Education Administration African

VI. POSSIBLE BARRIERS

Identified as possible barriers to implementation of assessment and assignment to remedial mathematics for African-American students to assist them in preparation for high school mathematics are the barriers presenting due to:

Lack of resources;

Funding difficulties;

Teacher availability;

Classroom availability;

Attendance rates of students.

V. STEPS to IMPLEMENTATION

The above-stated proposal must be introduced to the district superintendent as well as administrators at schools throughout the school district. Support for the remedial mathematics program must be garnered among other teachers in schools throughout the school district. Toward this end, a copy of the proposal will be forwarded to all teachers of mathematics in the school district as well as to the school administrators, principals and the superintendent for the school district. Furthermore, local meetings will be held with representatives of the African-American communities in the school district to garner the general support for the remedial mathematics program to benefit African-American students in greater achievement in mathematics at the high school level.

RESOURCES

Texas School District: Dallas ISD School: James Madison High School District website:

www.dallasisd.org

Campus Data Packet:

https://portal.dallasisd.org/mydata/docs/CILT2009/DP32.pdf

School Report Card

http://www.dallasisd.org/inside_disd/depts/evalacct/NCLB%20Report%20Card/AEIS/57905032.pdf

SEI-School Effectiveness Index https://portal.dallasisd.org/mydata/docs/SEI/SEI20072008/E_SEI_GRAPHER_LC.pdf

Historical TAKS data:

https://portal.dallasisd.org/mydata/TAKSGRAPH/TAKSBarGraph.jsp

Community: East / School: 32 Madison

Campus Data Table:

http://www.tea.state.tx.us/cgi/sas/broker

AEIS Report:

http://www.tea.state.tx.us/cgi/sas/broker

Statistics and Test Scores: (http://en.wikipedia.org/wiki/James_Madison_High_School_(Dallas,_Texas).

cadd

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