Argued In Young Black And Gifted

Two articles, The Facts about the Achievement Gap by Diane Ravitch and From Still Separate, Still Unequal: America’s Educational Apartheid by Jonathan Kozol, provide facts about the crumbling education system in the inner cities of America. Schools there have shown to be segregated, poorly staffed, and underfunded. While the theme of both articles may be educational shortcomings, the content is surrounded by discussions of segregation. There are more underlying factors the authors are missing. Readers need to be rallied together in a unilateral cause to identify the issues affecting the nation’s education system, segregation is not one of them.

This paper includes a reference list of literature relating to the impact socioeconomic status and race/ethnicity has on academic achievement and what can be done to combat the achievement gap. In general, the literature seems to indicate that socioeconomic status has a greater impact then race or ethnicity on achievement. However, these constructs are often intertwined. The greatest source for combatting the achievement gap are teachers high in self-efficacy, strong and well directed principal leadership, having a positive and accepting racial climate, smaller class sizes, less harsh discipline with more support

After reviewing the Government laws and policies that have been in placed and replaced in history and more currently to contribute and correct the issue. The most important question of all remains. Why does the Achievement Gap still exist? According to former Secretary of Education John King (2016) “Black and Hispanic students continue to lag behind their White peers in achievement and graduation rates.”After so many attempts made by the Government to close the Gap and create equality, clearly there is something that is not being addressed across American Public Schools. Frederica Wilson (2013) former state senate member stated in the Brown vs Board Documentary There is such a difference in going to one school in one community and going to another in another community. Why don't we tackle that problem instead of testing the students predicting they will fail, watching them fail and denying them a good life?”The question now that remains how exactly are the schools different in different communities?

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

Schools can’t solve the problem alone,” and” without local initiative, reformers cannot succeed.” The neighborhood is where the children grow up, so some of the small level programs depend on local promote. Third, do not ignore the stupendous gap of income. The achievement gap begins when children are young because some of them have had better medical care and have memorized more vocabulary than others because of highly educational parents. According to what Sean Reardon found, the income achievement gap is growing, and it is two times larger than black-white achievement. Therefore, to mend the schools, to act in concert with local, and not to neglect the large income achievement gap are the points that Diane Ravitch

As minority students increased in urban public schools, they have now become the majority of the school population and have brought difficult topics to the surface; race and ethnicity. In Another Inconvenient Truth: Race and Ethnicity Matter, Hawley and Nieto published their beliefs on how cultural differences are not to be tucked away and hidden in an educational setting, but embraced and celebrated to promote education by the teacher in an academic journal: Educational Leadership. Their appeals and claims provide various instruction to guide professional educators to overcome the achievement gap.

Pedro Noguera, a phenomenal urban sociologist and a professor at New York University confronts the problems which exist in our nation’s education system in his book, City Schools and the American Dream: Reclaiming the Promise of Public Education. Noguera describes what he views to be the main problems facing urban education and suggests strategies for improvement. From years of experience as a teacher and school board member, he reflects on what he believes to be the real problems. Noguera blames the school’s failures on students, parents, and teachers which leads to blame local government officials or policymakers. Noguera states in City Schools and the American Dream, “The central argument of this book is that until there is a genuine commitment to address the social context of schooling — to confront the urban condition — it will be impossible to bring about significant and sustainable improvements in urban public schools” (pg.6). Noguera believes that we must address the central problem to make any type of solutions for improvement.

Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation to

As I read about the achievement gap (Taylor), I felt a sense of despair. Families of color are positioned between a rock and a hard place. When children enter kindergarten, the racial gap is half of its ultimate size because many children of color do not participate in high-quality programs. How can people of color "catch up" to their counterparts when they are behind at the age of 5? There are also institutional factors that continue this achievement gap and perpetuate racism by consequence. After Brown v Board of Education (1954), white families enrolled their children in private and suburban schools. Since school busing has been discontinued, school assignments based on residential neighborhoods have created racially segregated schools.

Let's set the record straight. Wildlife Planet believes at one point Marc Ching was actually helping and did many good things.

“The socioeconomic achievement gap in education refers to the inequality in academic achievement between groups of students. The achievement gap shows up in grades, standardized test scores, course selection, dropout rates, and college-completion rates, among other success measures” (Ansell, 2017). Typically, when discussing the achievement gap, educators are comparing the academic progress of African-American students or Hispanic students to the progress of white students. More-often-than-not the white students will have more educational achievements than their non-white colleagues (Ansell, 2017). The most widely accepted theory as to why students with higher socioeconomic status (SES) do better academically is high parental involvement, access to economic resources and access to highly qualified teachers (Huang, 2015. Pg.6). Students of low socioeconomic status often live in poverty. This means that the student may not have sufficient school supplies or even someone at home to help him with his homework. There are numerous children in the United States’ school systems that are failing due to the achievement gap. These students are at a disadvantage because the school systems and teachers do not notice or even care about their home life and how it comes into play in their education. It is important for our nation to not only understand the achievement gap but take steps toward correcting it.

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

For me the word ‘reflection’ means taking time to really dig deep into my thoughts, to contemplate something meaningful and significant, to make a decision that often involves me and my future. It has a personal and emotional connection. Daudelin (1996) uses the word ‘reflection’ to encourage managers to create time to recognise the value of learning from past and current work situations (‘experience’) and to adapt this learning to new situations. I would prefer to choose the words ‘thought’ or ‘consideration’ when applying the idea of reflection to my own work environment. To fix my thoughts on what I have learned or to carefully consider how to approach a problem would, for me, be a better fit. I might, however, choose to reflect on how the past year has been or to reflect on the direction the organisation is taking, but not, as Daudelin suggests, bring the word into every day use.

Student athletes are put the ringer day in and day out to perform in the sport they love. Specifically those sports of high revenue: football and basketball. College sporting events originally did not draw in enormous amounts of revenue. The NCAA was originally designed for everyone to be amateur; coaches, players, television contracts, and the university. Most scholars believe student athletes should be paid because of the evolution in college athletics; meaning how much revenue the universities are making. Now that there has been such drastic change throughout the years in college athletics; should there be a change in how the universities compensate the players?