The effort to improve the poorly performing middle school students has started years ago and it remains a continuous drive. Modification of educational strategies is what New York City aims for. To help middle schools in a better way, the focus will be set on enhancing the reading and writing skills of students at middle schools. The plan, started in 2008, now enters the second phase of a campaign. This is done by the City Council and Education Department to support the performance of students. The total of 51 lowest performing middle schools was produced, and after 3 years, the council and the department took the appropriate approach and moved forward to a new batch of eighteen middle schools. The teachers will be trained for their literacy instruction for the students who read at a 3rd or 4th grade level.
According to the deputy chief academic officer for the Education Department Josh Thomases the main issue of literacy in middle school is the transition of learning to reading and vice versa. However, the teachers in middle schools are believed to be not trained to guide the evolution properly. Most often, the teachers are only trained to profess for high school or elementary and only a number of these teachers have the particular certification in middle school.
Mr. Thomases added that due to the specifics of certification process that the middle school teachers are given, none of them have actually trained the secondary school teachers to teach children to read.
The principal at Emolior Academy, Derick T. Spaulding is quite upset after getting the results which show that only thirteen percent of their students met the proficiency bar. These students scored three or four at the English exam that was held last spring. Spaulding then posted fliers addressing that two is not enough for a score in the said exam. The principal added that their students can fluently read, however, they are just having a hard time comprehending or understanding what’s being read.
In regard to the campaign, the education department prefers to employ the second phase of the campaign to other schools. They prefer to support schools whose principals were already receiving the same support networks for this campaign. The officials strongly believe that they will have more success stories with schools like these.
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