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Savage Inequalities by Jonathan Kozol
In Savage Inequalities, Jonathan Kozol documents the devastating inequalities in American schools, focusing on public education’s “savage inequalities” between affluent districts and poor districts. From 1988 till 1990, Kozol visited schools in over thirty neighborhoods, including East St. Louis, the Bronx, Chicago, Harlem, Jersey City, and San Antonio. Kozol describes horrifying conditions in these schools. He spends a chapter on each area, and provides a description of the city and a historical basis for the impoverished state of its school. These schools, usually in high crime areas, lack the most basic needs. Kozol creates a scene of rooms without heat, few supplies or text, labs with no equipment, sewer backups, and toxic fumes. Schools from New York to California where not only are books rationed, but also toilet paper and crayons. Many school buildings turn into swamps when it rains and must be closed because sewage often backs up into kitchens and cafeterias.
Kozol’s descriptions of the schools help to instill the feeling of hopelessness and destitution that the children in these areas not only feel in their education but in their everyday lives as well. By describing the deteriorating conditions of the schools in the selected areas against those in the more affluent districts, he implies that money is the short-term fix to the problem. Money may fix the roof or the walls but more then just money needs to be put into these schools. Kozol writes with the intention to shock his readers with graphic details, and push them towards change.
Kozol describes the enormous differences between poor schools, and affluent schools, usually located just minutes apart. When speaking of a North Lawndale kindergarten class of twenty three, he states that in twelve years fourteen will have dropped out of school, only four will go to college, and three of the twelve boys will have spent time in prison. A school in the South Bronx is set in a windowless skating rink next to a mortuary with class size up to thirty-five. The school contains a library of only seven hundred books and no playground. This school is ninety- percent black and Hispanic. Only a few minutes north of that school Kozol visits another school in a more affluent part of the Bronx with an overwhelmingly white and Asian population. Flowering...
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... national program that is helping inner city, or underprivileged children. Head Star is an U.S. federally funded, educational program for disadvantaged pre-school children. It was established under the Economic Opportunity Act of 1964. The program is aimed at preparing poor children for elementary school. The Head Start program is set up to meet the individual needs of every child in the classroom. Head Start provides medical services to low-income families, to prevent health problems to go on undiagnosed. Head Start encourages parent involvement inside and outside of the classroom. Head Start also provides services that assist families in need. Activities included are community outreach, referrals, and emergency assistance and intervention.
These programs as well as the many after-school and enrichment programs offer some desperately needed assistance. Although this is a good beginning, a lot more needs to be done before real improvement is made. The educational systems in America have many faults, but if more people become aware, things can only improve. I believe that we can change things, and with time maybe equal education for everyone won’t be just a far away dream.
Jonathan Kozol, an award winning writer, wrote the essay “Still separate, Still Equal” that focuses on primary and secondary school children from minority families that are living in poverty. There is a misconception in this modern age that historical events in the past have now almost abolished discrimination and segregation for the most part; however, “schools that were already deeply segregated
Savage Inequalities written by Jonathan Kozol allows individuals to understand the conditions of several public schools in America. Kozol visited many school in approximately thirty neighborhoods between the years of 1988 and 1990. During his visits he found that there was a wide difference in the conditions between the schools in poor internal city communities and schools in the wealthier communities. It becomes clear that there is a huge contrast within the public school system of a country which claims to provide equal opportunity for all. Many children in wealthier communities begin their lives with an education that is far more advanced than children in poor communities. Therefore the lack in equal opportunity from the start is created.
Kozol addresses the horrific conditions of the institution, student’s feelings and emotions toward the lack of opportunity they feel that are not available to them, inconsistent staffing of teachers and lack of college preparation classes available to them. Students voiced their thoughts in regards to the lack of courses available, horrific school conditions with lack of bathrooms available to them. The large campus that could take up to fifteen minutes to arrive at the next class, inconsistent staff which hinder learning. Beverly Hills High School, a technical arts requirement, could be met by taking classes such as broadcast journalism, advanced computer graphics, carving and sculpture to name a few (709) compared to Fremont High offering sewing, hair dressing and life skills. It is quite apparent that the same opportunity is not available due to socioeconomic class and location of Fremont High School. The opportunities that even I was offered in small, country school are absent from Fremont High School and that in fact is distressing. One’s educational possibilities should not be limited due to socioeconomic class. All Americans should have educational opportunities readily available to
Mr. Kozol is conveying the essay to intelligent people, who have the power to make a difference in this matter. His message is intended to help schools, government, non- profit organizations and other affiliations see this and to find ways to improve education for those who are unable obtain it themselves. Mr. Kozol delivers this bluntly to keep the attention of his audience and to make sure he gets his point across, he give numerous
In his book, Ordinary Resurrections: Children in the Years of Hope, Jonathan Kozol pulls back the veil and provides readers with a glimpse of the harsh conditions and unrelenting hope that exists in a community located in the South Bronx called Mott Haven. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Just his commentary would paint a very bleak picture of the future. It is the words of the children that give this book optimism and meaning. The courage and care exhibited by the volunteers of St. Ann's after school program and the creativity of the teachers at P.S. 30 are utterly inspiring. They work long hours and go beyond the call of duty to protect the innocence and cultivate the hope that resides in the hearts of Mott Haven's youngest residents.
