Suburban Schools Vs Rural Schools

From the start of life, every child is taught that education is the key to success. We are told to stay in school, get good grades, work hard, go to college, and graduate, and then we will get a job. We are taught that every child has an equal chance for success with this method. But what if where a child lives could affect their ability to follow this "pathway to success?" Through the fiction and nonfiction readings this year in Honors Written And Oral Communication Class, it is evident that this very well might be the case. After more thoroughly researching this topic, we can even see examples in our local area of children or teens being held back educationally by their geography. In nonfiction and fiction, locally and around the

“When we can predict how well students will do in school by looking at their zip code, we know we have a serious systemic problem” (Gloria Ladson-Billings 20). When we are able to forecast how a child will perform by where the child resides, then how can we say that every child is receiving quality education. The unsuccessful educational system infused into the United States is affecting the majority of minorities. In the United States students due to their race and social class, suffer from underfunded public schools, inexperienced teachers, and housing segregation, which in turn inhibit their opportunity to succeed through education. These difficulties plaque students from the very beginning of their public school experience and follow them throughout their academic life. There are a few solutions to these issues but they have to be implemented and enforced with a slow integration.

Read Savage Inequalities by Jonathan Kozol. Kozol examines the inequities in school financing between Urban and suburban schools, Chapter 3 (2 points)

Schools in Isanti County are in town near housing developments, in walking distance from home to school (Isanti County Gov. Center). The fact that this is set up this way makes it easier for kids to get to school if they live within walking distance from school, however if they do not they may need to take a bus or have a parent bring them to school. Due to the cities of Cambridge and Isanti sharing a high school it makes it harder for students who live in Isanti to make it to school since the school is located in Cambridge. Houses set up in Isanti County look to be set up in a neighborhood style (Century 21 Reality Isanti County 2016). The houses being set up in a neighborhood setting allows for neighbors to interact with one another and have that sense of community. Building that sense of community through neighbors brings people closer together based on connections made with people. Isanti County does not have a mass transit system like buses but they do have a transit system called Heartland Express, which takes people through out Isanti County (Isanti County Gov. Center). Having this transit system in place is great for older adults of people who have disabilities that aren’t able to get around on their

In the country, education for kids K-12 is a lot better than in the cities. Families with small children tend to like enrolling them in a smaller school because it’s quiet and safe for their children, and the teachers are with the same children every day and for years sometimes. However, sending them to a bigger school can get them into the wrong kind of crowds and not get to know all their teachers because of the big diversity there is. In the country the ratio of students to the teacher is lower than the city whereas parents of children in the city have a number of choices available for the education. Children and can often select from a long list of both public and private school districts in urban living. Public schools are often filled with a lot of students and are packed into small classrooms however that help the sports team, music, and other elective programs out. Where on the downfall of smaller schools, there are less options but children are more able to make the

“Rather than trying to determine what is ‘wrong’ with urban students or their families or their communities, could it be that the problem has been in the type of schools we have been providing for them. Rather than ‘blaming the victim’ for school failure, might we look at how some schools are structured to prevent urban students from learning?”

The greenfield school district serves as a community for all the schools around the area who do not have a high school. The school has 513 students whose ages ranged from 14 to 18 years-old, and almost balance in gender. The district administrator commented that the student’s enrollment had a “high turnover rate every year” (Chang, 1992, p. 60). The reasoning behind this is that Greenfield is close to Riverville, and Greenfield provides low income based housing, which often bring temporary residents. By contrast, there were many students that had lived in the school district since they were born.

These schools have certain qualities that PISA shows are emphatically identified with execution. Urban schools are generally bigger, appreciate more prominent obligation regarding asset assignment, are more averse to experience staff deficiencies, will probably have a higher extent of qualified educators, and have higher understudy instructor proportions than schools in provincial ranges and towns, particularly in accomplice nations and

The majority of residents that reside in urban areas tend to be employed in jobs that provide services and finished products to consumers (“rural area”). Suburban areas are located between urban and rural areas, and are a mixture between both communities. Our group has members from rural, suburban, and urban communities.

As for my experience within SAISD, my elementary, middle, and high school all lacked some form of resources compared to peers who attended school in wealthier districts. For example, my middle school, Tafolla, lacked a number of quality teachers to teach the proper learning material. Due to this problem, my English teacher from sixth grade then became my math teacher in seventh grade, she was not well qualified to teach mathematics because she was previously only an English teacher, yet my middle school offered her the job. The lack of qualified teachers continued with Spanish class, there was only one Spanish teacher throughout Tafolla, resulting in few Spanish classes with very inflexible times throughout the school day. Because of the lack of Spanish teachers and classes, there was not a class time that could fit into my schedule, leading me to have to take Spanish class in high school instead. My high school, Sidney Lanier, also lacked resources for a proper education such as little to no funds for educational field trips, lack of funding for enough iPads which were used for quizzes, class assignments, and research, and also lack of modern technology throughout the school such as computers, essential for college applications, essays, and research, and Smart boards, which are preferred by educators as learning from these boards can improve student engagement and interaction, while also improving academic success. If an individual were to travel to the Northside and the school districts within the area such as Northside ISD, North East ISD, and Alamo Heights ISD, the inequalities would be clearly visible. “Findings indicate that neighborhood structural features such as high levels of

Many of the teachers viewed the schools in the urban areas as stepping stones to better teaching jobs. A few teachers in High School told me that once they get the chance to transfer into a better area

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.

Roscigno et al (2006) talk about spatial inequalities in educational achievement and attainment in this article. Local conditions shape family and school resources. Therefore, the availability of family and school resources vary in rural areas, inner city, and suburban areas. Disparity in resources influences educational investment at the family and school levels. At the result, achievement and attainment are different in those places. More family and school resources we see, higher achievement and attainment we have. Therefore, students in suburban areas achieve higher education and attain higher educational level because they have more family and school resources. In contrast,

With this research came numerous articles, documents, literature, etc. to analyze and critique. This was all in efforts to bring a paradigm forward to present that a school district’s socioeconomic status can affect a student’s educational and academic achievement level. There were then 3 processes that had to be conducted, they are labeled as A, B, and C.

Education is very popular and important issue in our country, especially in some rural areas, for example: Ningxia, Guangxi and etc. in china. Rural areas mean countryside or the located is outside city. Urban areas have located the center of the city, for example: Shanghai, Beijing and etc. if we want to good at high school education, we should more focus in rural areas. Until now, we still have lots of children are staying at rural areas. High school education in rural areas are important in china.