Introduction: Classes and Scores Soar with Incentives
Worldwide, and even in the United States, numerous programs have been proposed to enable students to qualify for college reported by Sam Dillon in his article “Classes and Scores Soar with Incentives for A. P. Tests”. This program stands out for its ability to elevate the academic performance of students from downtrodden and economically disadvantaged families, placing them on a more competitive footing with their counterparts from middle and upper-middle-class backgrounds. Additionally, the program has sparked renewed interest among students, teachers, and organizers alike. The positive outcomes of this program extend beyond the lower socioeconomic classes, benefiting various stakeholders, including other students, teachers, and organizers. Given the observed improvements and the increase in the number of capable students, a compelling argument can be made in favor of continuing and possibly expanding this program.
Smart Kids and Classes and Scores Soar with Incentives
Sam Dillon presents a compelling argument with the example of Joe Nystrom, who used to teach in a low-income school and held the belief that only a “tiny group of students – the smart kids” could successfully navigate the challenges of advanced tests (Dillon). In essence, Nystrom’s perspective reflected a reality where only a few students, who were exceptionally dedicated and received special attention from teachers, could pass such tests and perform well in college.
However, Dillon illustrates a transformative shift in this scenario with the introduction of the initiative. The number of students participating in advanced tests witnessed a significant increase, accompanied by improved scores and heightened interest. This indicates that the initiative has effectively expanded opportunities for students, particularly those from low-income backgrounds, to aspire to and successfully pursue college education. In essence, the initiative has played a crucial role in providing students from economically disadvantaged backgrounds with a more equitable chance to access higher education.
Lower-income Schools: Classes and Scores Soar with Incentives
Furthermore, the impact of the program extends beyond lower-income schools, resulting in an overall increase in the number of participating students and an improvement in their academic performance. The initiative, as described by Dillon, has successfully transformed the educational culture, which was previously confined to elite schools, reaching a broader spectrum of students. This expansion is evident in the increased enrollment of students.
Dillon highlights a significant achievement in this transformation by citing the example of Mr. Nystrom, whose students exceeded expectations. More than “43 of his students passed the exam this year,” reaping substantial benefits, with Mr. Nystrom himself receiving $7,300 (Dillon). This indicates that the program has not only attracted students but has also garnered enthusiastic participation from teachers who, in turn, have reaped financial rewards. The success of both students and teachers contributes to the overall satisfaction of the organizers, making the initiative a source of collective accomplishment and contentment.
Students and Classes and Scores Soar with Incentives
The increase in the number of students participating in the program is evident from the notable expansion experienced by Mr. Nystrom’s class. He found himself teaching “eight times as many students as he used to,” and the success rate also rose to 70 percent (Dillon). It’s important to note that this considerable growth occurred in a “low-income high school” (Dillon), suggesting that the positive impact of the initiative is particularly significant in schools facing socioeconomic challenges.
The conditions in other schools, presumably those with better resources, are likely even more favorable, where students might have initially approached the tests as routine. The introduction of incentives, such as the $100 reward for students and an increased annual salary for teachers, has likely contributed to a substantial rise in the number of students participating. This surge not only benefits the students directly but also provides organizers with an opportunity to showcase the success of their program to lawmakers. In essence, the initiative has proven valuable not only for students but also for teachers and organizers alike.
Conclusion: Classes and Scores Soar with Incentives
In short, the program has emerged as a tremendous success. Its positive impact on children from lower-income families, as well as on other students, is evident in the increased number of capable students. Additionally, teachers have found opportunities to augment their income through the program, while organizers have leveraged its success to showcase progress to lawmakers. Given its multifaceted benefits and the overarching goal of fostering a better future generation, it is only logical to advocate for the continuation of this program.
Works Cited: Classes and Scores Soar with Incentives
- Dillon, Sam. “Classes and Scores Soar with Incentives for A. P. Tests.” The New York Times. 02 Oct. 2011. Web. 12 Dec. 2022.
Relevant Questions: Classes and Scores Soar with Incentives
- How does the article by Sam Dillon, titled “Classes and Scores Soar with Incentives for A. P. Tests,” discuss the impact of incentives on both participation rates and test scores in Advanced Placement (A.P.) courses?
- What evidence or examples does Dillon provide to support the assertion that offering incentives has a positive effect on student enrollment and performance in A.P. classes?
- How does Dillon address any potential criticisms or concerns related to the use of incentives for A.P. tests in the article, and what counterarguments or supporting information does he present to strengthen his perspective?
