Autobiography Of Central Dauphin High School

Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and

Pros and Cons of Pros of Rural, Suburban, and Urban Public Schools. I. Introduction. A. As one looks at different locations of public schools, whether it be rural, suburban, or urban, one can find many pros and cons of each. This research will focus on one specific pro and con of each

I have come to realize that diversity allows students to polish one another, leading to the depolarization of students and thus more rounded individuals. I have traveled a rather non-traditional path, and feel strongly that I can benefit others and feel just as strongly that I can benefit from them. The challenges I have faced, the community where I grew up, and my work experience all contribute to my individuality.

America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s

In addition to the students who does not fit into these categories, they were considered as “others”. One of the questions I had asked Ms. Elena is “when you were in high school, was social class, gender, and race classified?” She explained that “in high school, I remember much emphasis placed on race and ethnicity. There were many rallies discussing how our school was a melting pot of various races. That didn’t seem to make a difference; however, because when I think back to the different cliques of students, I remember various races segregating themselves from others such as Filipinos, Whites, African American Asians, etc. The different groups did not seem to meld together at school or outside gathering.” In her book “Women Without Class”, Bettie argued that “a primary way students understand class and racial/ethnic differences about themselves is through their informal peer hierarchy, with cliques and their corresponding styles largely organized by racial/ethnic and class identities” (Bettie, pg. 49). With that said, Bettie explained that the way students understand class racial/ethnic difference is by their own complementary with peers because they build their racial/ethnic and class identities together. In addition to this, I followed up that question to briefly tell me how social class was describe throughout her school days. She briefly told me: “I went to

Chamblee, GA is a small city outside of the metro Atlanta area that is characteristically different racially and ethnically than everything around it. The Hispanic population stands at 58.5% of the total population as of 2010, but in Atlanta and Georgia more broadly, this population only makes up 5.2% and 8.8% respectively. Additionally, only 7% of Chamblee’s population is Black, whereas this group is 54% of Atlanta’s population and 30.5% of Georgia’s. However, my alma mater, Chamblee Charter High School, stood out from the city itself being an amalgamation of a magnet program and a charter public school, bringing in students from around the county with significant representation from the Chamblee area as well. Consequently, the school’s

From Kindergarten up to my sophomore year of High School I attended a private school. My elementary school and high school were slightly diverse. The majority of the student body was Caucasian and the rest were made up of several other races. My school environment was very structured and controlled. I had some great teachers and one or two bad teachers. Around fifth grade I started to notice the way teachers perceived me and the challenges I would deal with due to the color of my skin. There were

The school that I work in is located in Frederick, Maryland. We have nearly 800 students that attend Kindergarten through 5th grade, and with diverse backgrounds. The school is located in a very prosperous neighborhood, with several additional sections of townhomes and apartment complexes which house Section 8. All of these are within walking distance to the school. In Frederick County there are over 2,500 ELL students and more than 11,000 that are FARM (Free And Reduced Meals) students. Our graduation rate is superb with an over 93% graduation rate and a 3.5% dropout rate. This

Clear Lake High School, I read that from my window car, the dance class is waiting for me. I roll my eyes, yes, it is those days when the only thing that you would lean at the pillow and look at the wall thinking and how your future is going. I heard my mom's music, halleluiah, my mom has goods likes at the music. I stared to mutter the lyrics when it came to my mind. "I find a new reason for me, to changes who I used to be". Finally, the red-light changes to green and my mom left me at the mean door of the place that is close to the martyrdom. I stared to walk across the hallways. Looking at al the trophies that my school has. I had to admit how cool my school is.

“Fight, fight, fight,” was the chant that so often filled the halls of West Monroe High School. The teachers heard it every time but always hid in the teacher's lounge for fear of being attacked. This was the legacy of WMH, fights, student riots, and terrified teachers.

Jewish, white, upper middle class, I have always been lucky. My surroundings remind me of this daily. Pikesville High School is a melting pot of differences, with kids from high class families with parents who attended schools like Harvard, Yale, MIT and then kids on the total other spectrum. We have students in their sophomore year of school, reading at a fifth grade level. Many of the attendees of my school have blinded themselves to these

Nahom Yohannes CCR092 Ms.Campbell April 28, 2017 Let’s imagine a school with small group classroom sizes, preparing students for college and careers after high school. Also with diverse AP and honor classes by creating a program to help aid students to learn about these classes and the benefits. Since they haven’t created a program to prevent students falling into the government system. In my eyes this is an ideal school that can help and benefit students and the future way of learning. Although Denver South High School is doing well in the areas of diversity and culture, south could improve on preparing students for future careers, enlightening students on the benefits of AP and honor courses provided at the school and also creating

It was 7:00 in the morning when we arrived at the Johnston City High School. Once everyone arrived at the high school, we got on the bus and headed off to Benton. As we stepped foot on the bus, we all sat there quietly, nervous about the results of this game. This was the game that determined whether or not we went on to state. Coach Simon and Coach Shane gave us one of their what we like to call "before the game warm-up talks". We were all nervous of course, but we were all determined to win this game. We had been looking forwards to winning regionals and going to state the whole season and that day was the day that we gave us the opportunity to go to state. After the thirty minute bus ride, we finally got to Benton and once we got there,

Almost 70% of the school was white, and fitting into the culture was something I had trouble getting used to because of such an unwelcoming demeanor from the students. Joining extracurricular activities such as basketball helped me meet friends of different ethnic backgrounds who also had the same interests as me. In Kozels Article he begins to distinguish a correlation between schools in the 20th century to schools in the 19th century. “Schools that were already deeply segregated twenty-five or thirty years ago are no less segregated now” (Kozel 202). There has been no change at all in the public school system and this racism and unequal treatment in our society needs to be spoken up about. Segregating black and Hispanic children to less wealthier public schools who receive little or no funding is a major reason our nation’s crime rates has skyrocketed in the past twenty-five or thirty

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.