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Equity Law & Equity: Learning Objectives Determine how the culture of the community in which a school exist influence policy and practices of that school. Determine how to successfully analyze data and past and contemporary philosophies for the improvement of education. Explain the meaning of social contract theory within the context of a school district. Resources must be used as a minimum reference for are: Online Articles Messelt, J. (2004). Data-Driven Decision Making: A Powerful Tool for School Improvement . A White Paper: Sagebrush Corporation. Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making Sense of Data-Driven Decision Making in Education . Santa Monica, CA: Rand Education. MAIN REFERENCE Source : Rebore, R.W. (2014). The ethics of educational leadership. (2nd ed.). Upper Saddle River, NJ: Pearson, Inc. Part Two of The Ethics of Educational Leadership. INSTRUCTIONS for the following specific assignment:– read bellow Respond to the following prompts in the Equity discussion forum by the deadline How would you involve parents in developing the curriculum? Should parents have input into the curriculum? Why or why not? Comment on the sample response to the prompts above ! And write your own response to the prompts above : SAMPLE RESPONSE (R.B) Depending on the needs of the students, would determine how I would involve parents in developing the curriculum. Title I is one of the areas that I would have parent participation. I remember while in grammar school, my mom contributed to the Title I program even though I was not in the program. Her presence in the school enhanced my academic development. Norwood Public Schools (2020) highlighted, “Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, and enroll in higher-level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to postsecondary education.” Seeing my mom at my school made me really apply myself because I knew she expected me to put forth my best and I didn’t want to let her down. Yes. Parents should have input into the curriculum. Parents that work with their children at home before school age, knows the strengths and weaknesses of their children. Rebore (2014) noted, “It is impossible to have a positive school culture if the parents, students, teachers, and staff members do not have a sense of ownership of the school.” I remember my mother taking me and my brothers to the library at the age of three years old. That day I learned how to read. I was able to identify all of the letters of the alphabet and add and subtract before I entered Kindergarten. While in grammar school, my mother always gave us extra work to do at home. She didn’t just depend on the teachers in the school to teach me what she felt that I should know. In middle school, she gave me flashcards from her college (Rutger’s University). When I graduated from eighth grade, I was three and a half years ahead of everyone in the eighth grade. When I graduated from high school, I was in the top ten. I was also in Who’s Who Among American High School Students, along with the National Honors Society. Lunawat/Bhandari (2020) noted, “The need of involving parents in the curriculum will help to shape the career of students.” References: Lunawat/Bhandari, S. 2020. The Need of Parents to be Included in the Curriculum. Retrieved on 11/4/20 from https://theknowledgereview.com/the-need-of-parents-to-be-included-in-the-curriculum/#:~:text=Parents%20who%20are%20not%20involved,shape%20the%20career%20of%20students Norwood Public Schools. 2020. Parent Involvement. Retrieved on 11/3/20 from https://www.norwood.k12.ma.us/curriculum/parent-involvement ) Rebore, R.W. (2014). The ethics of educational leadership. (2nd ed.). Upper Saddle River, NJ: Pearson, Inc.
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