After reading Miguel and Valencia’s “From the treaty of Guadalupe Hidalgo to Hopwood,” I was shocked to find how Mexican Americans were treated in American students. I was expect poor treatment from our discussions in class as well as other readings, but after reading what the authors reported, including schools failing to address learning issues and pushing kids instead into economic mobility, I am deeply troubled I was not made aware of this sooner. Along with segregation on race basis, I would argue the struggles of Mexican American students was the greatest struggle for education equality in the 20th century, though the struggles gone through by other minorities surely should be discounted or overlooked. I found the role of religious institutions
In 1997, a legislation was passed in Texas, requiring all high school seniors who ranked in the top 10% of their classes to be admitted to the school. Fast forwarding to 2008, both Plaintiffs Abigail Noel Fisher and Rachel Multer Michalewicz applied to the University of Texas at Austin, but where denied. They believed that they were denied due to the fact that they were white. In 2009, United States District Court judge Sam Sparks upheld the University's policy, finding that it meets the standards laid out in Grutter v. Bollinger.[8]
After gaining a better knowledge of Chican@/Mexican-American individuals, it is clear there is a lack of understanding towards these unique cultures and narratives in exchange for assimilating students into a larger American culture. While some students, like Mora, are able to balance both their heritage and finding success in their education endeavors, many students either fail to achieve high success or drop their culture in exchange for not only the more dominant culture, but also higher levels of success and understanding of course material. Mora admits he is a unique outlier if one was to look at Chican@/Mexican-Americans as a whole. Not only did Mora have the opportunity to attend a successful high school, but he grew up in a middle-class household with parents who found moderate success in the business world.
Fisher, but they held the the Court of Appeals did not hold the University’s admission policies to a standard of strict scrutiny so the judgement was incorrect. In previous judicial precedent in cases dealing with minority admissions, the Court has held that they are reviewable under the fourteenth amendment, these such cases must be held to a standard of strict scrutiny to determine whether the policies are precisely tailored to serve a compelling governmental interest. If the policy does not meet this standard, then race can not be considered in any admissions process. The Court stated the it was the job of the reviewing court to verify that the University policy in question was necessary to achieve a more diverse student body and the any race-neutral alternative would not achieve the same level of diversity. The Supreme Court said the lower courts did not conduct a sufficient strict scrutiny examination in this case.
Bakke went through many small federal courts, rulings, and appeals before it finally reached the Supreme Court. Initially, the California lower court ruled that the school’s admission processes was violating the state and federal constitution however it did not demand the university to admit Bakke because they believed Bakke did not show enough evidence that he would have gotten into the school if the minority program did not exist. However, Bakke then appealed to the California Supreme Court and they ruled that it is actually the university's responsibility to justify that Bakke does not meet the criteria to be admitted. And then proceeded to order the school to admit Bakke. The university did not agree with the decision so they appealed to the U.S. Supreme Court, they agreed to review the case but Bakke’s admission was denied while the Court was coming to a decision.
Then the lower courts appealed the case to the Supreme Court. When the case was brought to the Supreme Court, the judges listened to both sides of the case. The Supreme Court judges with a vote of six to one decided that the special admissions program should be taken away and the Bakke should be admitted into medical school at the
Often enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about the rules that expire, but also the mathematical language that soon expire.
The California Supreme Court would rule in his favor. The California court made the decision stating “no applicant may be rejected because of his race in favor of another who is less qualified”. The school was ordered to shut down the quota system. The University then appealed the decision to the United States Supreme Court in 1978.
In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.
The case was overturned, and it was ruled that all schools, even colleges and universities, must begin the process of integration “with deliberate speed.” This also meant that the HEIs that were previously denying
This law also ensures diversity on campus, and on top of that affirmative action is still used for the remaining students that are not at the top 10% of their class (Hung). Evidently, race plays a crucial role in the admission decisions. Hung claims that race shouldn’t play such a big role in the admission process because it is considered discrimination. He supports this argument by comparing the average GPA and SAT scores of those students that were granted admission but were not in the top 10 percent of their class. African Americans had the lowest averaged scores, followed by Hispanics, then whites, and then Asian Americans.
Standardized testing not only stresses out students, but it also leads the teachers to go in a dilemma whether to focus on the curriculum or to get students ready for the standardized testing. No one has ever enjoyed taking a test in his or her entire educational history. Similarly Mr. Estrada’s 4th grade class was not every excited about taking standardized test. Each student has his or her own level of learning. As the students were taking the test, I noticed some students were panicking, while others were confused.
This dedication to meaningful work has been translated through generations, especially in the area of mathematics. A math professor at Berkeley, Alan Schoenfeld, videotaped people solving math problems and the result of one of the videos was a demonstration of the persistence that gave Asians an advantage. He videoed a woman named Renee, as she solved an algebra problem on software designed to teach the concepts to eighth grade students. Schoenfeld observed that the average eighth grader would work on the problem for a few minutes, then give up. Renee worked with the software for twenty two minutes experimenting until she finally understood.
They are accepted on account of meeting the racial quotas of that school. Racial preferences place students in a position where they are not able to learn
Many people think that most American schools are satisfactory. That is far from what is actually happening. The harsh reality is that schools that are unsatisfactory do exist. In Jonathan Kozol’s “Fremont High School”, he points out the flaws of a high school located somewhere in Los Angeles. This helps shine light on differences in the quality of education in various areas of the country.
