According to the 2014 Public School Review Diversity Report, the state of Maryland is rated the third most diverse public school system in the nation, with 43% White students, 37% African American students, 11% Hispanic students, 6% Asian students, and 3% Unknown. With a significantly higher population of African American students compared to the state average, the Baltimore City School District is a far less diverse agency than the state school system as a whole. Collectively, the Baltimore City Public School District is comprised of 85% African American students, 8% White students, 5% Hispanic, 1% Asian/Pacific Islander, and less than 1% American Indian, Multiracial, Native Hawiian/other (Baltimore City Public Schools, 2013a). Considering …show more content…
This score, which ranges from 0 to 1, is calculated based on the chance that two randomly selected will be from different ethnic groups; a score close to 1 indicates greater diversity in the student population (Public School Review Diversity Report, 2014). Overall, the Maryland State Public School System has a diversity score of 0.68, which is significantly higher than the national average of 0.48. Baltimore City County is the second lowest scoring county in the state, however, with a diversity score of 0.32. It is outranked only by Cecil County, with a diversity score of 0.28 (Public School Review, 2014a). Compared to the 0.68 state diversity score and the 0.32 county diversity score, the 0.04 diversity score at Heritage High School indicates that there is almost no diversity among the student body (Public School Review, …show more content…
It is not uncommon for the providers in this agency to feel like they are being pulled in several different directions at once. In a single day these providers may be counselors, mediators, meeting facilitators, presenters, crisis managers, and even lunch monitors. They are constantly “putting out fires” around the building, and often the time they have to service their IEP students is very limited. There are a number of reasons why the providers in this agency are all strained. The first issue is a matter of funding; budget cuts in the last year have resulted in one less social worker and one less school psychologist for the entire student body. With so few providers for so many needy students the demand is often
Arlington ISD has a somewhat diverse student body and interestingly matches the statewide statistics. At precisely 45.1%, Hispanics make up for majority of the district’s demographics. Comparably, 52.2% of Texas’s public school population consists of Hispanic students. Caucasian students make up 21% of the district and 28.5% of the state. Asian students comes in at third place making up for 16.2% of the district and 4% of the state. The least populous demographic for both the district and state comes out to be Pacific Islanders and students with two or more races.
Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.
xv). Diversity for Lamar County School District includes respect, acceptance, and understanding that each individual or group is unique, and recognizes individual differences such as race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Exploring these differences in a safe, positive, and nurturing environment demonstrates understanding of each other and moving beyond simple tolerance to embrace and celebrate the rich aspects of diversity within each culture or group (University of Oregon
Another factor that influences Michigan’s high school graduation rates is the race of the student. “In 2007, the amount of students to graduate high school in terms of race was: 82 percent of all Asian students, 81 percent of all Caucasian students, 49 percent of all Hispanic students, and 48 percent of American Indian students” (Alliance for Excellent Education). Based on this data, it is obvious to see that the different types of races play a huge part in how well students do in school. A majority of the minority groups, Asians being the exception, do worse overall than Caucasians when it comes to the percentage of their race that graduates from high school.
The total students in the district population, for the 2012-2013 school year, is totaled at 2,329. Of these students, 74% come from low-income families, 4% are English Learners, 16% are labeled with disabilities, and 1% are homeless. The race and ethnicity of the district population is as follows: 1% are Asian, 46% are African-American, 25% are Hispanic, 23% are white, and 5% are two or more races.
As a member of several clubs and organizations, I have always valued the wide range of people you can find within the walls of my high school. If you walk into my Physics lab, you will find me collaborating with a dancer strongly involved in his cultural heritage and a volleyball player in the engineering academy. If you come to my Calculus class, you will see me calculating derivatives with a football player, a snowboarder, a National Honor Society officer, and a painter. The word “diversity” is often used to describe a cross-cultural population, but it is so much more than that. At Bartlett High School, students originate from hundreds of different cultures, with an abundance interests, and participate together in an assortment of activities.
