Isaac's Case Study: A Consequence Of Testing ALL Students

Obtaining a good education allows a person to gain the basic skills he or she would need to thrive in the world as an adult. In order for a child to acquire the benefits of a good education, a stable environment must be provided without the influence of any negative outside forces. One negative force that can directly impact a minority child’s education is racism. Interestingly enough, there are several other aspects that are involved in the making of the standard quality education, which include student life and disciplinary actions. A troubled student life and the impact of bias disciplinary actions can result in a lack of standard educational opportunities for children in a minority group situation. Racism can negatively affect the quality of a minority child’s education by causing difficulties in a student’s life inside the classroom, unfair disciplinary actions, and academic failure.

In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural

Circumstances within this case reflect levels of complexity in many aspects. It was a challenging situation for all parties involved. I’m sure a decision of this magnitude is very difficult, but I question the thoroughness in the execution of the action plan. Often times we miss the meaning of being culturally proficient. The Lindsey book, Cultural Proficiency: A Manual for School Leaders considers ways to foster policies and practices that provide the opportunity for effective interactions with the school members, staff and students alike and the surrounding community members (Lindsey, 2009, p.4). The book presents its historical context to tell of the effectiveness of addressing issues that emerge from cross-cultural contact. Some of the efforts derived from the desire to promote healthy interactions. Among those efforts have been desegregation, integration, race relations, cultural competence, and multicultural transformation (Lindsey, 2009, p.7). Cultural proficiency comes with an understanding of respecting the differences among all things living and all circumstances and departments in life. To begin the smooth transition of the school consolidation between SMS and RNS, communication and a culture should have been built starting with the associated area superintendent and Principal Jones.

Under federal law, all children in the United States are entitled to free public education. Although public education is free, it is not necessarily adequate. For several decades, it has been questioned whether the United States' public school system is meeting the academic needs of African American boys. Teachers rarely connect with the black male culture, which results in high referral rates to special education. This oversight is problematic because, for the most part, the resources available in remedial education programs are insufficient. In this way, educators have failed to meet the needs of African American males. Teachers must start to teach themselves as well as their students about the African American culture so as to increase their understanding of those who are different. Until then, black males will continue to be excluded through their assignment to the category of special education.

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

Becoming a culturally responsible educator is at the forefront of education to help reduce the disproportionate representation of students of color (Dray, Wisneski, 2011). Establishing and maintaining classroom management for many educators can be difficult when the student comes from a background unfamiliar to the teacher. Issues arise when a teacher tries to make meaning out of a concerning behavior from a student who, the teacher has a cultural disconnect. Teachers rarely know how diversity affects how they interpret students’ actions and the way they interact with their students. Teachers may misinterpret a cultural difference as lacking self-regulation. If the teacher is in a low socio-economic community, then that one student can turn into the majority or the whole classroom. This can lead to a mishandling of classroom-management. Dray and Wisneski (2011) agree that diversity is not problematic, but it is the response of the individuals and institutions to diversity that can be problematic. An effective teacher must be culturally responsible, maintain quality teaching, and establish clear classroom routines to manage a student-centered classroom.

This article was one of the most if not the most shocking of all. I have never even considered the differences that African Americans must experience every day in an environment designed to grow and feed their self-image but this article proves that this may be destructing what was intended to flourish a child. It changed the way I think of fairness in discipline, as it does make perfect sense to consider the person’s race, culture, socioeconomic status, gender and ethnicity when applying any type of intervention with them, in any type of service. This would include educating yourself on their history as well. You must seek out understanding when engaging with someone whose background will be quite a different shade than what yours is painted. It has really made me curious about school policies and if they were constructed out of a historical root of racism and applied to transform the unaccepted into either a more acceptable, white American behavior or facilitate their path to their thought of place in society overall, such as prison or a homeless shelter. There is obviously a crisis in modern times and the impact it has may be one of the most of influential as the power of the educational institution on a child must be largely one holding the most

Roach, Ronald. “Teaching To The Test.” Diverse: Issue In Higher Education 31.3 (2014) Education Full Text (H.W. Wilson). Web. 10 Sept. 2015.

Students who attend schools can be affected by their culture, race and background, much like how Puerto Ricans were oppressed in East Harlem in the 1980’s. This article explains how race can affect how people of certain races grow up, and how they are treated, and how when this treatment is unfair, the students usually drop out of school. “Study examines how race, culture influence school discipline, dropout rates”.

Another point in the article that I want to discuss is when E. Franklin Frazier was quoted saying that what happens in the African American’s household and the disorganization of it brings to the issues in society. I whole agree with that statement. Nonetheless, it is then the administration commitment to verify that when the tyke ventures out of the house, that they would be sheltered and dealt with. What I mean by that is give the tyke a place of refuge to go to. At the point when the youngster is at school, give them educators who are there on the grounds that they need to be there to help the understudies learn. Issue them advocates and give coaches to help get the understudies get on the right tract to auxiliary and post-optional instruction. Understudies need and need to see somebody who thinks about them and need them to succeed. On the off chance that it is not happening at home for reasons unknown, it ought to be occurring at school or other open organizations that the administration as put aside for kids. Don 't half do something on the grounds that you expect that a race or a gathering of individuals are an acts of futility in view of something that is going on at home. Numerous Children face things like that in the

They lack necessary motivation to excel academically. I’m quite sure that most young people in the area lack positive role models, that can influence their life decisions. Consequently, all the resources for the children are limited or outdated. On page 83 and 84 the author clearly illustrates too the reader the conditions of the classrooms and the desires of the instructors to have the basic necessities, like water in the chemistry lab. The writer really struck a nerve with me, when he mentioned that “ In the seventh grade social studies class the only book that bears some relevance to black concerns-its title is The American Negro-bears a publication date of 1967”. For, example I never experienced conditions similar to the students in the article, but I can relate to the lack of quality materials. Educators requiring that student receive instruction from a 30-year-old book that have inaccurate information. In addition, being denied access to materials about your heritage is a form of injustice. All students should be exposed to literaturary materials that explore various ethical backgrounds. Especially, in areas that have predominate racial demographics. For the most part, the families are victims of discrimination that is deeply imbedded into the fiber of this Midwestern

What’s appropriate behavior is a social construct (Chamberlain, 2005). Evidence that supports this claim stems from a study in Puerto Rico where a representative group of students were assessed for having attention-deficit/hyperactivity disorder (ADHD) using U.S norms (Chamberlain, 2005). The findings state that one-third of these students would be identified as having ADHD based on U.S norms (Chamberlain, 2005). Moreover, the overall rationale is that most of the observed behaviors wouldn’t be acceptable based on U.S norms, as there was more acceptance of students being out of their seats, louder classrooms, and higher degree of expressive exuberance in Puerto Rican classrooms ( Chamberlain, 2005). If the same behaviors were exhibited in U.S classrooms, students would be seen as having ADHD, or having characteristics of ADHD (Chamberlain, 2005, p. 9). Similarly, here in the United States, African American boys are often over-represented for having emotional/behavior disorders. This stems from a lack of engagement in the educational process, different perspectives on what it means to be emotionally disturbed/behaviorally disordered, and how one evaluates appropriate behavior (Chamberlain, 2005).

During the late 1960’s, America had entered into a period of cultural definition especially with the emergence of the Civil Rights Movement. Although the term “multicultural education” had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominant culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant culture. Teachers during this time felt it would be more beneficial for minorities to adapt. However, many parents of these minorities begin to argue that the

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