the florida homework help service
The Importance of Homework Help Services in Florida: Enhancing Student Success
The past fifteen years are a time of unprecedented growth in the provision of homework help. This period has seen the development, analysis, and rapidly expanding availability of hundreds of homework assistance programs. A recent estimate published in Educational Evaluation and Policy Analysis suggested that in Fall 2003, fully one-quarter of the nation’s public schools offered afterschool programs providing homework assistance. The “3:00 p.m. – 6:00 p.m. School Age Care and Afterschool Study” found through a survey of 29,000 U.S. households that an estimated 8 million kindergarten-12th-grade children regularly are unsupervised in the hours immediately following the school day. The survey found the need for homework instruction to be a particularly important care gap, with over half of respondents citing it as a prime reason for seeking out care for their children. Given both the scope of the need and the presence of an active sector supplying needed care, it is important to consider what the millions of children receiving or seeking assistance with their school assignments are receiving, in terms of both the quality of the help and its impact on their educational success, as well as the extent to which high-quality assistance could improve students’ educational experiences and future success. Such analysis is especially timely, as federal and state officials, foundation representatives, and educational advocates have expressed interest in developing tutoring and related programs that help students meet the goals of the No Child Left Behind Act.
One of the benefits of the No Child Left Behind Act is the emphasis on student testing in mathematics and reading. Testing helps parents and teachers determine if a student is learning at the expected level for a precise grade. Unfortunately, if the student is not performing at the expected level, the test normally does not provide any information about why the student failed. Homework provides the necessary data schools need to determine the student’s “level of proficiency” in meeting academic standards.
2. Benefits of Homework Help Services for Students
Homework is an at-risk indicator that has consequences across several developmental areas. The following is a list of benefits of homework for the student. These benefits indicate that in order for students to perform to the best of their ability, outside school support must exist. Schools cannot do it alone. They must offer the environment to assist students, but more support is needed when the student prepares homework. Therefore, community members must ask their local schools to support homework help services. Benefits include but are not limited to:
– Homework develops student initiative, encourages independent learning, and strengthens their work habits. – Homework helps students master and extend academic skill through practicing the process they’ve learned. – Homework reinforces concepts, skills, and information integral to the lesson that the student is ready to learn. – Homework allows for reinforcement of expectations that were reviewed in school and allows for longer retention of information. – Homework allows for individual development of unique learning styles, which will promote intrinsic motivation and intrinsic learning. – Parents and students participate together in the learning process when performing homework. – Homework instills a sense of responsibility and accountability in students, transforming them into adults. – Homework provides parents with opportunities to see what students are learning in school, which they could miss without homework making the health of their learning environment known. – Homework allows for deeper explorations into subject material by showing interest in learning extensions and web links or with additional problems listed on homework sheets and on the school’s website. – Homework provides an environment where immediate feedback can significantly increase learning success.
Another challenge to providing homework help service in Florida is that the school calendar length drives demand for homework help services. For instance, if the school calendar ran for nine months, there would be two months untapped in terms of helping a student to study; one month being before entering a school year and the other after finishing the final examination. Thus, when the school calendar runs for 365 days, school students and beyond-school students can be seen in the respective classes receiving the required number of tuition or homework-help sessions. In another light, the length of the school calendar challenges the National government in terms of implementing the “No child left behind” educational strategy quite effectively.
Based on current market conditions in Florida, the challenge of providing flexible and affordable homework help services is also to take place in the right setting. This suggests that students most in need of homework help services are concentrated in neighborhoods within and surrounding public schools ranked as “C” (25%), “D” (27%), and “F” (48%) by the State of Florida Department of Education during the spring of 2008. In these schools, even if the children of the wealthier parents sought after homework help services to buck up their studies, parents likely would not prioritize spending time or money seeking this benefit.
Four of the 67 counties in Florida are currently utilizing free homework help services in support of their students and teachers. This section of the paper consists of case studies reflecting successful learning environments enabled and facilitated by the homework help services. However, the names of actual schools and districts have been changed to protect confidentiality. Nonetheless, the accounts of success are factual. The homework help service integrates into each local school district quite differently based on existing initiatives and levels of readiness for technology. However, the results have been uniformly impressive, demonstrating without a doubt that access to homework and technology are possible critical links that generate better, more successful students.
Pinellas County, in the metro-Tampa area of Florida, was the first large school district in the state to negotiate a partnership as initiated by the school district administration. It was brought about by a volunteer pilot at an urban after-school program that involved high school students serving as elementary school homework helpers. At the time, our free homework help service was only available after school, and its availability at the program diminished the number of disciplinary disruptions to the program’s normal operation. The county superintendent of schools was a member of the board of directors of the after-school program, and the story was brought to his attention. With other partners on the board, the district began to put a plan in place to meet the goal of “homework assist” for students who were the responsible fee-paying members of the after-school program. After a year of service, the present availability of the homework help service was introduced to a much larger audience, and we became the tool for creating the same learning environment for all students as experienced by the participants in the after-school program.
We have cleared a great deal of brush both in terms of understanding the current environment in which Florida middle-school students live and learn and about how to evaluate the effectiveness of participating in Homework Help. In doing so, we have identified challenges facing the Homework Help program as well as avenues to address these challenges in context with ongoing research and evaluation. This is inherently a complex area of research. After all, the delivery of education is a complex social enterprise involving the collaboration of many professionals—teachers and personnel in schools, educational policy makers at all levels, academics who research issues facing education, students and their families, and a broad array of community in which schools and colleges of education are embedded. Collaborations of this broad array are needed to produce the next iterations of Homework Help services as well as to ensure that innovations developed as a result of current research can be implemented effectively.
In light of this complexity, the first future direction we suggest is continued rigorous evaluation of Homework Help programs. For Miami-Dade, as well as for most other urban settings where the needs are great, individual Homework Help centers are operated by different organizations or entities. If Homework Help is to be successful as an educational strategy rather than serving as an expensive arrangement for after-school childcare, it is essential that we have continued understanding of the kinds of programs—and program features—that are most successful at helping low-income middle-school students succeed. This increased understanding can come from large-scale statistical studies using rigorous designs with administrative data on student performance. It can come from smaller-scale quantitative and qualitative case studies of tutoring centers designed to develop more detailed understandings about programs’ strengths and potential weaknesses. Residents of other counties in Florida as well as from other states interested in Homework Help expansions can learn from these evaluations as well. These evaluations should seek to determine for whom Homework Help is most effective. Are certain types of programs effective for certain types of students or at certain times of the school year? Are there students for whom the programs do not appear to be effective? Are there students who need further academic support? If Homework Help is a successful educational strategy, further supporting it could have tremendous benefits for thousands of low-income students.
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