Increasing Attention to Performance in Schools
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Diverse student learners are facing challenges, especially in their performance. This was realized after Measuring Up cards were introduced to measure the quality of performance. The trends of performance were monitored by different states according to some graded categories.
Implementing the initiative has been faced by many challenges because it has been taking longer to monitor the performance of individual average students. Taking the sample of the average students is also a challenge (Howe, 2014). This is because some of the members of the group keep on moving out by the virtue of their performance. They sometimes perform better and rise above the category, interrupting the performance of the group.
Any leader sees this initiative to be aimed at competing schools. Collecting the data needed to achieve the goals is a challenge (Howe, 2014). More so, specific goals for completion of schools on an annual basis must be put in place. However, this requires time and care especially in the filing of the reports. Also, a challenge emerges when performance is to be assessed according to the race and ethnic background.
An educational leader sees the challenges of increasing attention to performance in schools differently from just any other leader. The challenges that an educational leader notices are in the market labor demand and the policy environment. More so, the funding of the process alongside accountability and transparency is not an easy factor. Completion of schools has a lot to do with degree completion rates (Howe, 2012). Nonetheless, increasing higher education performance is another challenge that has to be dealt with. These are matters that are politicized and educators may not have the chance to address them as experts. This is because political agents have their hands in it.
References
Howe, R. Brian. (2014). Improving higher education attainment of all students. John Hopkins University Press.
Howe, R. Brian. (2012). Improving school practices. John Hopkins University Press.