Persuasive Assignment: Peer Review Worksheet ?Assessment Description Review the media piece ‘Peer Review Using Rubrics.’ https://w
Persuasive Assignment: Peer Review Worksheet
Assessment Description
Review the media piece "Peer Review Using Rubrics." https://www.youtube.com/embed/videoseries?list=PLUILpQb1wc4fV7fRmJKGIiLzFWbTbtGSC
Follow the directions outlined in the media piece to complete this learning activity which is designed to provide practice using a rubric when peer reviewing.
Review the first draft of the person who posted his/her first draft directly above yours in the Peer Review forum. PLEASE SEE THE ATTACHED DOCUMENTS.
Complete the Peer Review Worksheet for the assignment draft you reviewed.
Please submit the completed worksheet.
Review the criteria at the bottom of the Peer Review Worksheet to ensure successful completion of this assignment.
5
The Temptations of Charter Schools and Corruption
Efren Hernandez
College of Business, Grand Canyon University
UNV 105: 21st Century Skills: Critical Thinking and Problem Solving
Turk Ciftcikara
Running head: ASSIGNMENT TITLE HERE
1
3/13/2022
Fraud is a more common problem in charter schools than most realize. The issue of fraud in charter schools is significant and must be acknowledged and taken seriously as it impacts society. In 2017 it was estimated that 136 million dollars had been lost due to fraud, waste, and mismanagement in the charter school sector Ertas (2021). The case aforementioned maybe because no single authority is charged with investigating and documenting misconduct in school charters. Without accountability, the industry can do what they want essentially. In addition, the role of national philanthropic organizations in funding these charters makes them susceptible to the temptation of making their charter schools look better than they are. Charter Schools are corrupt and susceptible to fraud, violate the public's trust, and negatively effect students, teachers, and society.
There are many instances where charter schools have been caught in fraudulent acts due to temptation. One of the main barriers is that no single authority is charged with investigating and documenting misconduct in the sector Ertas (2021). Perhaps the lack of accountability in charter schools contributes to the number of fraud cases in the industry. Without accountability, charter schools have the temptation to run wild. While doing the right thing when no one is looking is expected in school systems, charter schools tend to do the wrong thing when no one is looking. One of the most common strategies involved is embezzlement and misappropriation of public funds that are granted for specific purposes Ertas (2021). When funds are misused, precious resources are diverted away from teachers and students, cheating them. This money is dear to children and teachers. Many teachers pay for their supplies for the year, and any extra funding could help alleviate them financially. It is unfair to expect teachers to supply classrooms when charter schools use the budget to line their pockets. When violations of trust as massive as this happens, the public starts to lose faith in this flawed system. When breaches of trust as massive as this happens, the public begins to lose confidence in this flawed system.
Furthermore, the public cannot help but demand to know how the misappropriated funds are being used precisely after violating their trust. One such event is when an Ohio man directed the charter schools he founded to his business associate's shell companies for supply and technology purchases, which allowed them to chart triple the market prices for the products. This case is one of many instances where founders intended to benefit their interests. It is incredible how this Ohio man put the needs of his associates before the children, teachers, and society. The overwhelming temptation in this instance proves that the charter school programs have flaws that humans cannot resist falling victim to. Public funding often goes unaccounted for in charter schools due to oversight. The oversight is particularly concerning as there is a lack of operational and funding structures, which will only help to encourage fraud to occur Ertas (2021). One California school called Edutrain closed after only being open for two years as they had over one million dollars of public funds unaccounted. As a result, the public cannot trust charter schools with their money. Just like the public must be accountable during tax time, so should charter schools. The unaccountability of public funding is unacceptable and should be treated with severe repercussions. It has been found that some Charter School programs have even been awarded money by opening what is called a "ghost" school. A ghost school is when the Charter sector opens up a non-existent school, often being awarded money. In one case, 3.7 million dollars of federal money was awarded to 25 Michigan charter schools that never even opened American School & University (2015). This case shows just how far charter schools will go to cheat the system. When charter schools fall victim to corruption, it does not only hurt the public.
Moreover, charter school corruption negatively effects students, teachers, and society. Charter schools control their programs regarding teacher hiring, curriculum, and budget, dictating their own rules Buras (2021). As a result, students at charter schools may be getting a further education than the public school system children. Meanwhile, poor and working-class families are expected to entrust the flawed education system to care for their children's needs. It is unimaginable that a system exists where schools could hire friends and family whenever it benefits them. A system that can make up its own rules should not be possible, but charter schools think they are the exception. Poor and working-class families deserve more than the manipulation of the system charter schools continue to act on. Families already struggling can not be expected to stand idle when the public funding they provide is being misused. Charter schools with special education options are given extra funding. The extra funding opens up a new encouragement to commit fraud. Teachers lie by inflating special education services Buras (2021). Charter schools have set a culture of fear and loyalty that discourages people from speaking up Buras (2021). One can see how charter schools have unfairly influenced their staff into the temptation of fraud. One can only imagine the outrage of parents with special needs children. Imagine an innocent child's disability being used to gain more funding for the intent of fraud. This act is one of the more atrocious violations of society's trust. Perhaps the corruption of charter schools can be changed with new law implementation. Until then, the charter school sector will remain susceptible to fraud.
