Macrosystems influence schools: political ideology influ­ences the school’s purpose; economics influences schools via the programs it funds; ethnicity influences schools by developing curricula that includes all groups; religion in­fluences schools in how “church and state” are kept sepa­rate as per the U.S. Constitution; science and technology influence how the curriculum is modified accordingly to enhance learning as new developments become available.
parental options regarding school include magnet schools, school vouchers, charter schools, and home-based schools.
The school’s provision of equity to diverse genders, cultures, religions, and disabilities involves various legislative acts.
a chronosystem influence on the school, adaptation to change, includes legislation for standards of achieve­ment and assessment, such as the NClB act.
a chronosystem influence on the school, technology, involves the use of computers.
a chronosystem influence on the school, health and safety, involves programs developed to insure an optimal environment for learning (address the issues of substance use/abuse and obesity), protective policies against violence, and emergency preparedness.
Mesosystem influences on the school, the school­child relationships, include individualized learning environments.
Mesosystem influences on the school, school–family linkages, include involving the family in schcol by partnership, participation, meetings, and activities to support learning.
Mesosystem influences on the school, school–peer group connections, are important because peers can influence student motivation to succeed.
Mesosystem influences on the school, school-media linkages, include tV, videos, and computers that expand and individualize children’s learning opportunities.
Mesosystem influences on the school, schools– community relationships, include government tax monies that are allocated to the school

No person in the United States shall, on the basis of sex, be excluded from partici­pation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.

Cultural assimilation is the process whereby a minority (subordinate) ethnic group takes on the characteristics of the majority (dominant) ethnic group.

melting pot the idea that society should socialize diverse groups to blend into a common culture

Cultural pluralism involves a mutual appreciation and understanding of the culture of various ethnic groups and the coexistence in society of different languages, reli­gions, and lifestyles.

handicap something that hampers a person; a disadvantage, a hindrance

disability reduction in the functioning of a particular body part or organ, or its absence

handicapism assumptions and practices that promote the deferential and unequal treatment of people because they are different physically, mentally, or behaviorally

a statement of the child’s present levels of educational performance

a statement of the specific special education and related services to be provided to the child, and of the extent of the child’s participation in regular education environ­ments, including initiation dates and anticipated duration of services

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required transition services from school to work or continued education (usually by age 14 to 16)

objective criteria, evaluation procedures, and schedules for determining whether instructional objectives are being met

the Educational Excellence for all Children act (National Education Goals panel, 1999). 1. all children in America will start school ready to learn. 2. The high school graduation rate will increase to at least 90 percent. 3. american students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter including English, mathematics, science, history, and geography; and every school in america will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy. 4. american students will be first in the world in science and mathematics achievement. 5. Every adult american will be literate and will possess the knowledge and skills nec­essary to compete in a global economy and to exercise the rights and responsibilities of citizenship. 6. Every school in america will be free of drugs and violence and will ofer a disci­plined environment conducive to learning.

The NClB act:
increases accountability for states, school districts, and schools
provides greater choice for parents and students, particularly those attending low-performance or unsafe schools
gives more flexibility to states and local educational agencies (lEas) in the use of federal education dollars
mandates a stronger emphasis on reading, language arts, mathematics, and science.

ah. A CSHP integrates efforts of the eight components of the school community that can strongly influence student health:

1. health education
2. physical education
3. health services
4. nutrition services
5. counseling, psychological, and social services
6. healthy school environment
7. promoting the importance of health for staff
8. family and community involvement.

The macrosystem, or government, can implement laws such as NClB, which mandates safe schools.

The exosystem, such as business, can provide jobs, financial assistance to rebuild impov­erished communities, and role models for youth.

The mesosystem, as exemplified by the link between schools and families, can empower families to share the responsibility for creating a safe school environment.

The microsystem, referring here to the school itself, can implement a curricular priority at all grade levels of anger management (learning cues to when angry feelings get out of control and how to deal with them appropriately) and conflict resolution (learning positive strategies to resolve diferences)

learning style a consistent pattern of behavior and performance by which an individual approaches educational experiences

adolescent peer group identification is one’s self-perceived or other-perceived membership in discrete teenage peer groups.

Discipline policies. Harsh discipline, such as zero tolerance, made students feel less connected, though safer.

School size. The smaller the school (below 600 pu­pils), the more connected students felt.

Student friendships. adolescents are more con­nected to school when they have more friends there, because they are less socially isolated.