Schools during Adolescence IIIssues in secondary educationSlide 3Slide 4Slide 5Slide 6Slide 7Slide 8Schools during Schools during Adolescence IIAdolescence IISchools during Schools during Adolescence IIAdolescence IIIssues in secondary education•School size–Large schools•More varied curriculum•More diverse selection of after school activities•However an individual student less likely to be involved in particular classes or activities–Students tend to be observers rather than participants in school–Academically marginal adolescents most at risk for involvement and engagement problemsIssues in secondary education–Smaller schools•Students are more likely to participate in extra curricular activity•More likely to be placed in leadership positions•Academically marginal students feel greater sense of belongingIssues in secondary education•Class size–What is the ideal class size for adolescents?–Balance: maximize resources/ promote student learning & involvement–Most adolescents do equally well in classes of between 20-40 students•Not the case for younger children!•Not the case for remedial education studentsIssues in secondary education•Ability Grouping/Tracking: Separating students into different levels of classes within the same school –Implementation within schools can be more or less inclusive•Is tracking good for adolescents?–Depends on if you are talking about high or low achieving teensIssues in secondary education•Implications of tracking•Positives: –Teachers can develop lessons targeted at students’ individual levels–“High” tracks can be exposed to more material, more advanced learning, more advanced classes–Students in “high” tracks tend to get more challenging teachingIssues in secondary education•Negatives:–Enhances pre-existing differences for students–Remedial students may get a poorer quality education–Remedial students not challenged, not exposed to same material–Once labeled, can be difficult to change (varies by school)•Particularly challenging for females in science and math–Tends to encourage within-track socialization•May be good for high trackers, not so good for lower trackers•May polarize students against one anotherIssues in secondary education•School climate is important for academic success–Best school climates are both responsive and demanding•Clear rules and regulations, but warm –Students are more engaged, more interested, and more bonded to schools•Teacher expectations are also important–Higher expectations = high success–Teachers often biased against students based on students’ gender, race, crowd, track, or socioeconomic status–E.g.•Teacher beliefs > teacher behavior > student beliefs about self > student
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