Prince George’s County Maryland is a county bordering the nation’s capital on its east side. This area, whose population is 904,430 individuals, is comprised of multiple races: African American 64.7%, Caucasian 26.9%, Foreign-born 20.2%, Hispanic 16.9%, Asian 4.6%, two or more races 2.6%, Native American/Alaska Native 1.0%, and Pacific Islander/Hawaiian 0.2% (Prince George's County QuickFacts from the US Census Bureau, 2015). The Prince George’s County Public Schools’ student population of 123,737 in 2012-2013 is similar in racial percentages: African American 66.1%, Hispanic 24.17%, Caucasian 4.52%, Asian/Pacific Islander 3.09%, Other 1.7%, and American Indian or Alaskan
In my high school black students are the majority, and I, a white girl, am in the minority. The city’s 60-40 white to black demographic ratio becomes 20-80 in the schools due to private school enrollment. The city of University Heights, our neighbor, does not share the same racial diversity that Cleveland Heights does. What diversity they do have is even further weakened due to a large private school population. Badly in need of structural renovations our high school is to be housed in a swing space for two years. Entering this swing space means crossing over city lines into the neighboring community. Many University Heights community members, including the mayor made it clear that the black faces that would be suddenly “invading” their
I really appreciated the perspective you have on the regional differences and impact on this phenomenon as well as how the issue plays out in schools that are more integrated (Fryer, 2006). It encouraged me think more deeply about if this could be a contributing factor at my own school. Our elementary school has a reported 80% minority rate (n.d. 2017). Based on Fryer's (2006) article I initially thought the acting white issue would be reduced with a high minority rate and potential lessening of the social isolation associated with it. The problem with my assumption was that I did not consider the diversity of our minorities; Hispanic, African American, and Native American. Our students tend to stick with their neighborhood friends, who
The United States is unique in the way that it holds people of all ethnicities and races. This large mixture of people results in a variety of languages being spoken every day in every type of situation. In other countries, there is a common language but in America, we are able to speak practically every language. This diversity in our country is progressive and holds many advantages, such as comprehension and connectivity.
In my school district, my race is one of the minorities, which is unusual here in Minnesota. My school is diverse; it always has been, and I love that about it. In fact, I prefer a diverse community of individuals from every part of life; it’s where I feel most at home, and I feel lucky knowing that many white people in the suburbs do not experience this amount of diversity until much later in their lives.
Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T.
Instead of looking at growing diversity as a setback or challenge to improving education in this country, let us recognize the benefits it brings to our schools. Diversity enhances the educational experience. We absorb new information from those whose understandings, philosophies, and perceptions contrast with our own, and these lessons can be imparted most effectively in an abundantly diverse scholarly and social atmosphere. Diversity encourages personal development and a healthy society. Diversity defies stereotypical presumptions, it inspires critical thinking, and it serves to teach students how to communicate successfully with individuals of wide-ranging upbringings. Education within a diverse environment helps students to become flexible and adaptable within an increasingly complex, pluralistic society. It fosters shared respect and cooperation, and it helps facilitate societies whose members are judged by the value of their character, not the qualities of their race, culture or gender. John Dewey summed up the responsibility we have to promoting
One of the greatest concerns with public schools is that the numbers are far too large, parents fear their child will get lost or overlooked. However, there are several benefits to placing children in larger communities with many different types of people. A study done in 1997 by the National Center for Education Statistics showed that “Racial and ethnic diversity can enrich the school experiences of students” (Findings from the Condition of Education 1997, p. 9).
Racial and social equality in the school system has been an ongoing battle for people of all colors and genders for decades. From the lack of cultural diversity being taught in history classrooms across the united states to the passing of title IX in 1972, we, as a nation, have been experiencing three main issues that need to be addressed (Department, 2016). Those three issues that will be highlighted in this paper include: how the education system fails at educating students on the history of diverse cultures, how it lacks diversity among educators, and how it neglects making accommodations for the LGBTQ community.