From the “Academic Achievement and Suspension Data,” there seems to be a correlation between academic achievement and school dropout rate. In almost all the academic incidences, proficiency in all areas in San Bernardino City USD seems to be the lowest compared to the others. In return, it has the highest percentage of dropout rates compared to the others. The scenario also seems to apply to suspension rates. There are several examples that can demonstrate this aspect. Just to choose one; the “AYP ELA Percent Proficient” in 2011 shows California with 56.3% proficiency, San Bernardino County with 52.8%, Sacramento City 50.8% and San Bernardino City USD 40.5%. During this period, the suspension incident rate was 12.4% in California, 16.3% in San Bernardino County, 15.6% in Sacramento City USD and 29.9% in San Bernardino City USD.
The annual report sent to Congress indicates that the percentage of disabled students that dropped out of school in 2002-2003 through 2011-2012 decreases with every year. This might be an indication of better laws such as IDEA, which have made the learning environment for disabled students quite conducive. There are other aspects that would help reduce the percentage of students dropping from school or being suspended even further. They include partnering and engaging with parents, paying attention to warning signs, rethinking schedules and developing a community plans to help combat the problem.
Having worked with diverse populations, I can say that there is no significant correlation between race and school dropout rates for students with disability. However, I have realized a substantial correlation between socioeconomic disadvantage and school dropouts for students with disability. A year ago I met this woman in a restaurant as I was having my lunch. Since I was alone and she was alone, we got into a conversation. I do not remember exactly how we got to this topic, but she started telling me how his son was struggling with Autism and some anxiety disorder. The surprising part was that she had taken him out of a special education program because she thought it was too expensive, and positive results were not forthcoming.
There are several biases to address in a multicultural classroom. Among the things I would do to accommodate all the students would entail ensuring that pictures, posts, music, books, dolls, toys and other things are diverse regarding race, disability, gender among others. I would also ensure that students work in social situations and not in isolation. Goals, techniques, and activities for every student would also be realistic and not esoteric.
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