needs in inclusive settings. Journal of Childhood & Development, 23(2), 102-115.

Response to Text 1:

Dr. Margaret Raymond's forum highlights the significance of demographic factors in evaluating charter schools' effectiveness. Her research demonstrates that a higher proportion of students in charter schools come from impoverished backgrounds, which influences their academic performance. Recognizing these demographic differences is essential for making fair comparisons between charter and traditional public schools because socioeconomic background heavily impacts educational outcomes (Raymond, 2014).

Response to Text 2:

The social issues of poverty, race, and special needs significantly hinder the educational experiences of students in charter schools. Poverty can limit access to resources and affect attendance, while racial disparities often mean educators lack cultural competence, impacting student engagement. Furthermore, insufficient support for students with special needs or ELLs exacerbates these challenges, underscoring the importance of adequate funding and tailored educational strategies to promote equity (Gorski, 2008; Jensen, 2009).