The midterm is a position paper, which compares, contrasts and critiques Georgia’s Equity Plan in relationship to another state’s Plan. Candidates have the option to select any state Plan of their choosing.
Using the enclosed rubric develop a position paper contrasting the GA Equity Plan with that of another state of your choosing.
Appendix B: Midterm Exam Rubric – Position Paper on GA Equity Plan
Missing or Unacceptable
0 – 2 Developing
4 – 5
APA FORMAT and GRAMMAR & SYNTAX No APA format or minimal attempt at presenting paper in APA format. Grammar and syntax throughout the majority (more than 50%) of the paper is challenged. The rules of the APA format are almost met throughout the paper or the rules from the later editions are followed. Grammar and syntax throughout half of the paper 30% – 50% of paper is challenged. The rules of APA formatting are adhered to in an appropriate manner. The grammar and syntax meet are not challenged and meet the expectations of a graduate candidate in the Department of Educational Leadership.
SUMMARY No summary or overview of the key elements (history, social, economic, political and cultural context) of the GA Equity Plan or the other state Equity Plan. Or summary gives minimal details of key elements/components. Summary provides detail on one or two (or some portion) of the key elements or provides minimal information on all five key elements/components. Summary provides detail on all (or the majority) of the key elements.
CONTRAST No contrast or no comparison of state Equity Plans; or an attempt is made to compare Plans, but the comparison observes minimal components of the Plans in question The contrast of the two Plans only rises to the level of addressing comparative elements. There is no comprehensive deconstruction of all the component pieces of the state Equity Plans. All (or most) of the key elements/components of the state Equity Plans are exhaustively deconstructed through a means of intense juxtaposition.
CRITIQUE There is no critique of either state Equity Plan or the opinion/perspective is not well informed. There is an informed opinion of one Plan but not of the other plan or vice versa. The critique or critical view juxtaposes all or most of the key elements of both Plans and as a result arrives at a scrupulously researched perspective/position (otherwise known as a well informed opinion).
Rather than posting the (16 approved) State Equity Plans to the course shell I have decided to just provide you with the link (http://www2.ed.gov/programs/titleiparta/resources.html) to access the Plans. Georgia’s Plan, however, is available in the Files. The sixteen approved state plans are: Maine, Oklahoma, Massachusetts, Kentucky, New York, Connecticut, Delaware, Indiana, Rhode Island, Nevada, Minnesota, Missouri, Arkansas, South Carolina, Wisconsin, and Pennsylvania.
Note: Georgia’s (draft) has not yet been approved by the US Department of Education. Consequently, you are not obligated to use Georgia, BUT you must choose from the list of 16.
Rothstein, R. (2004). Class and schools: Using social, economic and educational reform to close the Black-White Achievement gap. Washington, DC: Economic Policy Institute.
Tryack, D. B. (1974). The one best system: A history of American urban education. Boston, MA: Harvard University Press.
Wilson, W. J. (2012). The truly disadvantaged: The inner city, the underclass and public policy, (2nd ed.). Chicago, IL: University of Chicago Press.
Wilson, W. J. (2009). More than just race: Being black and poor in the inner city. New York, NY: W. M. Norton & Company Publishing.
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