The report card shows that students from low-income families are falling behind in areas like reading and math. Schools should focus on building real connections with these families by offering support, listening to their needs, and making learning more relatable and unique to their situations, their reality, and their everyday lives.

The amount of students who identified as either English learners or students with disabilities decreased from fourth to eighth grade, potentially reflecting loss in enrollment. Schools could implement after-school tutoring for students with disabilities or for students whose first language isn't english.

Charlotte Potvin

This specific report card about Pennsylvania highlights ongoing achievement gaps among students of various racial, ethnic, and socioeconomic backgrounds. This shows the major need for support for these types of situations. To help close these gaps, schools can foster culturally responsive partnerships by involving families through multilingual outreach, culturally inclusive events, and shared decision-making that centers on the diverse need that includes all students.

By looking at the PA's Nation's Report Card data, I noticed that some students who typically come from a poor financial situation and students of color tend to have more trouble performing in school. I think finding ways to make the children feel valued and included is very important in overcoming this issue. Another way is through communication as well. Getting to know your child is extremely important.

A strategy that schools could use to build culturally responsive partnerships with families and communities that directly support student achievement is creating a welcoming environment with families that have different cultural backgrounds. This will provide families with the feeling of being valued, and builds a respectful and engaged community in schools.

The report card shows students who are falling behind in the main subjects like math and reading. Schools should have more inclusive environments, which would lead to families and parents feeling supported. Teachers should have a relationship with every family so that students are succeeding in the classroom. With the issues that I saw, teachers should be making a plan to make sure all students succeed.

Jersei Ramsey

After clicking around on Pennsylvania's Nation Report Card data, I noticed that Hispanic children tend to not perform as well in school compared to White children in the same area. This could be due to language barriers or families not feeling welcome in their community. Educators and schools should try and have more two-way communication in order to invite families of students to share their backgrounds or express concerns.

The report card shows how students in these Pennsylvania students with low-income families can fall behind in different areas. I think the schools should give support to those families. My high school always offered tutoring during and after school with no cost.

Schools could use Nation's report card to analyze data. Studying the data in you area can help schools (teachers and administrators) get the students what they need. Understanding the students weaknesses can help teachers adapt to what they need to focus on. This assures that teachers are helping students reach their full potential.

I noticed that most of the average student test scores in Pennsylvania, compared to those of the National average, were not much different. I also noticed that more students identified as English Learners, and there are more students with disabilities in fourth grade than in eighth grade. I think this shows that it is very important for those in the younger grades to get the special education they require. This will help prepare them for the older grades.

There are many students who are from diverse backgrounds who are behind their white counter parts in academic performance. A school could create an after school tutoring program where they could get help studying, doing homework, or doing whatever they may need to be on par with their peers.

I noticed that math is in decline for many students. The ethnic backgrounds in schools are continuing to grow. Teachers can send home a letter or call the parents to ask about their child's culture and how they learn best. With that information, I believe teachers can create a lesson that helps all the students of all backgrounds understand the lesson.

I noticed that the students race were not very diverse across Pennsylvania, with majority of students being white. I think that schools making an effort to have a diverse staff would affect enrollment of diverse students as well. By having a diverse staff and student population if would promote culturally diverse partnerships because students would be introduced to different lifestyles, cultures and languages that they other wise may not have been exposed to .

The data shows that students have a hard time with math and English. I also noticed students in lower income struggle more .

I’ve noticed there are more than 60% of white students in Pennsylvania and less than 15% of other races in the state. Schools could focus on more mandated parent - teacher conferences to best support student achievement. When the teachers have an understanding of the child’s emotions and limits they can focus and better understand the students learning. The families could also be sent home a weekly questionnaire about the students. This will allow the teacher to have an up to date response on there teaching strategies and student complications.

One thing that I noticed was that students who were more than likely identified as English learners had lower grades than other students. This may be because of the language barrier between a student and their teacher. When one language is someone’s first language, they’re going to have a harder time learning something compared to other students. Through a parent-teacher bond, together they could incorporate some down time between the teacher and student to work on things one on one. Parents could continue this work at home in English if possible.

