Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Diversity in classrooms
Diversity in education research paper
Diversity in classrooms
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Diversity in classrooms
My third policy alternative is to implement reverse magnet schools. I would like to start small and implement this policy on a small scale before scaling it up. To implement this policy on a trial period, I would survey two adjacent school districts, one with a high concentration of minorities and one which is predominately white, about magnets schools they would like to see in their area. Then I would implement two new magnet schools but in reverse, the magnet school that the white parents requested would be placed in the predominantly black school district and vice versa. Following the creation of these two new schools, free busing would be provided to both districts if they wanted their child to attend the magnet school in the other district.
This would promote integration as some white children would be voluntarily be bussed to their desired magnetic school in the other district and vice versa. Also, because not all students would choose to switch districts, there would be a more evenly distributed racial diversity within the schools. My fourth policy alternative is to standardize a kindergarten entrance exam which would determine which elementary school a child attends, thus dissolving the idea of school districts. Four-year-olds would take a national exam which would rank them in the bottom 25%, middle 50%, and top 25%. Then from there, elementary schools would be specialized to cater towards the needs of those children who tested in. This would promote reintegration as districts would no longer be an issue and children would be attending public elementary schools based on merit as opposed to familial wealth. Also, testing children at age four allows some socioeconomic advantages to be bypassed as there's only so much prep a four-year old child can do. Additionally, parents would have the option to have their child tested every year if they wish to do so. Furthermore, to prevent permanent academic tracking, children will be retested in the 5th grade to determine the middle school they go to and will be tested in the 8th grade as well to determine which high school they're eligible to go to. In summary, early entrance exams for schools reduce the advantages wealthy children may have and subsequently avoid socioeconomic academic tracking.
The second is the concern over segregation and the effect it has on society. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Those forces controlling public schools, Kozol points out, are the same ones perpetuating inequity and suffering elsewhere; pedagogic styles and shapes may change, but the basic parameters and purposes remain the same: desensitization, selective information, predetermined "options," indoctrination. In theory, the decision should have meant the end of school segregation, but in fact its legacy has proven far more muddled. While the principle of affirmative action under the trendy code word ''diversity'' has brought unparalleled integration into higher education, the military and corporate America, the sort of local school districts that Brown supposedly addressed have rarely become meaningfully integrated. In some respects, the black poor are more hopelessly concentrated in failing urban schools than ever, cut off not only from whites but from the flourishing black middle class. Kozol describes schools run almost like factories or prisons in grim detail. According to Kozol, US Schools are quite quickly becoming functionally segregated. Kozol lists the demographics of a slew of public schools in the states, named after prominent civil rights activists, whose classrooms are upwards of 97% black and Hispanic — in some cases despite being in neighborhoods that are predominantly white. It has been over 50 years since Brown vs. Board of Education. It is sad to read about the state of things today.
Unequal funding and lack of opportunities offering are restricted minority students to compete to white students. The school system is not independently separated from race and racism as people think. Race and racism are social illness that immediately need action in order to bring the best atmosphere and energy for educational system because schools are places for teaching and learning. Schools should not allow race and racism affect their spaces’ neutralization. Withstanding race and racism in education is a long and difficult task, but it is a worthy effort because in the future, all children will able to receive a better and equal
Thomas Jefferson was a man who believed that all American citizens need to be educated so that they may exercise their rights. He saw public education as essential to a democracy. One proposal he made for public education would guarantee that all children could attend public schools for three years. However, much like other early school reforms, this proposal received much rejection and was never brought into being. Despite this rejection, Jefferson still believed that America needed public education. Eventually, he opened the University of Virginia. Even though his bills and proposals to benefit public education never saw the light of day, he still made many contributions to public education by providing the foundation on how a democracy should handle educating its
Aboriginal people in Canada are the native peoples in North America within the boundaries of present-day Canada. In the 1880’s there was a start of residential schools which took Aboriginal kids from their family to schools to learn the Roman Catholics way of culture and not their own. In residential schools Aboriginal languages were forbidden in most operations of the school, Aboriginal ways were abolished and the Euro-Canadian manner was held out as superior. Aboriginal’s residential schools are careless, there were mental and physical abuse, Aboriginals losing their culture and the after effects of residential schools.
