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African American Student Stereotypes

1244 Words5 Pages

bonuses, facility improvements, and allotments` for technology advancement from the state government. (If “success” is shown.) This point is brought to life in the national Blue Ribbon School Award. Eligibility for this honor is determined by a single factor hidden behind many little details: student success on standardized tests. All “subcategories” of the school, and the school as a whole, must be in the top fifteen percent in the state rankings for all standardized testing. In addition, they must show effort in “closing the gap” between the “subcategories.” At Ennis ISD, the Caucasian population of students may be in the top ten percent, however the African American student population’s low scores can only be pejorative to their ability …show more content…

Ennis ISD serves a community that is very economically unstable; sixty-nine percent of Ennis’s high school students are classified as economically disadvantaged. In comparison, Dallas ISD has forty-eight percent of its students being classified as economically disadvantaged. The median family income for families living in Ennis is $50,692, and the federal poverty line of annual income is set at about $23,000. According to the United States Census Bureau, 10.4 percent of families and thirteen percent of the population of Ennis are below the government’s definition of poverty. The high percentage of economically disadvantaged students correlates with EISD’s low scores because it can be assumed that high school students below the poverty line must have some form of work or job after school, preventing them from being able to complete homework and study on a daily basis. This also inhibits their success on standardized tests and college readiness simply because they might not have the time to practice concepts or ask questions to understand testing material. Another key issue with economically disadvantaged students is the lack of parental support and guidance on the significance of studying at home. Many of the parents of economically disadvantaged kids did not obtain a higher level of education, which may impact their ability to help their kids, and worse, their ability to pass on the motivation needed for their kids to succeed in school. In addition, they could also be …show more content…

Out of Ennis High School’s 345 students class of 2013 graduates, 43 of them were disabled. This means that out of every graduating class, about 12 percent of them are disabled. The disabled students have a graduation rate of over ninety percent, which is two percent higher than the state average for non-disabled. However, Ennis ISD has a tendency to hold back their disabled students, especially in kindergarten, where nearly one-third of them are retained, and first and second grade. These retention rates are way higher than the state averages, but this leads to almost all of them graduating, so this policy must be

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“The intent behind closing these gaps is to break the connection between race or family income and achievement while at the same time continuing to improve the performance of the top students. ”(28) Gaps between race and wealth have always been issues in schools. Historically, children living in poverty are more likely to score lower on tests than those

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To truly say “Learning for All,” the school district needs to work on improving graduation rates for the students most at need. The connection between poverty and low graduation rates is nothing new and it is a problem James City shares with much of the United States. Messacar and Oreopoulos (2013) cited several factors for the low graduation rates including conflicts at home and financial difficulties. Students living in poverty often face issues outside of school that their middle-class peers do not which lead to disengagement and, eventually, dropping out of

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Both the society and the school have stepped in to ease inequity and the principal of self-determination is more widely used. The adjusted goals seen in Pearl Cohn’s presentation result from the racial inequity propagated through Brown’s loose and poorly articulated mandate. Thus, as a result, the same conclusion can be drawn about Hume Fogg. Its hyper academic atmosphere and above average ACT score speaks to the disproportionately excelling societal majority. Because schools such as Hume Fogg that attract students with high socioeconomic status, predominantly as a result of race, they have less to overcome and they can excel more academically.

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The Gallup-Purdue Index Report discovered that only 39% of the over 30,000 college graduates surveyed had experienced a number of elements of well-being as well as having felt engaged in their work (Great Lives 7). Interestingly, the study also found there was no difference if they attended a public, private, non-selective, or a highly selective institution (7). Therefore, the lives of UNF graduates are the same in job engagement and well-being as those of graduates from other colleges. However, the University of North Florida (“UNF”) must do more; the data summarized herein shows that less than half of UNF’s college graduates enjoy overall good lives.

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The growth in graduation rates for African American students exceeded the national average. More Students Succeeding in a More Rigorous

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Despite improvements in the educational system being made, the scores of the fourth and eighth grade students did not match up to the national average. Even more frustrating for the School Board was that the gap between the performances of their white students and their black students remained greater than the national average. In an attempt to turn around these shocking scores, according to Catherine Candisky of The Columbus Dispatch, “In addition to new reading requirements, Ohio is implementing new and more-rigorous curriculum standards, state assessments, teacher evaluations aimed at improving instructional practices, and graduation requirements, all designed to improve student learning” (Candisky, 8 Nov 2013, para. 1-7) According to statisticals found on reportcard.education.ohio.gov, the 2015-2016 Report Card for Cleveland Municipal School District reports component grades of F for every assessment, including achievement, which measures the percentage of students who pass the state tests, gap closing, which measures how well schools are meeting the performance expectations of the most vulnerable populations in math, English, and graduation, and the graduation rate, which measures the percentage of high schools graduating with a diploma in four or five years.

