Social Mobility Through Mathematics Proficiency for English Language Learners

College admission is contingent upon students’ high school performances, especially mathematics proficiency that is crucial in qualifying for the projected science, technology, engineering, and mathematics professions of the future. This paper reviews some concerns that hinder the efforts of English language learners (ELLs), often the children of immigrants, to achieve social mobility through a college education. ELLs consistently fail to achieve proficiency on mathematics assessments as measured by the National Assessment for Educational Progress and local assessments such as the Florida Comprehensive Assessment Test. Consequently, many ELLs do not attend college. The article examines implications for educators and policymakers for resolving some of the issues that impede transforming ELLs into academic and societal achievers. Actions taken by educators and policymakers might assist ELLs in navigating the challenges encountered in their pursuit of a college education.

School Counselor Action Research: A Case Example

Achievement outcomes for students participating in a school counselor-led Student Success Skills intervention were investigated. Students in Grades 4 and 5 in a single school participated in the action research. Achievement outcomes were measured using the Florida Comprehensive Assessment Test. Students who participated in the intervention showed greater mean improvement in reading and math scores than students at the district or state levels. The authors describe how sharing improved student outcomes led to a decrease in duties assigned to the school counselor unrelated to facilitating the school counseling program and a greater appreciation and respect for contributions of the school counselor.

The Impact of the 2004 Hurricanes on Florida Comprehensive Assessment Test Scores: Implications for School Counselors

What is the impact of natural disasters on students' statewide assessment scores? To answer this question, Florida Comprehensive Assessment Test (FCAT) scores of 55,881 students in grades 4 through 10 were analyzed to determine if there were significant decreases after the 2004 hurricanes. Results reveal that there was statistical but no practical significance between the FCAT scores of students in high- and low-hurricane-impacted schools. Implications for school counselors are provided.

Invasive Species Curriculum

Management agencies agree that success in dealing with invasive species relies on education and outreach. This 156-page Invasive Species Curriculum helps fill this need by providing important information about invasive species through a dozen classroom activities, glossary, list of web sites and supporting materials designed for middle school use. Each activity addresses specific Sunshine State Standards and Florida Comprehensive Assessment Test (FCAT) benchmarks for grades 6-8. Individual activities are available as separate documents through the links provided with their descriptions. Reprinted by permission of the Tampa Bay Estuary Program and the Florida Aquarium, by the UF Department of Fisheries and Aquatic Sciences, January 2007.