Genevive High situation is currently a Separated/Divorced D first “Living (100%) big mess a lot of back and parents, Living far quarter forth.” from school Medium live kinda far so I wake up Separated/Divorced F “I (60%) early to get here which is parents, Living far quarter, Ds why I’m always tired.” from school second and third quarter Adam Medium (left blank) Siblings, Fs all (78%) Separated/Divorced quarters parents, Social “Everything!” Beatriz Low (43%) brother is in a F “My “Depression” wheelchair which requires quarter, D both of my parents to take second him out of the house so if quarter they are running late I might be as well.” Sylvia Low (50%) responsibilities at home home” Fs first and “My “My sometimes impact school second because I have to my quarter grandmother and this may cause me to be late or just not show up to school.” Joanna Low (44%) at home” Sibling, Parents’ F “Problems annoying me” work, Social quarter, D “Brother second quarter Students who earned Ds or Fs throughout the year reported some challenges at home. Above are selected results from a questionnaire filled out on the first day of school and a follow-up survey given in March. Students are dealing with stress that can make it very challenging to complete assignments and feel motivated at school. While the table above only highlights some of the students who earned Ds or Fs, it does illustrate how home stress can align with poor school performance. All but two students (Logan and Adam) were able to bring up their reading grades by third quarter, and a third student (Beatriz) continued to have low class participation throughout the year, despite her high test scores. I feel that my work to engage students in culturally-relevant topics may not have benefitted these three students, I want to highlight interactions I had with them. 2C1. Logan
Genevive High (100%) “Living situation is currently a big mess a lot of back and forth.” Separated/Divorced parents, Living far from school D first quarter Medium (60%) “I live kinda far so I wake up early to get here which is why I’m always tired.” Separated/Divorced parents, Living far from school F quarter, Ds second and third quarter Adam Medium (78%) (left blank) Siblings, Separated/Divorced parents, Social “Everything!” Fs all quarters Beatriz Low (43%) “My brother is in a wheelchair which requires both of my parents to take him out of the house so if they are running late I might be as well.” “Depression” F quarter, D second quarter Sylvia Low (50%) “My responsibilities at home sometimes impact school because I have to my grandmother and this may cause me to be late or just not show up to school.” “My home” Fs first and second quarter Joanna Low (44%) “Problems at home” “Brother annoying me” Sibling, Parents’ work, Social F quarter, D second quarter Students who earned Ds or Fs throughout the year reported some challenges at home. Above are selected results from a questionnaire filled out on the first day of school and a follow-up survey given in March. Students are dealing with stress that can make it very challenging to complete assignments and feel motivated at school. While the table above only highlights some of the students who earned Ds or Fs, it does illustrate how home stress can align with poor school performance. All but two students (Logan and Adam) were able to bring up their reading grades by third quarter, and a third student (Beatriz) continued to have low class participation throughout the year, despite her high test scores. I feel that my work to engage students in culturally-relevant topics may not have benefitted these three students, I want to highlight interactions I had with them. 2C1. Logan
Nolan-SpohnFinalPaper-2.docx