“What?! I’m moving schools?” Said a new coming eighth grader. He had just found out about the boundary changes. “MOM!
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.
At Jay M. Robinson High School in Concord, North Carolina, Shannon Winchester notices a lot of factors that play a role in the performance of her students. One of the biggest factors is race and how certain groups of student tend to behave better than others. Winchester said this primarily falls on the basis of race, with white students outperforming both black and Hispanic students. However, Winchester says there is a significant issue in Jay M. Robinson High School: a fair amount of minority students are bused into the school. Jay M. Robinson High School lies in a primarily middle class section of Concord, and is only five miles from Charlotte Motor Speedway and six from Concord Mills mall, the most visited mall in North Carolina.
WEEK # 11 From our text, Race, Class, and Gender, we read Unit III D: The Structure of Social Institutions; Education: Historical Reversals, Accelerating Resegregation, and the Need for New Integration Strategies; “I Hate It When People Treat Me Like a Fxxx-up”: Phony Theories, Segregated Schools, and the Culture of Aspiration among African American and Latino Teenagers; Across the Great Divide: Crossing Classes and Clashing Cultures; and How a Scholarship Girl Becomes a Soldier: The Militarization of Latina/o Youth in Chicago Public Schools. In addition, we read three essays by Mr. Al Condeluci Ph.D., The Critical Nature of Social Capital; Community and Social Capital; and The Process of Culture Shifting. The first four readings from the text show how education is an institution in crisis. Perpetuating and deepening the inequalities of race,
Louis alone are certainly alarming, I am most dismayed by the responses of the children from Morris High. It is evident that the children at Morris High do not fully understand the implications of racial inequality, nor do they regard the immense suffering of children in schools like those in East St. Louis. However, if I were a young white girl from a high class family attending Morris high, I too might have the same outlook. I likely would have been taught to acknowledge the inequalities faced by the minority, but would not have been taught the privileges I have experience for being white. If I were suddenly to start attending East St. Louis schools, however, the inequalities faced by my new peers would become much more apparent.
One of the biggest problems is the bias’ that exist in our neighborhood. Being from Van Horn is seen differently than being from any other high school in the district. In fact, our entire area has stigmas of being dangerous or obscene. The only way to fix the problem would be to continue attempting to change the opinions that others harbor through group events and competitions. Or, just organizing positive events that can harbor a sense of community.
This article examines Seacrest High School that had major violent episodes between Asian-American and African-American students. While trying to decide how to deal with the violence and school safety, the other components of the school went by the wayside. All of this was chronicled in the media and an ensuing court order forced the school district to take measures that secured the safety of the students that attended the school. Although not done on purpose, the subsequent result was a neglect of academics and the overall school culture. The focus on safety, created during a chaotic approach to school improvement, led to a loss of focus of content knowledge, critical thinking skills, social-emotional support for students, and moral reasoning.
It is hard to learn in a classroom when there are bugs crawling everywhere causing distractions. Another large problem at Maryville is the amount of people per class. The average class size is thirty people, but some classes have as many people as thirty-five. With this many people in such a small classroom, it feels overwhelming and impossible for the teachers to show the students the amount of attention they
Even though these successful schools produce great students many children, majority African American and Hispanic, are being left behind. In Maya Angelou’s
Every year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. This survey helps school leaders understand what key members of the school community are saying about the learning environment at their respective schools. The information captured by the survey is designed to support an exchange of ideas among all members of the school community about how schools can become better places to learn. The DOE benefits from this survey because they provide a clear picture from its customer perspective, highlighting strengths, areas that need improvement and areas for further investigation.
Description of John Burroughs Middle School: John Burroughs Middle School is a school in the Los Angeles Unified School District. It serves grades six to eight. John Burroughs is located in Hancock Park, which is a suburb of Los Angeles County, Hancock part is west of Koreatown, south of Hollywood, east of Mid-Wilshire, and north of Mid-City. Hancock Park is an upper class neighborhood of Los Angeles. Hancock Park is also home to the Mayor of Los Angeles’s residence, The Getty House.
Too many Valley districts are forced into choosing between making repairs to keep students safe and investing in the updates and innovation that will prepare students for 21st-century jobs. ” It shouldn’t be an option between the safety of students and innovation; schools should have both safety and academic improvements to prepare students for the future. Schools should be provide money to combat these issues for the students’ well being and reconstruction they
Starr King Elementary and Monroe Elementary, both schools started off in poverty and low ranking in test scores. They both had an enrollment that consisted of 60% same race of either black or Latino. Both of the schools saw the troubles they were coming into, they sought out to see a change. Monroe is considered now to be one of the great diverse elementary schools within SFUSD with a statistic from the SFUSD school website stating it’s population is half Hispanic, a third Asian, seven percent white and three percent black. Monroe saw that it had a high population of Latino youth whom were English Second Language learners, so in an action to help boost those students Monroe installed a bilingual language program in which they can teach all youth in Spanish or English.
In “The Little School” by Alicia Partnoy, Alicia shares brief memories from her time as a prisoner in an Argentinian concentration camp. These memories share the experiences and thoughts of Alicia as she spends her time blindfolded with other prisoners in a room,Waiting for anything to happen, with the constant threat of torture and death lingering in the air. In these experiences, Alicia demonstrates the recurring idea of “helping those who need it is more important than helping yourself”. An example of Alicia helping others is shown in the chapter “Latrine”.
Unsatisfactory schools do not maintain suitable conditions for students to learn and they are not treated as well as students from other schools. An example of this is in Kozol’s Fremont High School when it states that, “Long lines of girls are ‘waiting to use the bathrooms,’ which are generally ‘unclean’ and ‘lack basic supplies,’ including toilet paper” (Kozol 707). Student who have the desire to go to college hit dead ends in the school. One of the most impactful parts of the passage was when Kozol quoted Fortino saying, “You’re ghetto, so we send you to the factory” (Kozol 710). This shows the distrust that students in low-income areas feel toward our education system.
