The Tucson Unified School District Essay

According to Latinos Rebel, undocumented students must stay enrolled in schools to remain in the United States and to contribute as gainfully employed adults, but the schools are not necessarily invested in their success as they are forced to comply with mandates of NCLB and ESSA. The fact is that school attendance and graduation rates occur in the contexts of undocumented young people’s lives, which are fraught with multiple difficulties. Undocumented students may need additional school rates are used against schools and undocumented students lives are full of many difficulties that impact their performance. These difficulties include negotiating the world in a language other than their own, lack of support for ESL, trauma, interrupted formal schooling, legal challenges and poverty. Only 54 percent of undocumented students who arrived at age 14 or older complete high school. For those who arrived before age 14, 72 percent complete. Compare these statistics to authorized

Tucson High Magnet School was established in 1892 as part of the Tucson Unified School District in Tucson, Arizona. It is the oldest high school in Arizona and the largest high school in southern Arizona. Its location has changed and moved over time;

The mission of Robert A. Cross Middle Magnet School is to educate students in a safe and active learning environment where all students will become responsible, achieving citizens. The faculty and staff of Robert A. Cross believe that educating students for responsible citizenship is necessary for preserving democracy. We believe that in a democratic society, a person must value his country and what it stands for, understand what it means to be a responsible citizen, and have the fundamental skills necessary to participate in the society. We also believe that all students are capable of learning what is needed to be productive United States citizens. We recognize that students have individual differences and unique needs which must be

The local whites did not want their children attending school with the Indians so they attended a separate mission schools which were not accredited. After completing the 8th grade, the Indian students had to be sent hundreds of miles away from home to attend boarding schools that were run by various missions and the federal government in order to receive an accredited high school diploma. “Tribal members have attended federal and mission Indian boarding schools such as (Haskell Institute (Lawrence, KS), Bacone Indian College (Muskogee, Oklahoma), and Acadia Baptist (Eunice, Louisiana) for five generations” (J. A. Matte, They Say the Wind is Red The Alabama Choctaw-Lost In Their Own Land). Some of the first college graduates selected teaching as a career and returned in the late 1950’s to help educate more of their own people. The MOWAs have maintained a continuously functioning tribal school for over 175 years. “The school bell was used as a means of communicating major events within the community; through a code of rings, the community was made aware of births, deaths, and emergencies” (Ray). The old school bell has been placed in the cemetery of Reed Chapel Church near the Reed Chapel Indian School which is a part of the Washington County Public School System in McIntosh, AL. The first public Indian school in Mobile County was built in 1835 and named the Weaver School but was later renamed Calcedeaver. “Calcedeaver comes

Mexicantown is a neighborhood in Detroit with a rich history and with many great things happening in the present as well. The EPIC program is one of the great programs that helps the youth in the community prepare for the next step. Without programs like this, the burden of being a first generation student in college is greater and students may feel like they dont have the academic, emotional, and social support that they need during high school and the transition to college. It is a part of a greater organization that helps the community in many ways, is in a neighborhood that is incredible diversity with many things to do, but it also has a few issues within the program’s structure and internal issues amongst the students as well.

The United States of America is a nation based on the idea of Life, Liberty and the Pursuit of happiness, the people from this country have an obligation to make sure that every American can experience these given rights. However by banning Mexican-American studies in Arizona, this right to express and learn about their culture is taken away. According to Kirk Semple of the New York Times, about 41 percent of all Mexicans between ages 16 and 19 [in the city] have dropped out of school. There could be a plethora of reasons why this statistic may be so high for Mexican-Americans, however, based on the statements made by students in the documentary Precious Knowledge, there

Arlington Independent School District in located on 1203 West Pioneer Parkway in Arlington Texas. The districts covers most of Arlington and Tarrant County, a county that is part of the Grand Prairie, a city in the Dallas-Fort Worth-Arlington Metropolitan area. The district completely covers the cities of Pantego and Dalworthington Gardens.

In the educational setting, Mexican Americans have faced discrimination, segregation, and inequality for many years. This paper discusses the struggles and inequalities that Mexican Americans have faced in education. I will focus on different educational time periods and discuss the problems and struggles that occurred in those time periods. The time periods that I give focus to include education in the Spanish-Mexican era (1519-1848), education and early Anglo rule in the Southwest (1836-1890), the expansion of American education (1890-1960), and education in the contemporary period (1960-present).

