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Achievement gap determines by socioeconomics
Achievement gap determines by socioeconomics
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Achievement gap determines by socioeconomics
Achievement gap determines by socioeconomics
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The essay by kozol shows the harsh reality about the uneven funds and attention given to the schools were many poor and minority students attend. During a visit to Fremont high school in 2003, Kozol claims that school that are in poverty stricken areas appear to worse than school that are in high class neighborhoods. Throughout the essay, kozol correlates between the south central Los Angeles high school and the wealthy high schools that are in the same district. When he learned the graduation requirement at Fremont and the classes the school had offer to accomplish this requirements, Kozol was amazed at how academically pointless the graduation requirements at Fremont and the classes to accomplish them were. Kazol compared this to AP classes
Summary "Fremont High School" by Jonathan Kozol, originally appeared in 2005 as part of "The Shame of the Nation: The Restoration of Apartheid Schooling in America". Kozol is an educator and social activist. His interest includes education reform, theories of learning, and social justice. The main issue discussed in this book is the inequality in public schools. Kozol's expresses how there are many social and racial inequalities in American public schools.
Darling-Hammond broke the article into different sections which made the flow of the paper easier to read and understand when a new topic was introduced. By separating the sections of the article, she allowed a new discussion to occur underneath the overall topic of unequal opportunity with education. The author also used factual information to further back the observations being made. An example of this would be when she started the discussion about the end of legal segregation within the school systems and noted the scores of African-American students Scholastic Aptitude Test (SAT) to climb 54 points between 1976 and 1994, while the white students remained the same (Darling-Hammond,. 1998). Darling-Hammond brings this statistic into the article because it strengthens her argument that equal opportunity for education causes students to achieve better overall grades and test scores due to the availability of resources.
His goal, to close the achievement gap in his classroom. The consistent thoughts throughout chapter three is that the way to close the gap is to provide adequate funding. I am in complete agreement with David and Cuban that if policymakers continue to believe that the achievement gap can be closed by setting high standards but not providing the means to attain these standards, then the gap between white and black, high and low, poor and rich, English speaking and non-English speaking will remain! Summary Chapter three of “Cutting Through the Hype”, discusses not only the history of the achievement gap but also, where the idea of closing the achievement gap originated, what problems closing the achievement gap would solve, the question, does focusing attention on closing the achievement gap work?, and the solution to the achievement gap in their eyes.
When it comes to poverty and education, many children face difficult situations. In the book “See you when we get there” by Gregory Michie discusses about teaching minority students who struggle with poverty, violence, and crime. He built relationships with his students, helping the urban Chicago school system. He received positive reviews. For instance, Michie described an accurate urban school experience and allowed the students to have a voice.
According to “From the achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools” claims
Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.
in Organizational Development and a Ph.D. is in Human Development. Jensen also synthesized brain research and developed practical applications for teachers for over two decades. I believe his purpose for writing this book was to put focus on the way poverty affects students and to give fellow educators theories, research, and strategies to hopefully ensure success against despite the present challenges. Summary The book has a total of 6 chapters not including the introduction.
Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,
Socioeconomic obstacles impede the academic achievement of students. “Hispanics have poverty rates that are two to nearly three times higher than whites; and 40 percent of their population is foreign born” (“Hispanics: Special Education and English Language Learners”). Living in poverty affects educational attainment. There is a gap in the educational outcomes because of socioeconomic status (SES). Moreover, the American Psychological Association (APA) states, “large gaps remain when minority education attainment is compared to that of Caucasian Americans”.
If your parents are encouraging you to do better, you will do better. If they are not encouraging, more than likely you won’t take education seriously. I see many of my cousins and my god sisters skip this achievement gap because of their living environments. As for the other half of my cousins, they are a part of this achievement gap because of the broken homes they come from.
There is nothing new about achievement gaps between racial and ethnic groups and between children from families at different ends of the income distribution. Such differences exist wherever there is inequality,
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
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.
Educators emphasis when teaching impoverished children should be on the growth, instead of whether certain target test score is accomplished (Murnane, 2007). Constructivism is a key concept in that it respects student’s differences and allows students to use their own prior knowledge and experiences to make connections and