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The Brown and White Vol. 129 No. 13 Tuesday, October 20, 2015 ‘All the Lehigh News First’ The Bethlehem Area School District strives to give all stu-dents an equal opportunity to suc-ceed, but researchers continue to see disturbing trends year after year when academic statistics like test scores and graduation rates are analyzed in terms of race and socioeconomic status. The Latino/Hispanic population is one subdivision that struggles the most, and according to the National Center for Education Statistics, nearly one in three stu-dents enrolled in the school in the Bethlehem Area School District fall into that group. Data from the Pennsylvania Department of Education Adequate Yearly Progress report, commonly referred to as AYP, showed that neither Freedom nor Liberty High School, the two high schools in the Bethlehem Area School District, met the target AYP in 2011 or 2012. When assessed at a demographic level, it is clear that the Latino/Hispanic population is severely underper-forming in relation to their peers. AYP reports are a direct result of the 2001 No Child Left Behind Act, an effort by the George W. Bush administration to even the standards in public schools. AYP is measured in terms of individual school and its subpopulations as well as by district. It calculates the final status of each school using a combination of graduation rates and test participation and scores from the assessment given during 11th grade. While White non-Hispanic students met the AYP in read-ing at both schools and math at Freedom, students who identified as Latino or Hispanic did not meet any progress measures in either subject. The graduation rate for Latino/Hispanic students from Liberty High School in 2012 was 72.3 percent, about 15 percent lower than the White non-Hispan-ic group. At Freedom, the gap was even larger. Only 68.2 percent of Latino/Hispanic students gradu-ated, which is more than 23 per-cent lower than the rate of their White non-Hispanic counterparts. Despite efforts by the school district, academic success encom-passes more than just money and resources. At the most basic level, the differentiating factor between successful and struggling stu-dents is deeply rooted in familial cultural understanding and stan-dards of achievement. Leigh Kuenne Rusnak, the administrator for high school spe-cial education in the Bethlehem Area School District, said teachers and researchers often talk about performance starting at home, but then wrongly assume that kids who don’t do well have parents who don’t love them or care about them. But this is nearly never the By MADELEINE SMITH Special to The Brown and White Local thrift store aims to ben-efit the Greater Lehigh Valley by offering affordable cloth-ing and household items. See Page 5 Inside Lifestyle See SCHOOLS Page 2 Crisis protocol varies across campus See THREAT Page 4 A week after a shooting at an Oregon community college where nine students were killed by a fel-low student at the school, a new threat surfaced targeting colleges in the greater Philadelphia area. The threat alluded to a potential shoot-ing at a Philadelphia-area college or university to take place on Oct. 5 at 2 p.m. Subsequently, the Lehigh University Police department noti-fied the community that security would be heightened on campus that day. Lehigh has university-wide policies and instructions that come from the Lehigh University Police Department and the Office of Residence Life in case emergencies like natural disas-ters, an active shooters or a bomb threat. However, when faced with a potential emergency, some students are uninformed of these procedures. Joe Sterrett, the chair of the Crisis Management Team at Lehigh, said there are two dimensions of increased security. One condition of increased security is attention to activities that might not spark con-cern during the average day, such as unusual-looking vehicles. The other dimension is a more personnel coverage, according to Sterrett. “It isn’t that they hire new people, but they work lower shifts that over-lap in the same spots that ensures we are able to cover the entire cam-pus and be aware of what is going on,” he said. Sterrett said the LUPD deter- By ABBY MCBRIDE & COURTNEY MESILAS B&W Staff Defining the achievement gap Race, socioeconomic status influence academic success Kelly McCoy/Made with Canva
Object Description
Title | Brown and White Vol. 129 no. 13 |
Date | 2015-10-20 |
Month | 10 |
Day | 20 |
Year | 2015 |
Volume | 129 |
Issue | 13 |
Type | Newspaper |
Source Repository | Lehigh University |
Coverage | United States, Pennsylvania, Lehigh, South Bethlehem |
LCCN | 7019854 |
Source Repository Code | LYU |
