First of all, the compensatory education Plan reduced the number of academic failures of disadvantaged students and initially improved their cognitive ability. After entering middle school, their academic performance has improved even more. Students who have participated in the compensatory education program are unlikely to be admitted to classes with special education or learning disabilities, and they are unlikely to need special help, because they are unlikely to play truant or violate laws and disciplines (if they have not participated in the compensatory education program, the situation will be different).
Secondly, the improvement of students' behavior in the compensatory education project will strengthen the positive attitude of the school towards them and give them more care, thus improving their learning motivation, improving their learning attitude and improving their academic performance. At the same time, a virtuous circle between schools and disadvantaged students is gradually forming, which gives these students a better chance to change their disadvantaged situation and pursue the same life as others. Although compensatory education plans to improve the situation of disadvantaged students to a certain extent, it is not omnipotent and has some shortcomings.
First of all, the 20 13 compensatory education Plan has not yet had a recognized guiding ideology, nor has it designed an effective model to ensure its success. Through the author's introduction to the basic contents of the compensatory education Plan, we can see that the compensatory education Plan is the general name of a series of plans to compensate the disadvantaged students. These plans are often only aimed at a specific problem and lack logical connection with each other. Moreover, each scheme has its own guiding ideology, and the absence of recognized guiding ideology will damage its positive role.
Secondly, compensatory education's plan is unevenly distributed in providing educational resources for schools to increase the enrollment rate of poor children, which limits its role in achieving educational equity. In the United States, the authority of education management belongs to each state, and the federal government can only carry out macro-control and cannot interfere with its specific measures. However, the different levels of economic development in different states lead to their different attention and investment in the compensatory education Plan, which leads to the uneven implementation of the compensatory education Plan in different states.
In addition, although the compensatory education Plan recognizes that education equity should be promoted and equal educational opportunities should be provided for disadvantaged students, the implementers of the Plan know little about the differences among disadvantaged children and fail to really teach students in accordance with their aptitude.