I'm into Week 3 of my Action Rearch Graduate class and I'm still breathing! gasp gasp I don't think my brain has gone through so many mental gymnastics! Sometimes the enormity of what action research encompasses is a bit overwhelming, but I can honestly say that with the new week has come a sense of unfolding clarity.
As of today, July 30, 2010, I am researching the relationship between student connectedness within the context of extra-curricular activities and student achievement amongst our economically disadvantaged population.
Of course, as with all action research, it is cyclical, on-going and nothing is set in stone!
The following are the questions I've decided to research, some background information for you, so you can get the gest of where I am going. Here we go...
Action Research Inquiries:
How can our middle school campus encourage and monitor student connectedness among our economically disadvantaged students?
What obstacles can we remove to facilitate our economically disadvantaged students' participation in extra-curricular activities on campus i.e. UIL, band, art club, service organizations?
What is the relationship between economically disadvantaged students' participation in extra-curricular activities and student achievement on standardized tests?
Description of rationale:
Last year, I became a teacher sponsor to help students start a service learning project on our campus, called America for Africa or A4A. Unlike other clubs on the campus, there were no fees for uniforms, art supplies, prolonged commitments, or parent involvement required. As part of the membership drive the students hosted a free pizza party. A boy I'd never seen before sat in the back of the room fixated on eating his pizza. When the pizza was gone he asked me if there was anymore. It was the first time I'd seen a hungry student on our campus, and it truly moved me.
I saw our little club grow and I began building relationships with kids from "the other side of the tracks." Their dispositions changed and I became increasingly aware that the safer our economically disadvantaged students felt, the more they began participating in other aspects of school. One girl decided to become a middle school cheerleader and we were able to pay for her uniform without others knowing. My passion for seeing economically disadvantaged students become a vital part of our school culture has grown ever since.
Previous research:
To put this in perspective, in 2008 the household median income in our school district was $105,350 compared to the state of Texas, $50,043. The median house or condo value was $203,682. Our economically disadvantaged students live in apartments, a trailer park, or are bused in from a nearby school district with permission. All in all, our economically disadvantaged students make-up about 4% of the school population.
In our middle school we have 828 students so it is easy to get lost unless you are involved in an extra-curricular activity. Our school culture places a high value on students participation in extra-curricular activities. However, substantial costs go into being a part of the band such as the cost of the instruments, private tutoring, uniforms, costs of traveling to be in competitions, and parent involvement. An economically disadvantaged student would not be able to adhere to financial requirements.
Furthermore, I am currently reading articles that show a direct correlation between student achievement and student connectedness in the content area of extra-curricular activities. Whereas in elementary school, students thrive from their connection to teachers. In the middle and high school years, students thrive more from student to student connections. Extra-curricular activities are a breeding ground for healthy student connectedness with their peers. All studies indicate that student connectedness is a driving force behind student achievement.
Beginning Research:
My Principal realized that student connectedness among our economically disadvantaged students was my passion. Combined with poor academic student performance on TAKs, specifically in Math, we began to "wonder" if there was any relationship to academic achievement and participation in extra-curricular activities. After lengthy discussions, sharing our visions and thoughts, she encouraged me to embark on the subject of student connectedness in relation to our economically disadvantaged students. I am both nervous and excited to see where this inquiry takes me!
I think you have a true passion for this topic. If middle school school is the first time these students are taken to your campus, I am sure it is culture shock for them. I can say that in my district we had one campus that is 97% eco dis. that was constantly struggling with academics as well as discipline. Last school year, because of their ratings, the district sent the forth and fifth graders to the other eight campuses. This school year was the first time some of these students have seen a controlled environment with students that actually behave. This is also the first year that many of these students were able to be around kids and parents that value education. It has been a tremendous experience for them and they surpassed all expectations.
ReplyDeleteTamra, I can see where you are coming from in your approach to connectedness. Equal access still doesn't mean equal when you mix in economics does it. Extra curricular activities do breed this connectedness but also can lead to cliques at the same time. I realize that is a different issue but I remember this being a part of my Jr. and Sr. High life. I look forward to reading your research!
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