Academics
The goal of the instructional program at Dwyer Middle School is to ensure access to high-quality curriculum and instruction for all students in order to meet or exceed the California State Standards for each course. The goals outlined in the Single School Plan for Student Achievement are designed to ensure Universal Access for all students, including high performing learners, English Language Learners, students from low-income families, students with identified disabilities, and all other under-performing/at-risk students.
The Dwyer staff routinely examines instructional practices, instructional materials, assessment tools, and curriculum alignment to better address the needs of all students. Effective assessment and diagnosis of students needs drive instructional decisions and practice. The Dwyer staff continues to develop effective and meaningful assessment tools to diagnose the skill levels of each learner and to plan instruction in accordance with individual needs. Grouping practices for intervention classes have been implemented into school policy. The Dwyer staff is told to focus on five critical questions: "What are all students expected to know and be able to do? How do we know that students are learning? What kind of experiences do we create to guide students to learn the standards? What do we do when students do not learn; what do we do when students do learn?"
Dwyer constantly attempts to improve. Four years ago only 7% of all 'English Learners' scored 'Proficient' on the California Standards Test (CST) in Mathematics. In 2009 almost 53% of all English Learners were 'Proficient' on the Math CST. In 2007 only 20% of all 8th graders took Algebra 1, the state standard math class for 8th graders, and only 1 student took Geometry. This year's 6th grade class has 15% of its students on course for Geometry in 8th grade, and 70% on course for Algebra 1 as 8th graders.
Dwyer offers a large spectrum of classes, from classes for non-English speakers to GATE and Honors classes for students who demonstrate well above grade level skills and those students in between. Almost one third of all students take GATE Cluster classes in Language Arts and Social Studies, and nearly fifteen percent take math courses above their grade level.
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Famous quotes containing the word academics:
“Our first line of defense in raising children with values is modeling good behavior ourselves. This is critical. How will our kids learn tolerance for others if our hearts are filled with hate? Learn compassion if we are indifferent? Perceive academics as important if soccer practice is a higher priority than homework?”
—Fred G. Gosman (20th century)
“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
—Stephanie Coontz (b. 1944)