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Institutional racism in schools essay
Institutional racism in schools essay
Institutional racism in schools essay
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When a school is failing, the options for next steps can seem impossible or nonexistent, leaving school officials uncertain of what to do next. “Under No Child Left Behind policies, failing schools face the possibilities of ‘restructuring’ whereby half or more of the teachers may be fired or a complete school shutdown.” Many times these schools occur in lower economic areas and students are facing challenges like “lack of health care, more lead-poisoning, iron-deficiency anemia, family instability, more exposure to crime and drugs, fewer positive role models, and less exposure to culturally uplifting experiences.” The question debated is whether we can change these failing schools for the better. Some people believe that it is in the student’s best interest to close the schools and start over. However, others say that “it may take courage to close schools, but it takes, experience, wisdom, and persistence – as well as courage – to improve them and to strengthen families and communities.”
Research tends to show teachers that students living in poverty will under-perform academically, causing teachers to lower their expectations. However, just because a neighborhood isn’t well off doesn’t mean that there is no hope for the students. An elementary school in Alabama has transformed from a school in “an area of Mobile notorious for high crime rates and intergenerational poverty” with low scores to a school with “achievement rising to a level more often associated with white, middle-class students.” The article points out that schools that successfully change their path have some common characteristics, starting with a main goal of “helping students learn a great deal.” While many schools assume that students have all of the prior know...
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...crete evidence presented for yes and what seemed to be a weak argument for no, I think that it is possible to turn failing schools around. When the teachers truly want what is best for the students, it seems like the process happens successfully. The important part in the process seems to be allowing teachers to have the time they need to provide quality changes. Telling teachers to work together on planning and improving won’t be beneficial unless the school is able to actually give them structured time during the day to do so. If the classroom schedule is packed with instructional time, teachers will not be able to focus on the individual needs of their students and on important things like reviewing their tests with them. I believe that with the proper resources and time, it is possible to turn failing schools around and provide the most benefit for the students.
America’s public school system started off very rough, but through the dedication of many hard-working Americans, it was starting to shape into a system that allowed all children, regardless of race, gender, religion, or nation of origin, to have an education.
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. We do not even have to step further than our own city and its public school system, which many media outlets have labeled “dysfunctional” and “in shambles.” At the same time, Montgomery County, located just northwest of the District in suburban Maryland, stands as one of the top school systems in the country. Within each of these systems, there are schools that excel and there are schools that consistently measure below average. Money alone can not erase this gap. While increased spending may help, the real problem is often rooted in the complex issues of social, cultural, and economic differences. When combined with factors involving the school itself and the institution that supports it, we arrive at what has been widely known as the divide between the suburban and urban schools. Can anything actually be done to reverse this apparent trend of inequality or are the outside factors too powerful to change?
Webber, Karl. “A Nation Still At Risk.” Waiting for Superman: How We Can Save Save America’s Failing Public Schools. Ed. Carl Weber. New York: PublicAffairs. 2010. 3-10. Print.
Detroit is a story of a once flourishing city that has been on a long downslide for decades. There are miles of unoccupied homes and buildings, and crimes and unemployment are at an all-time high. Many aspects of the city are breaking down, including the school system. The Detroit Public School System has lost over eighty thousand students due to high enrollment in charter schools, the large economic decline, and the departure of residents. For many years no one has taken responsibility for the public school system. However, for Detroit to rise again, it is necessary for someone to take responsibility, make a plan, and make sure that children are safe, well cared for, and are receiving a high quality education when going to school each day. In 2016, schools are low-performing with poor test scores, are falling apart, and teachers and parents have decided to take a stand.
Following the Crenshaw documentary, we discussed how additional funding or the introduction of slightly “better” teachers is unlikely to aid in academic performance. It generally takes real change to the economic well-being of the surrounding area to improve students’ performance in schools. While it is certainly not my area of expertise, I would argue that this isn’t entirely true for all areas. In the previous documentary, we saw that Crenshaw High School was a reasonably well-funded school. It was on-par with many public high schools around the country from an appearance standpoint. Certainly, the students’ performance at Crenshaw was very low. There were important aspects of school such as special education and Hispanic-language accommodations that needed significant improvement. I do think, though, that Crenshaw was at a higher level of overall education quality and structural safety than many of the
The United States is a country known for its diversity; so when it comes to the diverse classrooms of today many would not think there would be an issue. However, many schools face a multitude of problems that affect pupil’s education. Roughly twenty-seven percent of Hispanic, Latino, and African-American students in the state of Louisiana fall within the poverty level and unfortunately do not obtain a decent quality education. In addition, only seventy-four percent of those Louisiana students go on to graduate high school (Spotlight on Poverty, 2015). The core portion of the issue concerning poverty in relation to education is due to the economy, work availability, and
Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s problems. Most importantly, money cannot influence student, parent, teacher, and administrator perceptions of class and race. Nor can money improve test scores and make education relevant and practical in the lives of minority students. School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons.
they must be reinvented. It is not enough to try to fix the schools; they must
Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful School Turnarounds: Seven steps
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
Often, the education that high-poverty urban students receive is “demonstrably insufficient to making them competitive with their more advantaged, middle and upper income peers” (Hudley 2013; 1). Outdated textbooks, little or no computers or technology, nonexistent science equipment and supplies, and deteriorating building conditions can diminish student engagement and achievement. Whereas, the middle class and wealthier districts provide facilities that are well-equipped with the resources that promotes challenging curriculum for student intellectual growth (Hudley 2013;
There are many forces and factors that impact school reform. Forces include all stakeholders such as students, staff members, parents, and community members. Factors refer to internal and external aspects of planning and implementation. Combined, forces and factors can positively affect school change when done with transparency, inclusion, and analysis. Forces within a school comprise students, teachers, administrators, non certified personnel, parents, district leaders, and community members. Student involvement in school improvement is critical to the process of change. Students will feel more a part of the school and will develop more ownership in improvement. Similarly, staff members who are informed of the rationale for change and given an opportunity to examine school data are better able to assist with effective decision-making during the goal setting process. Leadership that is effective in guiding an inclusive process of conducting a needs assessment, communicating issues and facilitating development of a strategic plan for reform is necessary for success. Perspectives from all stakeholders are considered and involvement of district personnel is sought for support.
There is ample evidence that secondary schools today can 't afford to be the norm. In any case, the procedure of restructuring secondary schools, especially low-performing urban secondary schools, is more troublesome, complex, and controversial than the literature on school change has acknowledged. Truly, the literature delineated general procedures of school improvement that should apply to most schools in most places. However, there is growing confirmation that these "change guidelines" are not adequate solutions for transforming low-performing secondary schools in extreme difficulty into high-performing learning groups. (Gribbon, Journal of American Education, 2001)