The main core subjects that students are struggling the most with are math and reading. These scores are low based on the Nation's report card. To help these students who are falling behind and struggling in these subjects we can implement tutoring after school to build retention and understanding of material. We can build an inclusive classroom and bring families in to see where the struggles may be and have consistent routines and procedures to help learn in the environment they are struggling in. The classroom can have hands-on activities to learn better.

The report card shows that students with different ethical backgrounds have different percentages of kids who go to school. In Pennsylvania the two highest percentages of kids who go to school is between white, hispanic and children of color. I feel that schools need to build a culturally responsive partnership with the families by involving them in the classroom and making them involved in decision making.

Start by co-designing with families, not presenting to them: run Family Data Nights in families’ home languages, create 2-week at-home micro-plans (what to read, which math skills to practice), and shift to student-led conferences so students explain goals and evidence of growth. Pair that with evidence-based supports: stand up high-dosage tutoring (3x/week, tightly aligned to class content) using trained community partners, this has one of the strongest impacts in K-12. Tackle access barriers with attendance nudges (simple, periodic texts or mailers to caregivers reduce absences) and connect families to basics (meals, Wi-Fi, transport) so students can show up and benefit. Track minutes read, tutoring dosage, and skill growth, and share wins monthly to keep families engaged.

Based off of Pennsylvania’s nations report card I noticed that only a small fraction of students with disabilities in grades 4 and 8 were identified as English learners. Some strategies schools could do is make sure that the students and families are involved so that each student receives the support they need to continue to learn. One thing they could do is watch videos to make sure that all of the students are aware of one another’s background. To keep them wanting to stay in school and make them feel seen.

What I notices about the Nation's report card data is that there is a significant difference in the percentages between students who come into school with disabilities then those who come in as EL. One thing that I can think of to help build up relationships is to use data to identify students/groups who are behind and offer tutoring, mentoring, summer learning differentiated instruction, or small group supports to make these kids feel involved and to make sure to involve their families in planning these supports as well. Which can help both of these types of families who have children who need help learning English and children who have learning disabilities.

When looking at PA's National Report Card date, I noticed that from 4th to 8th grade, there was a 1.24% decrease of students with disabilities. This could mean a variety of different things. Students could have been not as affected by their disabilities as much and moved to different classes that didn't need to focus on their disability as much, or have gained an aid as well. I noticed that maybe they couldv'e dropped out or maybe left the school for a better one to help focus on their disability. A way schools and teachers can help this issue is by gaining an aid or having teachers learn and gain more knowledge about disabilities to be able to help the children out.

One thing I noticed is that 78% of economically disadvantaged 4th grade students are preforming below the 25th percentile in mathematics. I think a strategy that schools can implement to help this problem is to provide lower income families with opportunities that may not be available to them. For example, free tutoring services after school.

I noticed that in the report card it showed that most students above the 75th percentile had access to academic support, tutoring, and they liked and felt comfortable talking with their teachers, while the opposite was true for students below the 25th percentile. I also noticed that students in the 75th percentile who went to tutoring did better in school rather than students that did not do well in school. I think the educational support should be available and encourage for all students. Students have easy access to tutoring, support, and resources. I believe that right now schools are doing well at providing these resources to students. However, two obstacles stop this from being effective. First, underfunded schools are unable to provide as many resources to their students which is the responsibility of the government to provided equal opportunities to its citizens young learners. Secondly, these academic resources should not only be readily available to students but positively encouraged for students. Students who are not doing well in school can often feel too ashamed to reach out for help. It is our job as teachers to not only provide support but to get rid of stigma around asking for help when it is needed.

By looking at Pennsylvania's Nation's Report card data, I noticed that more Hispanic people attended K-12 and also college, in 2017. Some strategies that schools could use to build culturally responsive partnerships with families and communities may be building trust, communicating in appropriate ways, and involving parents into the decision making. I think that would directly support a students achievement.