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In his book, Race, Racism, and American Law, Derrick Bell maintains that the American government is only willing to lessen the injustices imposed on African-Americans if it will positively impact the white community--either economically or politically. The chapter, “Neither Separate Schools Nor Mixed Schools: The Chronicle of the Sacrificed Black Schoolchildren,” in Derrick Bell’s book, And We Are Not Saved, demonstrates this point through the fictional disappearance of black schoolchildren while on their way to their school. At first, there was public outrage over such an unexplainable incident occurring, especially in the midst of all the political and cultural progress made by the recent decision to integrate public schools. Then, it is revealed that the main incentives for the school board’s sympathy and distress were because, “state funding of the schools was based on average daily attendance figures, [therefore] the school system faced a serious deficit during the current year,” (And We Are Not Saved, 105).

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

This suburban neighborhood had a deficit of people of color. Good districts such as Rolling Acres was well as suburbs and its communities fail to address the education inequalities and achievement gap between children color and white children. Even parents of white students were involved in speaking out on these issues. So in order to close the gaps, they took initiatives such as the No Child Left Behind Act. This focused on “achievement for all students” (Lewis-McCoy 41). As well as creating programs like Individualized Education that provided more one-on-one time for “special” students (Lewis-McCoy 41). This reduced the number of students who need special education services in classrooms and helped teachers pay more attention on

“Still Separate, Still Unequal”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today. Jonathan Kozol illustrates the grim reality of the inequality that African American and Hispanic children face within todays public education system. In this essay, Kozol shows the reader, with alarming statistics and percentages, just how segregated Americas urban schools have become. He also brings light to the fact that suburban schools, with predominantly white students, are given far better funding and a much higher quality education, than the poverty stricken schools of the urban neighborhoods.

In the essay “Still Separate, Still Unequal” by Jonathan Kozol, the situation of racial segregation is refurbished with the author’s beliefs that minorities (i.e. African Americans or Hispanics) are being placed in poor conditions while the Caucasian majority is obtaining mi32 the funding. Given this, the author speaks out on a personal viewpoint, coupled with self-gathered statistics, to present a heartfelt argument that statistics give credibility to. Jonathan Kozol is asking for a change in this harmful isolation of students, which would incorporate more funding towards these underdeveloped schools. This calling is directed towards his audience of individuals who are interested in the topic of public education (seeing that this

“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.

This essay will be on the Segregation in Modern American Schools, how it affects the students, why it occurs, and the strides need to integrate. I picked this topic because I came from a town that was predominantly white. Therefore my school was predominantly white as well. I have always wondered if coming from this type of school has hindered my ability to interact with people of a different race, culture, or background. I also thought of how my education would have been different if I had been taught at a more diverse school. I would have learned more about other types of people not only from my teachers, but from my peers. I have always been interested in this topic and I think it affects more people than we think. Of course, it affects the students, but it also affects the teacher and the mass public. Culturally segregated schools are hindering learning environments. Black teachers teach at black schools, White teachers teach at white schools, so on and so forth with every race. The public is affected; because the schools in their area are not divers meaning their community is not diverse. Diversity is a catalyst for growth in all people. School and education is a great place to start the

Lee and Bean argue that in the U.S today “racial boundaries may be fading, they are not disappearing at the same pace for all groups” (Lee Jennifer, Frank D Bean, Beyond Black and White). They argue that in our current society it is no longer a white and non white racial structure; they argue that now our society is forming a color line that is “less rigid for Latinos and Asians than blacks” (Lee Jennifer, Frank D Bean, Beyond Black and White). Non black minorities such as Asians and Latinos are starting to become more “white” and gain greater benefits in society because of their higher rates of intermarriage with whites, and therefore greater integration into white culture. With these benefits come better job opportunities, social mobility, and most importantly access to better education. So I created a policy that would raise taxes and create more funding for schools that have been segregated into mainly African American neighborhoods, “37% of African Americans students attend a school that is almost entirely black” (Schaefer 2010, Lambert Lecture). These schools are often underfunded with inadequate teachers that give African American students no real opportunities for upward social mobility through education that whites latinos and asians may receive. However if these schools are better funded and can provide African American students with an education that is at least equal to that of which the average white student receives in their early through high school levels

In the week's reading it offered a unique perspective education of segregated school by the percentage of black and hispanic students. The arguments that can be mafe about the myth of educations and empowerment in the reading "Still Separate, Still Unequal" by Jonathan Kozol, is still being affected by funds. The author speaks about statistics present the overpopulated schools are filled with minorities. "Whether the issue is inequity alone or deepening resegregation or the labyrinthine intertwining of the two, it is well past the time for us to start the work that it will take to change this." "We do not have the things you have," Alliyah told me when she wrote to ask if I would come and visit her school in the South Bronx. "Can you help us?"

