To improve educational outcomes, educators and policymakers must use proven practices. One such method is the development of alternative achievement standards for students with cognitive disabilities. Another strategy is the targeting of disengaged learners. Improving educational outcomes is a challenge that has many solutions. This article examines three such approaches.
Listed below are three of the most effective strategies:
Methods to improve educational outcomes
Education is a challenging environment, and there are several challenges facing the South African education system that require further improvement. High school dropout rates and suboptimal pass rates at various grades are not encouraging indicators for the future success of a country. Various studies have identified several methods to improve academic performance, but implementing them in practical schools is often difficult. Here are three strategies for improving educational outcomes that may help. Listed below are some of the most promising.
Alternative achievement standards for students with cognitive disabilities
Alternate achievement standards for students with cognitive disabilities (AAS) are the standards used to assess student performance that differ significantly from grade level achievement standards. According to a Department of Education regulation published on December 9, 2003, alternate standards may be used by States for students with significant cognitive disabilities. However, the state must first decide whether the resulting assessment will measure student performance to a standard that is appropriate for the students’ ability.
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Targeting disengaged learners
Disengaged learners are those who are not engaged with their education. There are several types of engagement that educators can detect, such as behavioral, emotional, and cognitive. These types of engagement will determine if students are more likely to learn and retain information. When determining whether a student is disengaged, educators must consider the reasons behind their inattention and how to help them. Disengaged students are often not experiencing a negative emotional reaction to the lessons and curriculum. They may simply need some extra attention and tutoring, and may not be willing to engage in the lessons or activities.
Inquiry-based teaching can benefit educational outcomes in a number of ways. This method emphasizes the role of students in the learning process and asks them to participate actively in the topics they are exploring. Students become self-directed and develop transferable skills as a result of inquiry-based learning. They also develop the ability to research, analyze, and collaborate with other students. The results of inquiry-based learning can be applied at post-secondary education institutions, too.
The purpose of a test-based accountability system is to improve educational outcomes for students across the country, but the implications of these decisions must be examined carefully. While positive consequences of test-based decisions may benefit students in some cases, the opposite may also be true of some schools or groups of students. The intended consequences of a test-based accountability system must be weighed carefully, and this paper aims to provide such an analysis. The paper also examines studies that have shown negative consequences, as well as the merits of these systems.