加拿大阿尔伯塔论文代写:公立学校

Keywords:加拿大阿尔伯塔论文代写

在过去的几十年里，蒙哥马利县的公立学校和独立的组织授予了在学术、领导和体育方面表现出成就的非裔美国人和西班牙裔学生。其中一个奖项是授予一个运动员保持的2.5分的平均成绩（仅2。5以上不合格；另一个是GPA）作为一个非洲裔美国学生获取3 GPA。这些奖项清楚地排除其他人群，如亚裔美国人和高加索人。它是如何，这些种族的学生，他们通常坐在学术成就差距更圆满结束，没有获得类似的成就？据研究，它有更多的非洲裔和拉美裔学生达到同等水平的成就相比，亚洲人和高加索人的稀有（NAEP研究）。因为这些成绩的学生仍然不常见，这些成就的奖励奖励，鉴于组织给予奖励。组织像蒙哥马利县的非洲裔美国人的节日学术卓越声称他们寻求“鼓励和帮助非洲裔美国学生追求学术卓越”以祝贺证书的学生（aafae在线）。然而，它需要证明这些奖项是否激励非裔美国人和西班牙裔学生追求更多的学术严谨性，或是否他们设置的门槛低，表明这将是太困难，他们实现更像他们的亚洲和白人同行。此外，研究的奖励和成就差距之间可能存在的关系，需要考虑在我们的学校系统，以评估这些奖项的必要性和有效性。挑战的统计和心理理论，有效性的奖励和他们的能力，激发更多的动机，在非裔美国学生已被证明，到目前为止，是无效的。
加拿大阿尔伯塔论文代写:公立学校
Over the past couple decades, public schools and separate organizations in Montgomery County, Maryland have awarded African American and Hispanic students who display achievements in academics, leadership, and athletics. One of these awards was granted to an athlete who maintained a 2.5 grade point average (only .5 above the ineligibility GPA of 2.0); another was rewarded to an African American student for acquiring a GPA of 3.0. These awards clearly exclude other populations such as Asian Americans and Caucasians. How is it that the students of those ethnicities, who typically sit on the more successful end of the academic achievement gap, are not awarded for similar accomplishments? According to research, it is statistically more of a rarity for African-American and Hispanic students to attain equal levels of achievements when compared to Asians and Caucasians (NAEP Studies). Because such achievement remains uncommon with the students of these races, the accomplishments warrant reward, in the opinion of the organizations giving the awards. Organizations like Montgomery County's African American Festival of Academic Excellence claim that they seek to "encourage and assist African American students to strive for academic excellence" by presenting students with congratulatory certificates (AAFAE Online). However, it needs to be proven whether these awards do motivate African-American and Hispanic students to pursue more academic rigor or whether they set the bar low in a way that indicates that it would be too difficult for them to achieve more like their Asian and Caucasian counterparts. Furthermore, a study of the possible relationship between the awards and the achievement gap needs to be considered to evaluate the necessity and effectiveness of these awards in our school systems. Challenged by statistical and psychological theories, the validity of the awards and their ability to incite more motivation in African American students has proven, so far, to be ineffective.