To begin with, parents were informed that the High School is a magnet school located in the grounds of Florida International University North Campus, and because of this, it is the first and only blended high school-university available in Miami-Dade Public Schools. In addition to that, MAST is also the only magnet school that focuses on Science, Technology, Engineering and Mathematics

Furthermore, Arizona SB 1070 is a bill signed on April 23, 2010, that requires officers to demand papers proving citizenship or immigration status from people they stop based on “reasonable suspicion” that they are illegally in Arizona (“Frequently”). This legislation clearly allows a person to use racism to justify a crime due to their race, violating basic human rights. After the passing of SB 1070, many families felt obligated to move, causing “upheaval that impacted young people’s academic performance, personal health, and emotional stability” (Lopes 7). Similarly, a counselor at a school in Arizona typically saw 40 to 60 students; however, in the 2012-2011 school year, after the passing of the bill, she worked with around 120 students (Lopes 14). It is evident that the bill mentally ravaged the students in school during this time, causing even young children to panic over issues that should not concern them yet. Additionally, a United States citizen named Yesenia was finishing her freshman year at Arizona State University for journalism, when her parents held visas without work authorizations; after the passing of the SB 1070, she decided to drop out of college to support her family during this time of immense struggle (Lopes 12). A young girl who could have contributed immensely to the journalism world is no longer able to provide her contribution of skilled communication towards a multicultural perspective. Due to profiling, she can no

Since the emergence of the Chicano Movement in the 1960s, scholars have explored the vast dimensions of this civil rights movement, often highlighting the intersection of politics, gender, education, labor, culture, and ethnicity. Among the new scholarship that further examines the intricacy of the Chicano Movement are Making Aztlán: Ideology and Culture of the Chicana and Chicano Movement, 1966–1977, co-authored by renowned historian Juan Gómez-Quiñones and Director of the University of New Mexico’s Chicana and Chicano Studies Irene Vásquez, and Aztlán Arizona: Mexican American Educational Empowerment, 1968–1978, by historian Darius V. Echeverría. The first offers a comprehensive examination of the movement, while the

The course of MAS in the Tucson Unified School District was created on July 1998 (Romero 1). The struggles of MAS and it’s creations go back to some cases such as Mendez v. Westminster (1947) , Independent Schools District v. Salvatierra (1931), Alvarez v. Lemon Grove (1931) (Romero 1). In Arizona the Tucson Unified School District is the only district that has Ethnic Studies. This program was created to reduce grade retention, to improve special education, expand courses and to have equity for hispanics (Magallon 6). The course gives their students identity, hope, purpose and interest. When the students are interested in a topic they are more focused and motivated to try harder. This has been seen in the Mexican American Studies course. Research on the article At war with the state in order to save the lives of our children: the battle to save ethnic studies in Arizona by Augustine F. Romero have stated that “Our students are three times more likely to pass the Reading section, four times more likely to pass the Writing section, and two-and-a-half times more likely to pass the Math section than their peers not in our program.” Furthermore, the graduation rate when up to a 97.5 percent and more than 67 percent of the students who rated from high school enrolled to a higher education (Romero 1). The equity MAS provides to their students increases the their success in

The Mendez v Westminster case of 1946 ultimately attempted to create an education system that strived to promote success for children of Mexican descent by desegregating the public schools in California. Racist individuals dominated society by supporting these segregated schools which lacked a full staff and satisfactory teaching materials, thus inhibiting Latino youth from attaining a noteworthy educational experience. A photograph of Hoover Elementary, a “Mexican” school, found in the Frank Mt. Pleasant Library of Special Collections shows the horrible

Many students and parents gave up and left the school system because heritage was deemed more important, school was boring or no one cared. Parents remember the “old- school” when they were taught that their heritage was wrong and all they knew was wrong. A fear and hatred for ‘white’ school has been embedded within the older clans’ people. Many don’t enforce the children to stay in school and only do it because the law says so. They are not realizing that without proper education, the Navajo Nation can not prosper and will remain in poverty. There is a proven and strong correlation between education and income across the world. The more education that an individual has, the more income he or she can obtain with a higher paying job. However, it would not be enough to just attend school. The quality of education that is received is just as important as the act of attending. The instruction and direction that is provided in a school system provides a rigor for life.

I first heard of the middle school magnet program when I was in fourth grade. A few of my friends were attending the the Math Science Program and were pouring their feelings about it. Being a fourth grader with limited knowledge about the Upcounty Center Program, I felt out of place with them, so I decided to listen to their conversation. I learned about what exactly the Upcounty Center Program was and the esteemed reputation it had among our family friend group. In fact, it wasn’t only our family friend group that thought that getting accepted into the magnet