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Every human being belongs to a specific type of race or possibly multiple races depending on his/her background. As a population, society views their fellow citizens according to their certain race. For some, culture and traditions of their own race means everything to them and these people are proud of who they are and where they come from. However, for some races their background and pride carries burdens.

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This new assessment tool had two major impacts. First, the expectations for individual students were raised by increasing the difficulty of the material on the assessment—no longer were the tests considered minimal skills tests. Passing each of the reading, writing and mathematics components of the grade 10 test, also known as the exit-level exam, was a requirement for receiving a high school diploma in the state. Second, schools were also held to higher standards with the expectation that not only the campus as whole but the specific subpopulations (African-American, Caucasian, Hispanic, and Economically Disadvantaged) had to achieve minimal standards. Passing rates on these standardized exams, along with attendance and drop-out data were used to assign schools accountability ratings with severe repercussions mandated for schools that were placed at the low end of the accountability scale (Texas Education Agency et al.,

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There is a group that is frequently misrepresented and discriminated within American society. That group is the black community. African Americans, though having more rights than ever before, are still greatly stereotyped through media, in a negative and an undesirable manner. When I say the words African American most people think of crime, violence, drugs and watermelon, to name a few. “Straight Outta Compton” by the N.W.A. enforces the negative stereotype of African Americans through promoting narcotics, guns, and murder.

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515 Words | 3 Pages

Many people come across roadblocks through their journey of life. I know I've had my fair share of them. The biggest bump in my academic life was changing it completely upside down. Growing up african American or with any skin that holds the slightest of pigment is not easy, but that's obvious due to our nation's past. Racism and stereotypeing has always been there.

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231 Words | 1 Pages

Prejudice, racism, discrimination, these three words are base pillars of developing stereotypes. Stereotype isn’t a natural behavior but, a learned behavior and it comes both directly and indirectly from popular culture all across the globe. For instance, African Americans are looked down upon because stereotypes portray them to be lazy, incompetent, loud, dirty, abusive, and money hungry. One example, the famous movie, “Scary Movie 2”, the character known as, Smokey, is a African American male whom takes part of alcohol consumption, smokes marijuana, vulgar, and express his intellect as street smart rather than, book smart. Music videos display African Americans to be focused on reaching three primary goals: doing drugs, making money by selling

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1065 Words | 5 Pages

Over the course of many years, African Americans have influenced communities in many ways. African Americans have been used as slaves and segregated. After overcoming these struggles, they later were granted freedoms and rights. Many African American individuals have overcome these hard times and worked hard to achieve their dreams. Misty Copeland, Patricia Bath, and Madam C.J. Walker are courageous African-American women who have overcome racial stereotypes because of their determination to pursue what they love; Misty Copeland’s determination led her to pursue dance, and Patricia Bath and Madam C.J. Walker were strong, African American entrepreneurs.

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733 Words | 3 Pages

However, with diversity comes inequalities that people of color face throughout their lives. A particular issue in the United States, specifically in education, is unequal opportunities and treatment in regard to race. Research shows that students from single-parent black families had a high chance of dropping out and participating in illicit behavior (Hallinan 54). While the issue of race is a complicated issue to breach for

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1978 Words | 8 Pages

College students are generally categorized with a large amount of stereotypes and misconceptions. College students are often being misunderstood on who they actually are and what they do. Today, it is difficult for people to express themselves in the real world due to stereotypes and misconceptions. People make comments about a group of other people, but they do not realize that those comments most of the time are considered stereotypes and misconceptions. Some people do not know what a stereotype or misconception is.

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1241 Words | 5 Pages

Education in poverty-stricken areas is a luxury that many people do not receive and has always been a fight from the beginning of Mississippi’s historical roots. The battle for adequate education began over the issue of segregation and continues to hinder teens’ ability to learn. One of the reasons that education is unsatisfactory in many parts of Mississippi is because education and poverty are interrelated. Poverty has a negative impact on the student’s achievements and academic success and puts them at disadvantages for their futures. Although Mississippi is notorious for its major issues, the correlation of poverty and education have persisted as some of the most pressing issues that require immediate attention.

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