Digital Responsible Institution | Lehigh University |
Digital Responsible Institution Code | LYU |
Issue/Edition Pattern | Semiweekly |
Title Essay | Published twice a week during the college year by the students of Lehigh University |
Description
Title | Page 1 |
Date | 2015-10-20 |
FullText | The Brown and White Vol. 129 No. 13 Tuesday, October 20, 2015 ‘All the Lehigh News First’ The Bethlehem Area School District strives to give all stu-dents an equal opportunity to suc-ceed, but researchers continue to see disturbing trends year after year when academic statistics like test scores and graduation rates are analyzed in terms of race and socioeconomic status. The Latino/Hispanic population is one subdivision that struggles the most, and according to the National Center for Education Statistics, nearly one in three stu-dents enrolled in the school in the Bethlehem Area School District fall into that group. Data from the Pennsylvania Department of Education Adequate Yearly Progress report, commonly referred to as AYP, showed that neither Freedom nor Liberty High School, the two high schools in the Bethlehem Area School District, met the target AYP in 2011 or 2012. When assessed at a demographic level, it is clear that the Latino/Hispanic population is severely underper-forming in relation to their peers. AYP reports are a direct result of the 2001 No Child Left Behind Act, an effort by the George W. Bush administration to even the standards in public schools. AYP is measured in terms of individual school and its subpopulations as well as by district. It calculates the final status of each school using a combination of graduation rates and test participation and scores from the assessment given during 11th grade. While White non-Hispanic students met the AYP in read-ing at both schools and math at Freedom, students who identified as Latino or Hispanic did not meet any progress measures in either subject. The graduation rate for Latino/Hispanic students from Liberty High School in 2012 was 72.3 percent, about 15 percent lower than the White non-Hispan-ic group. At Freedom, the gap was even larger. Only 68.2 percent of Latino/Hispanic students gradu-ated, which is more than 23 per-cent lower than the rate of their White non-Hispanic counterparts. Despite efforts by the school district, academic success encom-passes more than just money and resources. At the most basic level, the differentiating factor between successful and struggling stu-dents is deeply rooted in familial cultural understanding and stan-dards of achievement. Leigh Kuenne Rusnak, the administrator for high school spe-cial education in the Bethlehem Area School District, said teachers and researchers often talk about performance starting at home, but then wrongly assume that kids who don’t do well have parents who don’t love them or care about them. But this is nearly never the By MADELEINE SMITH Special to The Brown and White Local thrift store aims to ben-efit the Greater Lehigh Valley by offering affordable cloth-ing and household items. See Page 5 Inside Lifestyle See SCHOOLS Page 2 Crisis protocol varies across campus See THREAT Page 4 A week after a shooting at an Oregon community college where nine students were killed by a fel-low student at the school, a new threat surfaced targeting colleges in the greater Philadelphia area. The threat alluded to a potential shoot-ing at a Philadelphia-area college or university to take place on Oct. 5 at 2 p.m. Subsequently, the Lehigh University Police department noti-fied the community that security would be heightened on campus that day. Lehigh has university-wide policies and instructions that come from the Lehigh University Police Department and the Office of Residence Life in case emergencies like natural disas-ters, an active shooters or a bomb threat. However, when faced with a potential emergency, some students are uninformed of these procedures. Joe Sterrett, the chair of the Crisis Management Team at Lehigh, said there are two dimensions of increased security. One condition of increased security is attention to activities that might not spark con-cern during the average day, such as unusual-looking vehicles. The other dimension is a more personnel coverage, according to Sterrett. “It isn’t that they hire new people, but they work lower shifts that over-lap in the same spots that ensures we are able to cover the entire cam-pus and be aware of what is going on,” he said. Sterrett said the LUPD deter- By ABBY MCBRIDE & COURTNEY MESILAS B&W Staff Defining the achievement gap Race, socioeconomic status influence academic success Kelly McCoy/Made with Canva |
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