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Mr. Wuerth’s Classroom Edit display name

  • Dimond High School
  • Anchorage, AK
  • More than half of students from low‑income households

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My students range each year from ninth graders to seniors. In a district in which minority groups represent more than 50 percent of student population, our school is typical. My high school is proud of its multiculturalism and seeks to honor a diversity on its campus. Yet, as in many American schools, the students (particularly those of racial and ethnic minorities, those living in poverty, and those for whom English is not a primary language) face a low "literacy ceiling" here that not only discourages them from engagement in reading, but prevents them from becoming confident learners in all academic areas. Academic success is predicated on reading success. Many of my students, as freshmen, find reading challenging and even have a high degree of antipathy to it. A fundamental reason for their disengagement with reading is that my students just have not had access to a wide variety of books.

About my class

My students range each year from ninth graders to seniors. In a district in which minority groups represent more than 50 percent of student population, our school is typical. My high school is proud of its multiculturalism and seeks to honor a diversity on its campus. Yet, as in many American schools, the students (particularly those of racial and ethnic minorities, those living in poverty, and those for whom English is not a primary language) face a low "literacy ceiling" here that not only discourages them from engagement in reading, but prevents them from becoming confident learners in all academic areas. Academic success is predicated on reading success. Many of my students, as freshmen, find reading challenging and even have a high degree of antipathy to it. A fundamental reason for their disengagement with reading is that my students just have not had access to a wide variety of books.

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About my class

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