Guilty of Plagiarism and Schools Performance - Essay Example

By comparing a school’s ranking according to observed outcomes and value-added, stakeholders can make more informed judgments about the relative performance of schools and the extent to which the SES of communities plays a role in the observed educational outcomes (p. 260).

Guilty of plagiarism:
The methodology to show how one can use the models for deriving an alternative measurement of a school’s performance concerning the average difference between its actual and predicted outcomes for the five measures was shown by Toutkoushian & Curtis (2005). This derivation was made after accounting for the effects of socioeconomic factors on school performance.

This measurement was done considering the social and economic relevance of the school’s performance.

Not Guilty:
The process of measuring and ranking according to the difference between the actual and the predicted outcome facilitates a more precise judgment about the comparative performance of the schools. This also gives an exact idea of the role of SES in communities in the result that the schools bring forth in terms of education. (Toutkoushian & Curtis , 2005, p. 260).


1. Reference:
Bennett, C. I. (2002). Enhancing ethnic diversity at a big ten university through project TEAM: A case study in teacher education. Educational researcher, 31, 21-29.

Original quote: “With conditions of integrated pluralism, students discover and maintain their family histories, values, and traditions. At the same time, they participate in settings that establish the conditions for intergroup contact that enable them to learn about, understand, and respect student peers from diverse racial and cultural backgrounds” (Bennett, 2002, p. 27).

Bennett (2002, p. 27) confirms that “integrated pluralism” and the allied situations would help the students to adhere to their original social and historic values. However, on the other side, this within itself becomes a platform for them to interact and learn about different backgrounds existing within the system. This in turn helps to learn to respect varied cultural and social backgrounds.

2. Reference:
Stein, D. S. (1980, September). The adult educator in the health profession: New roles and responsibilities. Lifelong Learning, 8-11.

Original quote: “The institution must learn how to apply educational science to its sponsored programs. The continuing education specialist, by his presence, forces the institution to become cognizant of physical learning problems and increases the relevance of its continuing education programs to the practicing professional” (Stein, 1980, p. 11).

Stein (1980) argued that institutions must ensure to include the science of education in the programs promoted by them. The service of an education specialist would highly promote the concept of continuity in the learning process among the employees. This also helps the institution to be aware of its limitations in the learning procedure.

3. Reference:
Moran, J. J. (1997). Assessing adult learning. Malabar, FL: Krieger.

Original quote: “Assessment instruments themselves need to be reviewed and updated to make sure that what is rated is important in the world outside the learning program” (Moran, 1997, p. 106).


Moran (1997, p. 106) confirmed that as the results of the evaluation would make a substantial impact on the outside environment of the learning system, the efficacy of the evaluation tools would have to be continuously checked and amended accordingly.

4. Reference:
Aurand, T. (1994, January and February). Segmenting the adult education market. Adult Learning, 16-18.

Original quote: “The segmentation and target marketing process can also be applied to adults seeking more basic training. . . [and] A literacy class for students that speak English as a second language can vary dramatically from a class of students seeking a G..E.D. High schools or junior colleges involved in adult reading skills enhancement can easily segment their markets by backgrounds of the students being taught” (Aurand, 1994, p. 18).

Aurand (1994, p.18) confirmed the wide diversity in the market for literacy classes. Concerning this scope, the author urges the need for proper planning and classification of the target group. The literature explains the diversity through the observable variety among the students in a class focusing on students having English as a second language.

5.. Reference:
Freire, P. (2000). Pedagogy of the oppressed. (M. B. Ramos. Trans.). New York: The Continuum International. (Original work published in 1970)

Original quote: “A revolutionary leadership must accordingly practice co-intentional education. Teachers and students (leadership and people), co-intent on reality, are both subjects, not only in the task of unveiling that reality, and thereby coming to know it critically but in the task of re-creating that knowledge.” (Freire, 2000, p. 69)

Freire (2000) opined that both teachers and students when get associated with the concept of ideal leadership, intend to get exposed to reality and critically analyze it. Thus according to Freire both teachers and students are to closely associate in an ideal leadership pattern to explore newer realms of knowledge. Read More