Instructional leadership and Curriculum - Assignment Example

Instructional Leadership and Curriculum Introduction Curriculum and schooling experiences diverse influence from several factors. The factors includes race, gender, ethnicity, poverty, religion, social class among other factors. These factors may affect in way student performance in high schools especially in the United States where there is multiracial group of students (Carnoy, Elmore & Siskin, 2003).Factors Affecting Schooling and Curriculum In regards to poverty and the general concept of the socioeconomic effects on curriculum and schooling, it’s a confirmed fact that the wealthier students outsmart the poor students in terms of performance.

The comparison holds true both for the student in the same school and in different schools. The implication of this fact may be lack of proper access to relevant resources by the poor students. The race of student also affects the curriculum and schooling. There is an observation that the African-American and the Latin America students performs poorly than the Native American students. The white students technically shows higher comprehension of science subject, have a higher comprehension ability and are basically brighter than both African and Latin America students The social class is also major factor in schooling and curriculum.

For instance, different teachers, specifically music teachers holds themselves in a higher social class than the other teacher. They view the subject as already standard and thus no need to further standardize it (Carnoy, Elmore, & Siskin, 2003). Urban District Schools In comparison of the Urban District Schools and other school, the urban schools have raised test scores as compared to the other schools. The effect is increase in the number of school drop outs in such schools. The consequence of such is evident, for example, in New York and Texas.

In order to contribute to the positive and upward achievement of all students, the districts should embrace and fully comply with the standard based accountability policy that takes into consideration the potential of students from secondary schools (Porter, Polikoff & Smithson, 2009).ReferencesCarnoy, M., Elmore, R., & Siskin, L. (Eds.). (2003). The new accountability: High schools and high-stakes testing. London: Routledge.Porter, A. C., Polikoff, M. S., & Smithson, J. (2009). Is there a de facto national intended curriculum?

Evidence from state content standards. Educational Evaluation and Policy Analysis, 31(3), 238-268.