No doubt, as research conducted states, charter school corruption has violated society's trust and has had many adverse effects on students, teachers, and society. The charter school system is significantly flawed and encourages fraud. The illegal misuse of public funding has violated the public trust in the charter school system. There are many other things the public is worrying about when it comes to their children, and school should not be one of them. In addition, the corruption of the charter school system effects students, teachers, and society negatively. Perhaps the charter school system will be restructured to discourage corruption in the future. Unfortunately, society must acknowledge that charter schools are susceptible to fraud until then.
References
Buras, K. (2021). “We Have to Get Certain Numbers to Stay Open”: Has a Charter School Network in New Orleans Failed to Draw the Line? Journal of Law & Education, 50(2), 1-65.
Ertas, N. (2021). Administrative Corruption and Integrity Violations in the Carter School Sector. Public Integrity, 23(1), 15-32.
Lax oversight of charter schools has led to waste and mismanagement, investigation contends. (2015, October 21). American School & University (Online Exclusive).
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Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right-hand side of the rubric to include a rationale with evidence and examples for the score.
Persuasive Essay Rubric
|
Criteria |
% Value |
1: Unsatisfactory |
2: Insufficient |
3: Approaching |
4: Acceptable |
5: Target |
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score? |
|
% Scaling |
0% |
65% |
75% |
85% |
100% |
||
|
Content – 75% |
|||||||
|
Objective Perspective and Position Objective Perspective and Position |
20% |
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own. |
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason. |
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason. |
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason. |
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason. |
Rationale for score: |
|
Word Count Word Count |
5% |
Word count is less than half the minimum or more than double the maximum. |
Body of essay is more than 100 words over or under the word count. |
Body of essay is more than 50 but less than 100 words over or under the word count. |
Body of essay is over or under the word count by 50 words or less. |
Within the appropriate word count. |
Rationale for score: |
|
Evidence/Argues to Persuade Argues to persuade |
25% |
No real persuasive argument is made. No outside sources are used. The writing relies entirely on the perspective of the writer. |
Presents a vague argument relative to the topic and presents no evidence to support the argument. The interpretation of other perspectives is superficial or incorrect. Fewer than three outside sources are used. No Peer Reviewed sources used. |
Presents an argument relative to the topic and presents minimal evidence to support the argument. Not all evidence is relevant to the argument. Simplistic explanation or integration of other perspectives is present. At least three outside sources are used with at least one peer-reviewed journal article. |
Presents an argument relative to the topic and presents key evidence to support the argument through a synthesis of paraphrased and quoted material. Relevant evidence that includes other perspectives is used. Three sources are used. At least two peer reviewed journal articles are used. |
Presents an argument relative to the topic and presents key evidence to support the argument through a synthesis of paraphrased research. Identifies not only the main issues, but also the embedded, implicit, or unspoken aspects of the topic. At least three peer reviewed journal articles are used. Direct quotes are minimal. |
Rationale for score: |
|
Principles of Critical Thinking Adheres to principles of critical thinking to manage emotions and avoid fallacies. Logical reasoning is used within arguments. Upholds persuasive tone rather than manipulative. Acknowledge other perspectives and evaluate assumptions about the topic. |
25% |
Fails to adhere to almost all principles of critical thinking. |
Adheres to few principles of critical thinking. |
Adheres to some principles of critical thinking on a surface level. |
Adheres to many principles of critical thinking. Use of the principles is clear to see. |
Adheres to most of the principles of critical thinking. Attempts to incorporate each one in a logical and fluid way. |
Rationale for score: |
|
Organization and Effectiveness – 20% |
|||||||
|
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
7% |
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. Thesis is not stated in the conclusion. |
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. Thesis is not stated in the conclusion. |
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. Thesis is not stated in the conclusion. |
The thesis, position, or purpose is clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is stated within the conclusion. |
The thesis, position, or purpose is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. Thesis is clearly restated in the conclusion. |
Rationale for score: |
|
Development, Paragraph Structure, and Transitions Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
7% |
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. |
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. |
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. |
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. |
There is a sophisticated construction of paragraphs and transitions. Includes topic sentences that are persuasive and align with thesis statement. Includes details and rationale that support the main points of each supporting paragraph. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless with transition between paragraphs |
Rationale for score: |
|
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
6% |
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
Few mechanical errors are present. Suitable language choice and sentence structure are used. |
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
Rationale for score: |
|
Format – 5% |
|||||||
|
Format Uses appropriate style, such as APA, for college, subject, and level. |
2% |
Appropriate format is not used. |
Appropriate format is attempted, but some elements are missing. |
Appropriate format and is used, although there are some obvious errors. |
Appropriate format is used with only minor errors. |
No errors in formatting are present. |
Rationale for score: |
|
Documentation Documents sources in APA using in-text citations, and references. |
3% |
No reference page is included. No citations are used. |
Reference page is present. Citations are inconsistently used. |
Reference page is included, and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. |
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. |
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |
Rationale for score: |
Overall Feedback
Feedback to your peer should be objective and useful.
Three strengths of the paper are:
1)
2)
3)
Three things that could be improved are:
1)
2)
3)
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