By CALEY BROCK
With television, the Internet and friends as blaring distractions, students sit at home facing a decision: to do homework or not to do homework. Although a seemingly small decision, it has major, long-lasting consequences.
The United States is ranked 25 in the world in math scores, according to the Organization for Economic Cooperation and Development’s Program for International Student Assessment comprehensive world education 2010 ranking report. Even with budget cuts in the Florida education system happening left and right, schools have the responsibility to create programs to motivate and build foundations for students to keep them competitive.
The new Lunch + program is a step in the right direction.
With hopes to expand the program in the future, administration decided to start with freshmen in Algebra I and Algebra IA. If these students earn a zero on any task, like a homework assignment, they must serve one Lunch + term during which they complete the assignment. In Lunch +, students report to the teacher lounge for one lunch period. National Honor Society members currently serve as tutors for these students.
A foundation in Algebra I is key to success in all math courses in high school and college. If students do not fully understand these basic concepts, they will continue to fall behind. The program provides one-on-one help from peers who successfully completed the course to students who do not complete their homework. They will be able to understand the lesson and not fall behind, which gives them the highest opportunity possible to succeed.
Opponents to the program say these students are a lost cause and have already given up on homework and school. They also say students have already acquired the “too cool for school” attitude and cannot be inspired otherwise. However, the school’s responsibility is to prepare students for their future. If the school gives up on 14 and 15-year-olds, they have failed the student and failed at their job. If educators keep giving up, society will never see improvement.
The main potential for failure with the program is not the idea, but the execution. Scripps Ranch High School in Scripps Ranch, California, executed a successful version of a peer tutoring program, where administration paired low performing students with high performing upperclassmen to tutor after school hours. In one grading period, half of the students had a jump in their GPA. Our Lunch + program’s biggest challenge is attitude. If any leadership in the program goes in thinking it will fail, then it probably will. The upperclassmen and teachers in Lunch + should set the example of a positive outlook and the students will follow. If tutors and teachers don’t want to help struggling students, the students will not be motivated or inspired to learn.
The effectiveness of peer tutoring on campus has been proven through the success of students after going to the Math Center. The one-on-one help improves student skills. If Lunch + follows the Math Center’s example of support and functions efficiently, it will undoubtedly see the same positive results, allowing all students who need it to experience tutoring and see improvement.
The foundation in math is key for both the students and their tutors. When upper level math students volunteer to tutor, they review and sharpen their basic math skills. Because students tutor without pay, math foundations are built with no cost. According to tutoringfaq.org, tutors cost between $20 – 40 per hour. Often times, those who need tutors cannot afford them. Lunch + solves this problem.
As for the students who understand the math lesson, but chose not to complete their homework, this program will provide motivation. Lunch is a time for socialization. If students never do their homework, they will always have to spend their lunch period away from friends. Eventually students will complete their homework. Even if they just want to be with their friends, these students are exercising their brain and improving their math skills.
Lunch + creates motivated, studious math students who are on a better track to pass Algebra I, pass FCAT, graduate and go to college. It is a small but positive move to creating a community of better math students. With proper execution, this program has the potential to change the educational and possibly life paths of struggling math students.