Educational Opportunities Given By South Fordham And Riverdale Schools

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.

According to Sanford Graduate School of Education research, almost every school district enrolling large numbers of low-income studies has an average academic performance significantly below the national-grade level average. Achievement gaps are larger in districts where black and Hispanic students attend higher poverty schools than their white peers. The size of the gaps has little or no association with average class size. The most and least socioeconomically advantaged districts have average performance levels more than four grade levels apart. According to Reardon and colleagues, one-sixth of all students attend public school in school districts where average test scores are more than a grade level below the national average. Also, one-sixth

Throughout history, public schools have suffered and still continue to fail while the rest of the world is moving ahead. There are various barriers that have prevented low-income student from succeeding with the rest of the world. Parent involvement plays a role because if they lack higher levels of education, most likely this will cause the student to have a disadvantage. Also, because of families with

One of the greatest differences among public schools is the funding they receive. Public schools across the country have incredibly varied amounts of capital dedicated to them which in turn leads to a disparity in the quality of education a student will receive at these schools. The race of a student, the location they live in, and the wealth of their family greatly correlate to the level of education they will receive. As Harvard professor Jennifer L. Hochschild notes, “Districts with a lot of poor students have lower average test scores and higher dropout rates...The highest spending districts report high test scores, and some of the lowest spending districts report the lowest test scores” (“Social Class in Public Schools.”). The students who attend schools that receive less funding typically obtain an education that is lesser in comparison to schools that receive more money. The inequality in funding within a state has a severe impact on the variation of education quality. In the case of Connecticut, “The district that spends the most provides almost twice as much per student as the district that spends the least” (“Social Class in Public Schools.”). As a result, the schools that receive less funding work with more outdated textbooks and equipment, while schools with more funding can afford to buy new equipment and provide a better environment for the

Public education has faced many extreme challenges and obstacles historically. Based on the films I’ve viewed I think the top issues were segregation and poverty. Segregation in schools started in the 1800s and continued until the 1960s. I learned mostly about the problems with segregation in the film A Struggle for Education Equality. In the film, it explains facts and statistics about children and how their lives were like. From around the time period of 1950-1980 schools were very much segregated and only ⅗ of students graduated and 50% of them went to college. The fight for equality in schools began in Topeka Kansas where high schools became integrated. Elementary schools, however, were not integrated and still segregated. The NAACP tried to have 13 parents try to enroll their kids into white school but of course, it failed because of segregation. Linda Brown was one of the children in the experiment and that’s when the Brown v Board of Education of Topeka of 1954 was created which banned the inequality in schools. The southern states still had segregation problems, unfortunately, but the Elementary and Secondary Education Act gave 4 billion dollars of aid to disadvantaged children and around 9 years after that, 91% of southern black children attended integrated schools. Segregation had clearly gotten so much better but was a major problem for a long time in terms of public education. Poverty, in my opinion, is another major problem facing public education today. In

Although the statistics are more than 10 years out of date, the reality of America school segregation has not changed. The barely functional buildings, lack of up to date text books (or in many cases any text books), overcrowded classes, non-existent lab and computer equipment, and low paid teachers create a situation of despair that leads to a drop out rate of more than 50% in many districts. And even those who graduate are

He discusses the school system in Anacostia, which is a school district in D.C., and is very similar to the schools previously mentioned. The cafeteria is in a basement, which is often flooded and has rats. Many of the school children, as young as 8 years old, work for drug dealers from New York City. The young girls who go to school here usually end up pregnant and single because the young men either die early, get arrested, or join the military as a way out of the neighborhood. Kozol uses these poor neighborhoods to describe what he calls the “foundation program”. He simplifies it into three basic parts to describe how these schools end up getting money. First, local taxes are the basic funding for public schools. These are taxes placed on homes in the surrounding area of a school district. Second, the wealthy districts have minimal taxation but still have adequate school systems. Meanwhile, less affluent school districts have much higher taxes to make up for property values but still have inadequate school systems. Lastly, the state provides enough funds for poor districts to have the same standards as wealthier neighborhoods. However, the foundation program doesn’t always work because sometimes the lines get blurred on who gets what money and

High-poverty schools suffer from fewer resources, greater teacher and administrator shortages, fewer applications for vacancies, higher absenteeism among teachers and staff, and higher rates of teacher and administrator turnover. For example, the likelihood is greater that children will have difficulty learning to read if they are poor, non-white, or non-native speakers of English. In 2000, only 16 percent of Hispanic fourth-graders and only 12 percent of blacks scored at or above proficient levels of achievement in reading, compared to 40 percent of whites (ca.gov). At the end of a decade of unprecedented efforts nationwide

Not only are impoverished children suffering from a late start in education, it is known that the neediest schools are the schools who's students are below the poverty line. The students with the greatest needs receive the least funding and resources. In New York the average poor student will receive about $1,000 year in resources at public school; whereas the school's with the least amount of poor children receive around $3,000 per student in public schools. Not necessarily the same number wise but this is the case in at least 37 of our 50 states (Schemo). Inadequate education for impoverished children only worsens their chances of making it out of poverty.

Schools in large city centers are failing faster than schools in smaller cities or towns. People in

Many schools in the Unites States are far behind compared to other countries. School systems are corrupt in many ways causing the children who want to achieve in their academic goals fall behind. Parents are starting to fear about what school will live up to their standards of education. Unfortunately, students do not have a choice to be always put into private schools because of financial problems. Therefor, these students are then placed in their local public school that could or could not be succeeding academic standards.

We want to believe that people fail because they deserve to fail and people succeed because they earn it. The truth, however, is that not all hard work pays off, not all successful people deserve it, and good

Inner city schools suffer from insufficient funds due to limited budgets. Which then causes these schools to obtain outdated textbooks, teachers lacking the credentials to teach a specific curriculum, outdated technology, and shabby classrooms. These results generally come in

Some of the changes in this achievement data is due to variables that were out of the control of the teachers or administration. During the 2016-2017 school year there was an uncharacteristically high amount of mobility in the second grade classes this year. The year-end data does not reflect accurate information about students that attended this school for the whole school year. There were many who left and many new students enrolled which skewed the amount of students who were not able to move out of the needing intervention group to meeting the benchmark. These students were not able to benefit from the consistent teaching of the same teachers at the same school with the same expectations for a full year. This is a contributing factor that was not in the control of the teachers. An additional concern for why this grade level has had changes in achievement is that over the past 3 years there has been a tremendous amount of teacher turnover. An additional concern has been evident for several years that the kindergarten curriculum is not rigorous enough and with the limited time of a half-day kindergarten program that the students are falling behind from the

Let’s re-examine the inner city school mentioned above. What are some assumptions about this school? It is a public school, it is in an area with lower incomes, the children and teachers who populate this school are mostly of a singular race or ethnicity, the education they receive may be less than sufficient, the majority of the children will not go on to higher education, it would take too many resources to fix a school in this area. What are some assumptions about a school in the suburbs? It may be public, the surrounding area is mostly middle class families, the teachers and children who populate the school are mostly of a singular race, the education is sufficient or above the current standard, the majority of children will go on to higher education, it is worth the effort to put resources into enhancing the school.