Equity and Scheduling As It Affects Achievement

Leander Eric Windley • Cahn Fellow 2018

By providing all students with the opportunity to interact with their peers in a heterogeneous atmosphere, we are exposing them to different ways of handling social, emotional and academic experiences. At I.S. 318, the students “at-risk” and many of the subgroups traditionally, have not benefitted from school-wide programs due to intervention scheduling conflicts.

Find out how through strategic and well thought out programming, a diverse Title I Middle school promoted student learning & engagement and increased student achievement for their students “at-risk” and their subgroups, by providing access to all school-wide programs.