Urban 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).

As minority students increased in urban public schools, they have now become the majority of the school population and have brought difficult topics to the surface; race and ethnicity. In Another Inconvenient Truth: Race and Ethnicity Matter, Hawley and Nieto published their beliefs on how cultural differences are not to be tucked away and hidden in an educational setting, but embraced and celebrated to promote education by the teacher in an academic journal: Educational Leadership. Their appeals and claims provide various instruction to guide professional educators to overcome the achievement gap.

The type of school children attend affects the priming of college for low-income students. Many of low-income students attend public school due to the fact that most of the parents cannot afford to pay for private school like students in high-income families are. Privates school can be the best in the top of schools because of all the resources they are able to receive while in the public school where most of the low-income students attend can be ranked down because they do not get enough resources needed to help the kids better succeed. In the book, Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of "No Excuses" and Relay Race Reform, by Alice Ginsberg, it provides the negative effect public schools have accommodated

The state of Arizona is facing a serious education crisis in the retention of qualified teachers. Personally, my school in Yuma, Arizona encountered an average of seven new teachers every year. Yuma High School District allowed for a teacher to teach chemistry when his/her Bachelor’s degree was in mathematics. According to the ‘No Child Left Behind Act’ enacted in 2001, schools are required to provide “highly qualified” teachers to teach at all times (Educator Excellence). Having quality, long-term teachers is imperative to develop students in becoming productive members of society. Unfortunately due to federal budget cuts directly affecting education, Timothy L. Ogle, executive director of the Arizona School Boards Association, says, “Arizona has faced the most dramatic cuts to K-12 education spending of any state in the nation” (Lopez). As a result, administration is forced to have teachers make up for the lack of a certain subject by teaching it without qualifications. Due to this, out-of-state teachers leave within the first 5 years, and 25% all leave within the first year. Some reasons for this include a

Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation to

I personally think many minds are going to waste in our urban environments, minds that could be reinventing the world, but are, for some reason, only keeping themselves out of a culture that needs them. Why are there so few college-bound kids graduating from our urban schools, and why are the ones who do go to college so ill-prepared when they arrive? We live in a nation where education is a prominent force of succeeding in life. Children learn critical and analytical skills for twelve years in school to prepare to graduate high school, and go on to receive a two- or four-year college education. Being educated is an integral part of society. School helps children learn social norms and teach them how to be successful adults in society. The communities that some youth live in molds their future education and how much they succeed. Are they truly getting the best education for them to be successful college students and have a career? Or it is their education determinant of failure and going into the system? Manyof my minority students are not getting the proper education that they need to succeed. Urban students experience the lack of structure throughout their daily routine and do not understand the deficits in their education system. Urban students face many challenges: many come from neighborhoods or communities where alcohol, drug, sex, continuous violence, and poverty are rampant. [include introductory sentence here: The issues in communities of color are exacerbated when those with the most resources leave the community.”] “The highest costs of the white flight areborn by the children left in segregated, almost entirely poor neighborhood schools. [The lack of resources in the community have a negative effect on the school.]

Urban Public Education is a concept and movement within public schools all over the nation. With these urban public schools there are many trials and hardships which those institutions have to work through. Ranging from poverty, funding and the never ending cycle of bullying. Bullying is a form of making another feel lesser for their race, background or sometimes just personality. Throughout time bullying has been seen as a rite of passage for children in these schools. The myth I would like to bust for you today is the one where we end these motion because it is in no way a rite or beneficial to any student in any academic situation. My second goal is to try and make you as the educator or mentor aware of detrimental things one might say when it comes to issues such as bullies.

In ‘The One Best System A History of American Urban Education,’ David B. Tyack discusses how education has changed from the 1800 's to the 1900 's. He talks about the history of urban public education, as well as the progression of the one best system over the years. In part I of the text, Tyack discusses the increase the number of government in the rural education system and the issues that the education system faced such as lack of space in classrooms because of overpopulation, poor facilities and undertrained teachers who were not receiving adequate pay. The National Education Association (NEA) attempted to urbanize the rural education system. With this change, children would be taught values and skills by trained teachers, who would follow a more structured curriculum which deviates from curriculum they were used to. The rural community opposed this new system of education, perhaps because they felt they would lose control of how they taught their lessons because with the new system, they would have to follow the State Course of Study. Today, we still see this happening in schools where at the beginning of a school year, teachers are given a curriculum that they must follow in teaching their lessons as opposed to teaching what they want whenever they want to.

Teachers in urban classrooms face a multitude of challenges on a daily basis that affect their students’ academic success. Standardized test scores reflect lower achievement for students in urban schools that have a high rate of poverty compared to those in schools that are low poverty (Olivares-Cuhat, 2011, p. 1). This is in part due to students coming from a variety of cultures and backgrounds that have different learning needs that are being addressed through a traditional approach to teaching that does not align with the way each child learns best. For urban students, their learning preferences “appear to be in conflict with traditional modes of teaching” (Olivares-Cuhat, 2011, p. 7).

Across the United States, schools are facing a major teacher shortage as they try to fill positions in science, math, special education, bilingual education, and other fields. The shortage mainly lies in the schools serving low-income or colored students. According to the National Center for Education Statistics (NCES), the student population will increase by about three million in the next decade. While the number of students is multiplying, teacher enrollment in preparation programs is down remarkably, falling 35 percent nationwide in the last five years (Long 2). Not only are more people not entering the teaching profession, multiple teachers are reaching retirement age. Because of the shortage, several states have been loosening their certifications

“If a child can’t learn the way we teach, maybe we should teach the way they

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

In reading this article, it essentially sums up the failing of urban school districts in a nutshell. With the politics involved in a dysfunctional bureaucracy, it is not surprising that our children will never have a chance at getting a decent education. The article describes dysfunctional bureaucracy as a disease which feeds itself on the resources it should be distributing to the schools it is ostensibly serving. This is an accurate description in the sense that an urban school district is the poster child for the lack of much needed school resources that would ensure a good quality education for our children. Failing urban school districts are so intertwined within our economic, social and political realms, it would be nearly impossible

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having