Fremont High School By Jonathan Kozol

Lincoln High School, which is located in a low-income neighborhood in San Diego, was a rebuilt after 50 years of failing to educate children. Rebuilding the high school was the answer the community had been looking for they were hopeful. Before the rebuild most students who attended Lincoln did not meet the standards for their grade-level, few graduated and even fewer went go on to college. After years of suffering and neglect there was little doubt That Lincoln High School deserved the $129 million it received from the city to rebuild. But was rebuilding the school the solution for Lincoln High School 's education problem? First we’ll examine, How the problem started, the decision making steps and if the plan was successful.

In the city of Los Angeles is Fremont High School, and unlike most schools in the country, this one runs on a three-track schedule, meaning that it is open year round with short numerous breaks throughout the year. The school contains 3,300 students in attendance year round and being that the school is lacking in funds and hindering the students from following their dreams, this is very impactful on a large amount of people beause it lacks also preparation for college. In the article, “Fremont High School”, Jonathan Kozol examines the conditions of Fremont High School from the perspective of the students, and teachers alike. He uses statistics that have been submitted to the courts during depositions and student recounts of activity. Jonathan Kozol uses persuasive techniques such as ethos, logos, and pathos in the article, “Fremont High School”, to persuade the audience, members of society, that they can help by providing funds, because of the lack of funding it has caused a disservice to the students, causing students to struggle with following their dreams.

Columbine by Dave Cullen tells the events that unfolded on April 20th, 1999. That day, two boys, self-proclaimed rebels, armed themselves and proceeded to murder the same students they had walked the halls with for four years. As the stories of Dylan, Eric, and the victims of this tragic day came to light, many falsehoods also arose. Unfortunately, the myths and truths about Columbine still linger with us today. Eric Harris and Dylan Klebold left a lasting impression on the world; but left behind the truth as to why they really did it. This leaves us to wonder what really happened on that fateful day.

While the most important purpose and goal of high school has ultimately remained the same, its factors have changed over the years. In the Articles, “Missing in Interaction,” written by Myra and David Sadker and “Savage Inequalities,” written by Jonathan Kozol, the authors introduce and include examples of the way education itself has changed other the years, as well as the goal that was set for it. Our system of education’s main purpose has been to educate children and help them with their future, but certain issues in regards to our system have not been given the attention that should be required.

Schools lacking social utilities that are needed to promote the academic status of its students is an issue. Whether these utilities should be kept opened or closed is widely debated in most communities. The condition of such schools is an important issue because it determines the future of its students academically. Some issues facing schools include social, public and economical issues; this essay will consider arguments concerning the social, public and economical causes of this problem through the use of Jonathan Kozol's "TITLE OF ARTICLE", as well as the discussion of the reasons why some schools do not receive sufficient funds to care for public schools.

In the writing Fremont High School by Jonathan Kozol he discusses the reality of urban schools and how they are unable to obtain the proper education. At Fremont High School children are not always able to eat during their lunch period, the proper education needed for college is not obtained, the school reflects institutional discrimination, and the building is overcrowded limiting course offerings for children.

Many authors use different structures for their writings. This can relate to Gary Soto’s “The Jacket” and “Seventh Grade”. “The Jacket” and “Seventh Grade” have different structures which build up their plot. Three main structural distinctions between “Seventh Grade” and “The Jacket” are their point of view, the setting, and the type of conflict.

Schools frequently cite a variety of social problems like poverty, broken homes, and bad parenting as excuses for their own poor performance (Greene, 289). In the article of The Myth of Helplessness it touches on a few reasons why it is believed that some schools have great reviews and others don’t. Greene talks about what others believe helps the school systems and what is believed that causes students to fail in school. I agree with author Jay P. Greene that, yes poverty, broken homes and other social problems pose a significant challenge but the evidence simply does not leave room for the conclusion that these challenges are insurmountable (290).

I am aware that there are better and worse high schools out there than Fremont High School. And yet, reading Kozol's account of the terrible conditions that are endured by these students made me feel more aware of the severity of improper or inadequate education that poorly funded schools provide. All of these problems, alongside my awareness of my fortunate years of education, make me wonder, just as Mireya did, as to why, "...[students] who need it so much more get so much less?" (Kozol 648). Interestingly, I have little to comment on Kozol's actual writing style, even though he wrote this account of his. I was just so attached to the characters within that school that I wanted to be able to reach out somehow; Kozol definitely achieved something very touching here.

The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans.

Consequently, the rational step taken is to deconsecrate schools into outwardly irreversible place of esteemed value of social order (Kozol, 3). He further noted many ways of opening the issue in complete observation of the class, which he believed can be attained by the quotation of many respected people’s word, such as Horace Mann who was diffident in articulating the real utility of public schools. Nonetheless, he also provided some other ways of embarking on this which he conscientiously noted that has exposed their conjecture of public schools as adults (Kozol, 4). Additionally, he said the best way of achieving this is by disseminating this purpose to students through dialogue as recommended by Doris Lessing (Kozol 4). Finally, he stated that there is no deceit of learning to be a responsive, affectionate or sympathetic person.

Kozol doesn’t focus too much on the lifestyle or issues that take place in New York City because he claims that people have a general idea of what New York City consists of. Instead, he immediately discusses issues with the public school system in this city. Kozol visits a Public School 261, which is located next to a funeral home. This school is overpopulated, with the capacity being 900 students and their actual population of students being 1,300. The building itself has no windows, which Kozol claims makes the atmosphere uncomfortable and isolated. There are many issues with the building itself, such as the heating and cooling system. However, there are also issues with faculty being understaffed and students being over-populated. Kozol states that each student only gets 10 minutes a year with the one guidance counselor at this school. This limits student’s opportunities when it comes to furthering their education, finding a career, or even caring about their school. Students aren’t going to care about going to school if they know their school won’t notice if they are

Throughout Kozol’s piece, he makes the reader think about the situation America’s school system is in through his claims, style and supporting evidence.

Students shouldn't feel ashamed, indifferent or humiliated by these conditions. There are things that Kozol has seen in elementary schools in New York that are missing besides a commendable appearance like a library and programs like art and music. A principal from a

Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the