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.
Through programs that directly fuel desegregation in schools, our educational systems have become a melting pot of different races, languages, economic status and abilities. Programs have been in place for the past fifty years to bring student that live in school districts that lack quality educational choices, to schools that are capable of providing quality education to all who attend. Typically the trend appears to show that the schools of higher quality are located in suburban areas, leaving children who live in “black” inner-city areas to abandon the failing school systems of their neighborhoods for transportation to these suburban, “white” schools. (Angrist & Lang, 2004)
On Wednesday, February 22, 2017, I, Officer B. McMillon #135 of the MISD Police Department was on assignment at Mansfield Legacy High School located at 1263 N. Main Street in Mansfield, Texas 76063. At approximately 9:00 am, LHS student Reid, Lauryn 12/28/2000 entered the police office and told me that she thinks that her friend was thinking about harming herself.
America demands that all youth receive an education and that its educational system is free and open to all—regardless of class, race, ethnicity, age, and gender. However, the system is failing. There is still inequality in the educational system, and minorities’ experience with education is shaped by discrimination and limited access, while white people’s experience with education is shaped by privilege and access. The educational experience for minorities is still segregated and unequal. This is because the number of white children that are withdrawn from school by their parents is higher than the number of people of color enrolling. White parents are unconsciously practicing the idea of “blockbusting,” where minorities begin to fill up a school; whites transfer their children to a school that has a small or no minority population. They unconsciously feel like once their child is in a school full of minorities that school would not get the proper funding from the federal government. Bonilla-Silvia (2001) states that “[i]nner-city minority schools, in sharp contrast to white suburban schools, lack decent buildings, are over-crowded, [and] have outdated equipment…” (97). The “No Child Left Behind” Act, which holds schools accountable for the progress of their students, measures students’ performance on standardized tests. Most white children that are in suburban schools are given the opportunity to experience education in a beneficial way; they have more access to technology, better teachers, and a safe environment for learning. Hence, white students’ experience with the education system is a positive one that provides knowledge and a path to success. Also, if their standardized testing is low, the government would give the school...
This situation is similar to the U.S., where people have the chance to enter school depending on their zip code. With the voucher program, now students can choose schools even if it is public, charter, religious without a zip code, even though this idea did not go far, but it was a great reform. Ravitch, Reign of Error, chapter 19, p206-207. Segregation and integration and race and class This issue has been happening for many years and not only in education, but also in many other aspects.
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems with schools boil down to either racism in and outside the school system or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement.
In conclusion, the balancing of schools is an ongoing issue of discussion. There are now cases where blacks and Hispanics outnumber whites in school districts such as Detroit. Pasadena also had a similar issue and decided to bus white kids to urban areas until white families began moving out of the district as a counter measure (Green, 2007). Clearly, this issue is still seeking a solution.
I think the only responsibilty of the change agents are to inform the public of their choices. Let the public know what is out there, and what the benefits are to school choice. Most people are going to wonder why they should take the trouble to transport their children to a school that might be a little farther than the school in the neighborhood. I believe that it is also very important to give many choices. I think it would be a mistake to limit the students to certain schools.
Edsel Ford High School is not like any ordinary high school. Along the name comes,
In the beginning integration of schools seemed like a “good idea” to district boards. If the district could show students of different backgrounds and races could come together then the idea could
Many Magnet schools still help increase diversity within the public school system and help families volunteer for desegregation. But over the last 20 years or so, some Magnet schools have taken on an a more competitive aspect in that they can only fill 10-20% of the students that apply to attend school on their campuses. The current role of Magnet schools, therefore, can often promote academic opportunity and excellence over their regular counterparts. Magnet schools often attract “gifted” students who score well in tests and receive good grades (about 1/3 of all Magnet schools use selection criteria to decide who they’ll invite to enroll for that