In Jonathan Kozol’s essay titled, “From Still Separate, Still Unequal: America’s Educational Apartheid,” Kozol touches on how racial segregation has not disappeared in big cities’ urban public school systems. In this essay we can see how both types of judgements; racial and academic come together to form a stereotype about intellectual success in our current educational system. On the other hand, he brings to our attention that it is the American citizen’s common belief that racial segregation in public schools doesn’t exist anymore. In Kozol’s work he discusses various schools in major cities he has visited and offers the reader personal anecdotes from interviews with students. One quote from a student that I found remarkably interesting is “we do not have the things you have. You have clean things. We do not have. You have a clean bathroom. We do not have that. You have Parks and we do not have Parks. You have all the thing and we do not have all the thing. Can you help us?” (Kozol). This little girl is begging and reaching out to a white man because she thinks that he can help her. I am curious as to why she thinks that white schools have more than children at her school and if this is from first hand experience or from hearing from others. Does she think this way because her school demographics are composed mostly of one race? More importantly, I hope that someone did not teach her to think that
Raquel and Melanie are two poverty stricken students that attended University Height’s High School in the South Bronx, because their school was not federal funded, it lacked resources; so it does not come as a surprise, perspective students like Melanie and Raquel have more of a ...
The essay “Still Separate, Still Unequal”, by Jonathan Kozol, discusses the reality of inner-city public school systems, and the isolation and segregation of inequality that students are subjected to; as a result, to receive an education. Throughout the essay, Kozol proves evidence of the inequality that African American and Hispanic children face in the current school systems.
In theory those programs are good ideas. But, sadly, it has made it practically impossible to fire the bad teachers and replace them with talented and qualified individuals. With these things gone, raising salaries and firing bad teachers will be possible. I have many friends that have had teachers who have gone from hard working educators to teachers who go all class without teaching a single thing. All of this because they got tenure, they don’t have to try anymore and no one can do anything about it.
In this book, the children speak openly and honestly about feeling 'abandoned', 'hidden' or 'forgotten' by our nation, one that is blind to their problems. Studying the people themselves would only get us so far in understanding what their community is really like and why they feel this way. Jonathan Kozol really got to know the people individually. We can take his knowledge and stories to try for a better understanding of the environment in which they live. By doing this, we can explore the many reasons why the people have problems, what some levels of intervention could be, and possibly find some solutions to making the South Bronx a healthier and safer place for these children and others to live.
In conclusion, in Conley’s memoir he focuses on his experience of switching schools, while in the third grade, from a predominantly African American and Latino school to a predominantly caucasian elementary school. His memoir focuses on the differences in his experiences at each school and how race and class further separated the similarities between his two schools. Conley focuses equally on race and class and how they both influenced and shaped his life, but class was the primary influence on Conley’s
Money will not solve or make this problem go away, no matter how many social workers are hired. Schools will succeed despite their financial circumstances if they have the basic components of motivated students, parent support, caring teachings, and strong central leadership. While this is the typical model of a suburban school system, Wilson High School proves that it can work anywhere. When ones thinks of urban public schools, overcrowded classes, underpaid teachers, and a lack of resources often come to mind. The fact is these problems can happen anywhere. While the environment at Kennedy could never be compared to the worst DC high school, the assumptions made against these schools are the same. By erasing these notions and confronting the problems one by one, we will be one step closer to reaching equal education for all.
After watching the Teach Us All documentary on Netflix, it opened my eyes to many of the issues regarding educational inequality. The study looked at schools in Little Rock, New York City, and Los Angeles to show us the current state of U.S. education and how far we have come since the school desegregation crisis. The thesis of this documentary is that since the efforts of the Little Rock Nine, our belief is that educational inequality has improved when in reality, it hasn’t improved and the actions of our country have had negative effects. Teach Us All emphasizes the need for unity and collective action to improve our education system for the kids in poor communities that are in the most need. Our country has devoted all the resources to the middle and upper class for education and are taking money away from where it needs to
meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith, 2002).” The program has met a goal of impacting child development and day care services, and the increasing availability of services offered to low-income families and their children (US Department of Health and Human Services, 2002).
Jonathan Kozol revealed the early period’s situation of education in American schools in his article Savage Inequalities. It seems like during that period, the inequality existed everywhere and no one had the ability to change it; however, Kozol tried his best to turn around this situation and keep track of all he saw. In the article, he used rhetorical strategies effectively to describe what he saw in that situation, such as pathos, logos and ethos.