Middle-Class Family's Desire For Public Education Case Study

Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and

America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s

Many schools want to incorporate a powerful and positive parent involvement community, yet face a challenge in how to implement effective strategies to involve parents in helping students reach academic achievement. I believe parents want the very best for their child, even if they do not know how to go about helping their child reach success. Students come to school with countless attributes that I may or may not acknowledge, yet parents know the many accolades about their child that I must embrace. As I build a partnership with families, we become a partnership in their child’s education. We begin to collaborate to ensure the student maximizes

If the education system relies most of their funding from taxes, where do they end up getting the rest of the money. The government and administration grant more money to wealthier areas than low -income areas. Wealthier communities are granted more money because they have a higher percentage of funding coming from property taxes. This leaves the low-income students at a disadvantage. People living in low income areas mainly rent and don’t own their own property. As a result of not having a house or owning property, they have little property taxes. If low -income students are not given enough money for funding a school, the students are suffering. With the lack of money causes students to miss out on college prep classes such as AP classes and Honors classes. These classes are pivotal to the students that want to pursue higher education and a road to success. For example students in the low-income areas are given a poor education. They are not given the resources, or quality teachers in order to achieve success. According to George Miller House Education and the Workforce committee, many students are not educationally ready to graduate and attend higher education (Minority 1). This is another reason why low income students should be provided the same classes as a middle class or a wealthier community. In a study, 2 million students in 7,300 schools had no access to all calculus classes, a staple in many high – achieving high schools (Minority 2). Low-income

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

Partnerships programs can provide substantial benefits for students which include: improved academic achievement (including classroom grades and standardized tests), improved academic achievement (including classroom grades and standardized tests), improved attendance, homework habits, attitudes toward school, behavior, and increased completion rates for secondary and postsecondary education (Epstein, 1986). Further studies indicate substantial benefits to parents, including: additional family services and support, enhanced parenting skills and leadership, enhanced sense of community and connection with other families,

In Montgomery County Maryland seniors represented 14.1 percent of the county’s population in 2015 (“Montgomery County Senior Demographics”, 2014). This number is expected to grow exponentially to 113% by the year 2040 according to the Maryland department of planning projects (“Montgomery County Senior Demographics”, 2014). White Americans represent 66 % of the county’s population and African American and Asian represent 12 % and 13 % respectively (“Montgomery County Senior Demographics”, 2014). Hispanic or Latino origin represents 7 percent of the population and the remaining two percent consist of two or more races (“Montgomery County Senior Demographics”,

Today, Florence School District is experiencing growth and academic achievement. This is especially true in low achieving and minority groups where the district has received state recognition for academic improvement. Likewise, the district is having great success in minority subgroups particularly in African Americans and Hispanics in the realm of HSAP. However, the districts needs to have an increase in SAT and ACT scores, and increase in AP/IB exams scores. Additionally, the district needs to increase the four year graduation rate above the state average, and from below the state average. Furthermore, the district needs to see 50% of African American males meet or exceed the English Language Arts and Math state testing scores. With that in mind, the district can create new Math and English curriculum; which reflects

School assignment by socioeconomic status is not without its problems. When students are assigned to schools dependent upon the location and value of their neighborhood, it may not always be accurate. Some families rent homes, live in apartments, have two or more families within the home, or may even be homeless. Creating schools with students of different economic status creates an environment of the “haves” and “have nots.” In Milwaukee, seventy percent of students were from low-income households, making economic integration difficult in that school district (Bartels and Donato, 2009). In this situation, creating schools of economic diversity would be almost impossible. Some students, due to their location of residence, spend much more time being transported to their school by bus, causing

Oregon CUSD has experienced a rapid increase of free and reduced students over the past decade. This demographic has increased from 18% to 51% of the overall population (table 1). This represents a 154% increase over the last ten years. During this same time the teachers in the district have raised concerned about a number of issues that can be attributed to students from low-income homes such as increase in student’s lack of readiness, students expressing learned helplessness, and a decline in parent involvement.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

Methodology and Design: A four-year committed High School study called Project star involving 80 schools from 42 school districts, and 7,000 k-3 students from families ranging from very poor to very

More recently, the United States Department of Education, by submitting the 1996 proposal for National Education Goals, addressed the issue of parental involvement. The official U.S. government stood by the research of three decades that “parental participation in schooling improves student learning,” (U.S. Department of Education). Based on government research, family involvement programs don’t always need additional money to be successful, but leaders should stretch their own creativity to expand the programs that encourage community and family support. Parental involvement is found to be beneficial through high school, not stopping after elementary school, and parents that evolve as leaders should be encouraged to continue their role in their child’s education. The most successful parent leaders are found to play four roles in their child’s education: those roles are teacher, supporter, advocate and decision maker. The teacher-role supplements the child’s education at home, the supporter contributes his/her skills to the school, the advocate helps children receive fair treatment at home, and the decision maker participates in joint problem-solving with

. I think a major public education issue is lack of parent involvement and support. It is crucial for parents and teachers to work together to help students succeed. We are in need of their support in this building of a foundation and guiding them through their educational path. Parents need to make sure they feel welcome in their child’s classroom and school. They need to feel like their child’s teacher has their child’s best interest at heart. Teachers need to feel like the parents have their back, and that they trust that the teacher is making great decision providing the best education for their

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the