Example Of At-Risk Paper

According to Latinos Rebel, undocumented students must stay enrolled in schools to remain in the United States and to contribute as gainfully employed adults, but the schools are not necessarily invested in their success as they are forced to comply with mandates of NCLB and ESSA. The fact is that school attendance and graduation rates occur in the contexts of undocumented young people’s lives, which are fraught with multiple difficulties. Undocumented students may need additional school rates are used against schools and undocumented students lives are full of many difficulties that impact their performance. These difficulties include negotiating the world in a language other than their own, lack of support for ESL, trauma, interrupted formal schooling, legal challenges and poverty. Only 54 percent of undocumented students who arrived at age 14 or older complete high school. For those who arrived before age 14, 72 percent complete. Compare these statistics to authorized

Unfortunately much of the Latino history has been ignored or not written in conventional textbooks, but the reality is that Latinos experienced similar experiences to the ones of African Americans. According to Richard Delgado, “Recent research by reputable historians shows that Latinos, particularly Mexican Americans in the southwest, were lynched in large numbers during roughly the same period when lynching of blacks ran rampart” (583). Moreover, Latinos have also been heavily discriminated within the educational system through segregation. Latinos along with African American were not allowed to attend school with white children and often had schools assigned to them. The purpose of segregating was to, “isolate Mexican American children and to retard their educational process” (Perea 601). Other methods of academically repressing Latinos included retaining them “in first grade for two or three years, which automatically placed them behind their Anglo peers” (Perea 602). Some of the rationale behind segregating children was that stereotypes were prevalent amid educators. Juan F. Perea sites in his article that show that, “teachers viewed their . . . students as lazy and favored Anglo students in . . . leadership roles . . . [that] were necessary to teach Anglos how to control and lead Mexicans” (Perea 602). The previous clearly demonstrates that the educational system sought hinder Latinos in the educational system for the purpose of maintaining a working

Howard (2010) quickly changes gears in Chapter two, Changing Demographics, to look at the differences in language, ethnicity, race issues, culture and classism when regarded and compared to those who achieve on level and those who fall in the achievement gap. Howard examines the quickly changing face of America with the increase in Latino populations across the nation. Positing that teachers must adapt to understand and connect to students of diverse populations or there will be a great disconnect and divide that could be disastrous for the growing number of students that are part of the achievement gap, as well as the negative ramifications that could come from not evaluating the needs of those in the achievement gap. Howard (2010) also speculates the long term negative aspects that could come to the United States, especially in global market, if we as a country do

The United States Hispanic population continues to increase each year. In turn, school populations of Hispanics increase as well. Hispanics, although improving academically, continue to have high school dropout rates, higher than other racial and ethnic groups and continue to lag behind school peers. The discrepancy between Hispanic students and other students’ achievement is the result of many factors, including acculturalization, language acquisition, poverty, and school factors. Schools

Sociologists have been studying the effects of education on Latino Americans and to their findings there are physical and conceptual issues which include: language barriers, issues with educators and peers which cause issues within their identity development and ultimately creating this separation of cultures which can effect Latino Americans success in school. While there are other factors that may be

Various details, like teachers giving up on students, or teachers easily removing a student from class can attribute to the success young Latinos will have with their education thus impacting the surveys taken on education levels of Latinos as shown in Latinos in the United States. Many individuals had the knowledge of what education can lead to and what high standards were and part of the problem of why they do not follow it is their economic situation, as discussed in class. During class, we watched a documentary called “The Graduates” and undocumented students feel that education may not be a possibility and that reminds me how

When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the

While many may believe that the most important issue to Latinos is immigration reform, a survey taken by the Pew Research Center in 2013 reveals that “some 57% of Latino registered voters called education an ‘extremely important’ issue facing the nation today” (Krogstad). The reason why this is seen as most important may be due to Texas’s overall low national rankings. As reported by the U.S. News and World Report, of the 1,492 Texas high schools examined for the nation’s best high schools, only 357 made the list in 2014 (Brown 367). As an increasing number of students “have come… from families that are ethnic minorities or economically disadvantaged,” such low rankings possibly result from the low quality education that they receiving as “historically, Texas not served minority and less affluent student as well as it has Anglo and middle-class students” (Brown 367). Additionally, in the 2012-2013 academic school year, the Texas Education Agency reported that 51 percent of students in the state are Latino, therefore as the amount of Latino students increases throughout the state, the higher the notice of this lower quality education as compared to their Anglo counterparts (Brown 367). This has lead to an outreach throughout the Latino community to improve the quality of education that they are

C.  Thesis Statement – The Us education system is alarmingly promoting the Hispanic achievement gap with segregation, discouragement and discrimination.

The Latinos education crisis is a prevalent issue in the United States. More and more research has uncovered magnanimous evidence that our education system is failing the students and thus creating a pipeline away from success and higher education and into gangs, prison and poverty. From 2011-12 alone Latinos made up almost a quarter of the enrolled students in public schools, Hispanic status dropout rate was 13% (higher than both African Americans at 8% and Whites at 4%), and 5% of all doctoral degrees conferred were earned by Latinos. (NCES, Digest of Education Statistics 2013). The crisis is a result of compounding failures and the perpetuation of stigmas within the educational, governmental and societal systems. As each of these systems are complex and composed of countless factors, addressing the issues the Latino population face, specifically within schools, is often overlooked and underaddressed. In light of the problems Latinos must compete against, this paper will address the potential for change and how it can be wrought, beginning on the microlevel of the educational system, by mandating and introducing culturally responsive teaching (CRT) into classrooms and school districts nationwide in an effort to counteract the lack of educational support and to decrease tracking of students onto the school to prison pipeline.. This paper will strive to answer the question of how culturally responsive teaching can address the educational deficits of the Latino/a

It is difficult for Latino Americans to succeed via United States’ education system. Like flowers planted in sterile soil, they can not bloom, not because they are unfruitful, but because the soil they are planted in is uncultivable. They are enrolled in learning environments that are unproductive. The infertility of their academic institutions is owed to the remnants of defacto segregation, lack of parental involvement in Latino students’ education, and the lack of Latino representation in school administrations. However, these issues regarding problems in the education system which have stumped the growth of Latino immigrants’ academic achievements, are merely an extension of the marginalization they have experienced all throughout their history in the United States. Essentially, the purpose of this essay is to argue that the path Latinos were placed on, upon arriving to America, does not provide them with the resources they need to mobilize academically.

Hispanic high school graduates exposed to two different curriculums: Common Core and College and Career Readiness

Resources invested in the K-12 education of many undocumented Hispanic students are essentially being wasted due to the lack of student motivation for these students to further their education (Olivas,

Discrimination is a huge issue and is the main variable standing in the way of having culturally diverse education system. Unfortunately, many minority students are unawaringly victims of prejudices and injustices in the classroom. Low expectations and pre-determined ideas about specific minority groups make it difficult for students to excel while at the same time making cultural integration almost impossible. Lack of minority information in the curriculum causes disengagement in African American and Latin American students, providing them with the opportunity to engage in unfavorable or illegal activities. As we transition to a minority majority society, we must look at ourselves and the values we possess about multicultural students. As educators, it is important to eliminate any biases and discriminating ideas and values we uphold. In doing this, multicultural education will be up-to-date as we transition to a predominantly minority

A risk analysis is accomplished first by identifying the asset(s) most in need of protection. (Broder & Tucker, 2012)