City School Challenges

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

Students that live in a poor community often lack a good education because the community does not have the resources to allow the students to continue a good education. Students that are marginalized often lack the opportunity to a higher education because they are constantly being underestimated and not given the resources they need in order to be successful. In the article “Still Separate, Still Unequal; America’s Educational Apartheid” by Jonathan Kozol demonstrated the way schools in InterCitys are being forced to used methods that are nowhere helpful for students to be able to learn. Students are given many instructions to follow, but often lack the actual education they deserve. In addition, in the podcast “The Problem

The special education programs of the United States have definitely come very far in the last 25 years, but little progress has been made about minority or sometimes considered migrant, special education students. A migrant student is one that transfers from school district to school district with his parents who are trying to find seasonal employment (Lozano-Rodriguez & Costellano, 1999). It has been shown that even though these migrant students do not get the attention they deserve they are some of the most needy special education children. They suffer from poor nutrition, poverty and many health problems (Lozano-Rodriguez & Costellano, 1999).

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

For decades now, there have been educational problems in the inner city schools in the United States. The schools inability to teach some students relates to the poor conditions in the public schools. Some of the conditions are the lack of funds that give students with the proper supplies, inexperienced teachers, inadequate resources, low testing scores and the crime-infested neighborhoods. These conditions have been an issue for centuries, but there is nothing being done about it. Yet, state and local governments focus on other priorities, including schools with better academics. It is fair to say that some schools need more attention than other does. However, when schools have no academic problems then the attention should be focused

It has become common today to dismiss the lack of education coming from our impoverished public schools. Jonathan Kozol an award winning social injustice writer, trying to bring to light how our school system talks to their students. In his essay “Still Separate, Still Unequal," Kozol visits many public high schools as well as public elementary schools across the country, realizing the outrageous truth about segregating in our public education system. Kozol, cross-examining children describing their feelings as being put away where no one desires your presence. Children feeling diminished for being a minority; attending a school that does not take into consideration at the least the child’s well being. Showing clear signs of segregation in the education system.

Unfortunately, these children cannot complete their education because they have to travel with their family and learn to manage at a young age a life of hard labor. This however does not diminish their dreams of completing high school and some day attending a university so that they will not have to live the life of struggle their parents did to sustain the household. In cities like Detroit, MI there is a large population of low income Hispanic and African American families. The public school system unfortunately cannot potentially promote a high-quality education. The majority of these students do not receive an entrance level education simply because of living standards. Income plays an important role in education opportunities regarding the quality education each student can pertain. Since the minorities in that area are low-income they cannot afford to attend a private high school that can better prepare them for college. According to a research done at the University of Texas-Pan American, “certain racial or ethnicity factors should play a role in the admissions decision.” (Marklein)

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

This means that the good schools can only take in a few students, the proverbial tip of the ice berg. The rest of the students are relegated to schools in which their parents have no faith at all. This is tantamount to dooming these students to failure and being completely unable to do anything about it. The decline in the level of education in the public school system has prompted a lot of parents to opt for private schooling for their children. The problem with this is, of course, finances. Another problem facing the schooling system is the lack of streamlining of services. A comparison is drawn between the schools in the poor neighborhoods and their equivalents in the rich neighborhoods. The difference is astronomical. There is absolutely no coherency between the levels of services being provided in these institutions. Thus, the education system appears to be skewed. This is a worst case scenario situation for a system that is supposed to provide children with equal opportunities at a better life in the

The article, “Who benefits from failing urban school districts?” written by Martin Haberman, the authors influential piece expresses the concern for the current direction of public education. When the concept of who is benefiting from failing urban school districts is mentioned; one would believe that no one can possibly benefit from schools failing. The children aren’t benefiting, their parents aren’t benefiting, the community isn’t benefiting. The public institution is becoming a big business instead of an institution that helps children in their development. It is obvious that there are challenges in the schooling system. In this manuscript, I will discuss the issues with the bureaucracy in education. There will also be mentioning of how standardized testing and the lack of resources in urban schools are affecting children’s education in the urban community. Lastly, there will be a discussion about how parents and teachers have an effect on children’s education.

“When we can predict how well students will do in school by looking at their zip code, we know we have a serious systemic problem” (Gloria Ladson-Billings 20). When we are able to forecast how a child will perform by where the child resides, then how can we say that every child is receiving quality education. The unsuccessful educational system infused into the United States is affecting the majority of minorities. In the United States students due to their race and social class, suffer from underfunded public schools, inexperienced teachers, and housing segregation, which in turn inhibit their opportunity to succeed through education. These difficulties plaque students from the very beginning of their public school experience and follow them throughout their academic life. There are a few solutions to these issues but they have to be implemented and enforced with a slow integration.

The essay “Still Separate, Still Unequal”, written by Jonathan Kozol, discusses the actuality of intercity public school systems, and the isolation and segregation of inequality that students must be subjected to in order to receive an education. Jonathan Kozol illustrates the grim reality of the inequality that African American and Hispanic children face within todays public education system. In this essay, Kozol shows the reader, with alarming statistics and percentages, just how segregated Americas urban schools have become. He also brings light to the fact that suburban schools, with predominantly white students, are given far better funding and a much higher quality education, than the poverty stricken schools of the urban neighborhoods. Jonathan Kozol brings our attention to the obvious growing trend of racial segregation within America’s urban and inner city schools. He creates logical support by providing frightening statistics to his claims stemming from his research and observations of different school environments. He also provides emotional support by sharing the stories and experiences of the teachers and students. His credibility is established by the author of Rereading America by providing us with his collegiate background. This is also created from his continual involvement with isolated and segregated educational school systems and keeps tone sincerity throughout his essay. Within the essay, Still Separate, Still Unequal, Jonathan Kozol’s argument is

The essay “Still Separate, Still Unequal”, by Jonathan Kozol, discusses the harsh truth of public school systems, and how they have become an isolation and segregation of inequality that students are subjected to; as a result, to receive an education. Throughout the essay, Kozol proves evidence of the inequality that African American and Hispanic children face in the current school systems across the country. Kozol supports his testimony by providing the reader with factual statistics and percentages, of how segregated the public school systems have become within many major cities. He exposes the details and statistic of how wealthier schools received better funding and opportunity than the low-income and poverty struck school systems throughout the major cities across the country.

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?

Social, cultural and political changes have immense influences on the education sector. This has been witnessed from the onset African and Asian immigration into the United States from 1954 till present times. During the last quarter of the 20th century, immigrants to the US were denied education and those who received education did so under great threats. The dominant view of society about immigrants during this period was extremely negative and rejecting; thereby not deserving of an education. Currently, the education has been made affordable to everybody due to changing atmosphere of unprecedented social change. In education, this change resulted in the legal dismantling of segregated education for African American children (Collins, 2008). As African American children integrated the schools in the United States, they came to school with the stigma of slavery and the negative attitudes held by the agents of the educational institution. Attitudes and held perceptions were the catalyst for constructions such as biased assessment and the retardation paradigm. From these constructions emerged practices in special education that held large numbers of African American students captive in not only the educational milieu, but also limited their work potential. For this reason, the sociopolitical landscape as a context for curriculum, instruction, and assessment has continued to play a significant role in the education