Historically Underperforming Students: Lessons for Teaching, Learning, and Leadership

Live Webinar

  • 90 minutes

Educating Historically Underperforming Students can be overwhelming for teachers and administrators alike, especially for those educators who are hoping to achieve significant academic improvement in a relatively short period of time. But addressing the needs of these students requires a long-term strategy from micro level changes at the building level such as emphasizing teacher professional development to macro level changes such as modifications in district wide curricular and instructional practices.

Join this session by expert speaker Ethan Ake-Little, where he will explore how the historic-political context of HUS has impeded high quality academic programming for this population and ways educators can improve their practice to address many of these challenges.

Session Highlights:

Who are Historically Underperforming Students?

  • Population characteristics and subgroups

  • What are the challenges associated with teaching these students?

  • My institution does not have many HUS.Why Should I Care?

Knowing the Law: A Primer for ESSA & IDEA as they relate to HUS

  • IDEA Obligations

  • New ESSA Accountability

Curriculum & Instruction: The Heart of Any Educational Enterprise

  • The Achievement Gap: America's Persistent Educational Problem

  • How does a comprehensive curriculum help HUS?

  • What can teachers do to meet the needs of these students?

The Need for Exceptional Education Leadership

  • Improving academic outcomes for HUS starts at the building level

  • The role of central office administrators in improving academic outcomes for HUS

  • Recruiting, coaching, & retaining high quality teachers (inc. professional development)

Why You Should Attend:

Historically Underperforming Students (e.g. African-American, Hispanic, Economically Disadvantaged, Special Education, etc.) have received increasing attention from educational researchers, practitioners, and policymakers for nearly two decades beginning with the No Child Left behind Act of 2001 and now with the Every Student Succeeds Act of 2015. But while accountability for these students has increased over the years, many educators from large urban districts to small rural ones still face considerable difficulty serving these students with a large portion of superintendents nationally citing improvement in HUS academic performance as one of their district's greatest challenges. Moreover, these challenges have magnified over the years as public education has undergone a dramatic transformation from educator qualifications to school funding, often leaving districts to do more with fewer resources.

Who Should Attend:

This webinar is specifically intended for K-12 school administrators either at the building level

  • Principal

  • Department Chair

  • Central office level

  • Superintendent

  • Directors

  • Supervisors

*You may ask your Question directly to our expert during the Q&A session.
** You can buy On-Demand and view it as per your convenience.

Ethan Ake-Little

Ethan Ake-Little

Ethan Ake-Little is the inaugural Assistant Director of STEM for the School District of Philadelphia and has a background in both K-12 and higher education. Most recently, he served as a Research Assistant for the General Education Program at Temple University, where he supported program evaluation efforts of the University’s core curriculum for nearly 30,000 undergraduate students. He authored several studies on teaching and learning, reviewed for academic journals, and published commentary about policy related issues in K-12 and higher education for outlets such as The Philadelphia Inquirer, Education Week and The Chronicle of Higher Education, among others.During his time at Temple, Ethan also served as President of the Temple University Graduate Students Association (TUGSA AFT Local #6290), the only graduate employee labor union in Pennsylvania, where he led the local’s fifth contract negotiations with the University. Currently, he teaches statistics to students enrolled in Temple University's Executive Ed.D. program.

Prior to his experiences in higher education, Ethan served as a biology teacher first at the Charter High School for Architecture & Design (Philadelphia) and later at The Agnes Irwin School (Bryn Mawr), where he participated in several national teacher professional development fellowship programs including the NSTA New Science Teacher Academy and The Klingenstein Summer Institute. In addition to possessing a Principal K-12 certificate, Ethan holds certifications in General Science 7-12, Biology 7-12, Chemistry 7-12, and Physics 7-12. He received his Ph.D. in Urban Education from Temple University, a M.Ed. in Secondary Science Education from Chestnut Hill College and a B.A. in History &Political Science with a minor in Biochemistry from Drexel University, where he completed his undergraduate degree in three years prior to immediate matriculation to the M.D. program at Drexel University College of Medicine as part of an accelerated degree program.

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