EDA 555 Legal Issues in Education Benchmark Assessment and Rubric

I also want to apologize for the disgrace I may have placed upon myself as a University of Florida student, your hardworking and dedicated employees and staff, as well as the legacy of the University of Florida our past ancestors have fought so hard to uphold. I am a strong believer that an individual can change for the better in any situation. The individual, being myself, am aware of my actions and wrong doings, despite the outcome, out of respect I will acknowledge every single individual that I have negatively impacted along the way. I have created a plan to ensure that I never find myself in this situation or any other similar again. Once again, please consider this letter as a token of complete honesty as I hope this alters the sanction of expulsion that has been placed upon me. I am willing to fight, dedicate, and rebuild the opportunity that is being stripped from my hands. I need with every bone in my body to graduate from the University of Florida and continue on to become more educated, eventually fulfilling my ultimate aspiration of becoming a doctor. I want to be student that will make the University of Florida proud to say I served my undergraduate term here. I want to expand and continue on the legacy everywhere I go. I sincerely apologize to you directly as well as my professors, the dean of students office, and my peers. I know I must pay for my actions

This semester I have grown as a student in the area of college readiness. This has allowed me to feel more planned for college. I have gained knowledge about college and how to prepare in order to be successful. In advisory we read a “college- going 101 timeline,” which provided steps on how to get ready for college. It gave me a list of procedures I can follow throughout high school. Some procedures it gave me where to; begin keeping a folder of important information, create a list of possible colleges to apply to, and attend a college fair.

“What Colleges Want in an Applicant (Everything)” is an informative article in The New York Times targeted at applicants, parents, and those who work in admissions at universities

What most influenced my decision and interpretations in this case was the fact that the students could not be trusted with concealing the identities of the interviewees within the article, since it was proven that their identities were not fully hidden. The topics in the article were about teen pregnancy and criticism of parents, which can be controversial and thus distracting in a school environment. The principal of the school, upon observation, noticed the identities were not hidden well. With a deadline to meet, there was no way the students would have been able to revise the newspaper and reorganize the articles, so the principal took out the pages. In this case the principal made a responsible decision given the interests of the school

This journal article written by William Zumeta in April, 1992, is an extensive argument to suggest state policymakers would be wise to conduct research to maintain healthy colleges and universities to address the increasing demands of demographics and economics at state level. In addition, Zumeta suggests the private sector should be included more in state planning and addresses the effects of the public sector tuition policies. According to Zumeta, “The goal of state policy in higher education after all must be to serve the broader public interest as fully as possible with limited resources.” Although this journal article is dated, Zumeta and his colleagues challenged state policymakers to include the private sector in forming appropriations

Geoffrey Maruyama begins his article by discussing the importance of a college education and the importance of helping students prepare for college by assessing their college readiness. While acknowledging that the ACT does predict some college readiness the author discusses the problems that arise with just using threshold scores to determine college readiness. The author uses reputable research to support his claim that socioeconomic status, demographics (such as gender), family social class, racial background, and especially grades are important predictors of college readiness. Maruyama argues that a new college-readiness definition is needed and then suggests seven

The book emphasizes challenges that can help students transition into college such as teaching, learning and college life in general. Millis also added that Light had the students conduct an interview to provide data which followed a structured

One of the key components in higher education enrollment management in a public, four-year university is the admissions process. With encouragement from many sources such as friends, family, and college marketing materials, high school juniors and seniors apply and enroll in college by the thousands each year (McDonough, 1994). College choice is greater now than twenty years ago, but finding the right fit for each potential student is harder due to increased college entrance standards and intense competition between institutions. Applicants now are more likely to apply to many more institutions than previous generations, yet still only attend

I choose to explore the topic of state education performance funding, to better understand its strengths, weaknesses, and viability for the future of higher education funding models. The advent of this type of funding in higher education is a kin to much of the accountability and performance based initiatives imposed upon the p-12 system form the federal government. Programs like "No Child Left Behind" and "Race to the Top" are competitive based systems, created to encourage quantitative educational gains (such as standardized test scores) and tying them to economic benefits to schools, administrates, and teachers.

I am writing this letter to let you know that there was a problem involving two PSF students and I, here at Texas Tech. I hope you can understand the situation by reading my story below.

I am writing you this letter to express my feelings towards your actions and behaviors during your time in Ms. Gruell’s class 203. I want to inform you of the level of inspiration your story and the stories of your fellow classmates had on my life. The stories, yours in particular, have made me appreciate life and see it in a new brighter perspective. I appreciate the effort Ms. Gruell did to make kids use a pen instead of a gun. Mostly I have been impressed by the development and growth that happened as you progressed through the years of being in her class.

Thank you for taking time to interview me for the committee letter writing process, and I greatly appreciate the feedback you provided. This interview helped me understand the dynamics of a professional school interview, which I had not been previously exposed too.

There is a prevalence of underprepared students entering postsecondary education. The College Board (2013) reports as many as 57% of students completing the SAT exams did not meet the benchmark for college level coursework; this figure may present low, as it does not necessarily include the countless students who do not attempt the test, as they are planning on attending postsecondary schools not requiring these scores for admissions or not planning on continuing their education after high school. Individuals might point fingers at secondary education and blame them for not preparing the college freshman adequately, but unfortunately, there are a myriad of influences that generate this educational skills gap.

I am writing this letter to express my sincere apology for what occurred in your class on Tuesday, April 4, 2017. My decisions were extremely poor and resulted in a unnecessary waste of time for you and I as well as the rest of the class. I may have not felt this way at first, but after having some time to think I now realize how disrespectful, rude, and pointless my actions were as well as how lucky I actually am to get off fairly easy.

The interviews involved four teachers, two from private secondary schools while the other two were of public schools. Two teachers taught ICT in their respective schools, one taught chemistry and the last taught mathematics respectively. The interview took place from 3rd to 11th November 2014. The details of the interview can be seen in Appendix B, C, D, E.