Additionally, the primary language dispite discouragement from the teachers was english. Furthermore, the children who were darker skinned latinos often played with otther darker skinned latinos or black children, while the white students played with lighter skinned latinos, the divide on the playground was based moreso on the race a student appeared to be rather than their cultur. Moreover, in the reading groups the majority of white students were in the high reading group, with the mahoirty of biracial students in the medium reading group,the majjoirty of the latino students in the low and only the african american and black students were only in the low reading group. despite th eschool trying to teach the students about race and the harmfull effects of racism, the low percentage of black and african american students made them easily identified as different, and reulted in them being labeled as such, which negetivly effected their school work. The white students are priilaged because many of their parents hold power over the school, and have been able to attend an alternative school due to their parents ability to work within the

The article discusses urban renewal, housing discrimination and disparities in both education and employment within the district. The districts’ schools remained segregated which prompted national attention and ultimately was a violation of the Fifth Amendment. The writer sites the Bolling vs Sharpe case which concluded that due process and equal protection were relevant in the issue of school segregation in the District. The decision also documents segregation was a violation of due process. The battle of racial discrimination in the

The target publics are the students, educators, parents and school officials within the Washington, D.C. area. A summary of the opinions and findings from the interviews that were given to students, parents and educators provide insight for minority education in Washington D.C., and provide strategies on how to bridge the education gap and improve stakeholder engagement. These target publics are minority students, parents, and educators in the Washington, D.C. public school system. The interviews were held on September 27, September 29 and October 3, 2016 as face-to-face short interviews. The parents interviewed were a Hispanic mother and an African American mother. The students interviewed included an African-American student and a Hispanic student. These parents were selected for the interview because Hispanics, as well as African Americans, make up the majority of minority students in Washington, D.C. who living in low-income communities with schools lacking resources. I gained lots of insight from the interviewees and their candid opinions on the subject matter.

Another consequence is the differential high school completion rates between minority students versus majority students. White students graduate, on average, twenty-four percent more of their students than African Americans, Hispanics, and Native Americans combined. The final consequence mentioned is the differential in access to high education. Whites and Asians represent greater proportions of those who participate in and complete higher education than African Americans, Hispanics, and Native Americans. The final part of information included in this article revealed ways to promote equal opportunities in education. One way is through equitable founding, which suggests every school should be provided adequate funds to ensure educational objectives for their students are met. Another suggestion is programmatic equality which suggests more minority schools should present additional, if they have any already, gifted programs and advanced curricula. The last suggestion mentioned was to make sure each school has quality teachers. Those ideas and statistical results were the basic ideas behind what this article proved pertaining to correlations between race and education.

While many U.S. schools struggle with diversity, Denver South students do not discriminate one another, while respecting cultural and religious differences. In addition to this there are many schools who struggle to have diversity. In the case of one school, “Over the past forty years years, these policy makers have completely ignored issues of racial segregation while focusing on high stakes accountability, even as our schools have become increasingly segregated and unequal (How racially Diverse Schools and Classrooms Can benefit All Students 3/20/2017).” Diversity in schools are evolving, but yet the system is failing because schools are not bringing diverse students together, which is causing separation and reverting back so segregation. Though this issue spreads across schools nationwide Denver South has no difficulties bringing diverse teens together. For example, “Denver South’s minority percentage is 75% of the school (usnews.com/education/best-high-schools/colorado/districts/denver-public-schools/south-high-school-4069).” According to the article, (How racially Diverse Schools can benefit all students), “50% of the nation’s population is white and non hispanic, which means half of the U.S. population is minority. The problem in this is that not all these schools are integrated, which does not make any sense due to the minority population. South still remains the top dog in the diversity

One of the greatest concerns with public schools is that the numbers are far too large, parents fear their child will get lost or overlooked. However, there are several benefits to placing children in larger communities with many different types of people. A study done in 1997 by the National Center for Education Statistics showed that “Racial and ethnic diversity can enrich the school experiences of students” (Findings from the Condition of Education 1997, p. 9).