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Urban schools are interpreted as the low income institutions with horribly irresponsible students. Bulman explains that Hollywood does not give these schools any justice by labeling them as the as the middle’s worse nightmare (43). Even though Bulman believes that real American urban schools are taking a turn for the worst, Hollywood adds benefiting factors to increase the chances for these students to

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

It has become common today to dismiss the lack of education coming from our impoverished public schools. Jonathan Kozol an award winning social injustice writer, trying to bring to light how our school system talks to their students. In his essay “Still Separate, Still Unequal," Kozol visits many public high schools as well as public elementary schools across the country, realizing the outrageous truth about segregating in our public education system. Kozol, cross-examining children describing their feelings as being put away where no one desires your presence. Children feeling diminished for being a minority; attending a school that does not take into consideration at the least the child’s well being. Showing clear signs of segregation in the education system.

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

In the Ted Talk “How America’s public schools keep kids in poverty,” by Kandice Sumner she uses her personal experience to show frustration with the education system and how it’s racist or biased against blacks and browns. Throughout her whole speech, she talks about educational systems and her kids and how segregation is becoming a thing in schools.

This demonstrates that if Sam’s school had got more funding then Sam may have received a proper education, and would have learned the intellectual skills that could help him to obtain a high paying job. Unlike many other people in richer parts of America who are able to achieve a lot in life due to their education, Sam’s lack of wealth ruins his future. Another example is one that hits closer to home- in terms of educational funding, the Illinois system is corrupt, and one of the districts that suffers most is that of Chicago Public Schools. In an interview with Ryan Young from CNN and an anonymous Chicago Public School teacher over the recent strike over budget cuts and the overall lack in school funding, the teacher states, “We care about the students. We want funding for our schools so our children can have supplies… gym, art, and PE., just like the kids in the suburbs do.” This is a direct representation of what is occurring in the Chicago Public School system today as a consequence of budget cuts and unequal funding. In general, the lack of school funding gives poorer children disadvantages when it comes to supplies that can help them to thrive. Also, budget cuts weaken the capacity of schools’ to develop the intelligence and creativity of the next generation of workers. In fact,, funding cuts lessen the ability of the schools to help prepare children better for their future, such as improving teacher

The Harlem Children’s Zone is a community based education system started by Geoffrey Canada. His main goal with this program was to close the achievement gap between affluent and low-income children in Harlem and ensure that every student that attends the HCZ also attends college. His charter school, referred to as “ The Promise Academy,” is unique as it provides a high-performing academic program supplemented with a variety of social services including parenting classes, support system for former HCZ students who have enrolled in college, fitness programs, community centers, and an onsite-medical clinic. Children living in the inner city are historically low-performing students, because they are not worried about their grade on a test like

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

Education and economic justice were two forms of systemic inequalities that make inequality difficult to talk about. Education is a requirement if someone wishes to have a better life, but not everyone has access to quality education. In the U.S there has always been a battle, people of color have fought to be able to access quality education, (Philips, 2016: 130) they are constantly attending inferior and ineffective school where there are many distractions for students to be fully successful in the classrooms. Often these schools where children of color attend lack quality facilities, educational resources, and qualified teachers. Someone can’t help to notice that in general such unqualified schools are mostly in color people’s neighborhoods.

“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.

The educational system of the united states is not capitalizing on the full potential of its people. Jonathan Kozol in his article “Still Separate, Still Unequal: America’s Educational Apartheid”, discusses the drastic difference in the quality of education based on a family’s income. Kozol discusses how economic disparities usually coincide with race, but focuses on the economic gap of education. Malcolm Gladwell’s podcast “Carlos doesn’t remember”, gives a story and a personal touch, to the issues low income students face. Kozol writing and Gladwell’s podcast, both show that the quality of a child’s education is pure chance. A lottery of being born into a high or low income family dictates the outcome and capitalization of a child’s future.

Although Waiting for Superman can be vivisected into the separate rhetorical techniques that it effectively uses, the documentary is truly a persuasive work because all of the individual rhetorical strategies have been sewn together to produce a blanket of persuasion. The documentary begins with an interview of Anthony, a student in D.C. The narrator asks him if someone eats 2 of 4 cookies, then what percent was eaten. Anthony correctly answers the problem after a few seconds, but his speech, grammar, and the time it took him to solve the problem all ally themselves towards the truth that he does not have the best education. Not only does this clip offer a student as an example, it wonderfully employs silence, for during the short clip, there is no music or background noise. This silence lends itself towards the absoluteness of education, or lack-thereof. Following this interview is two clips of an old superman film. These clips frame Geoffrey Canada, an educator, expressing his childhood beliefs about Superman. The first clip of Superman is merely Superman standing in front of a waving American Flag in the classic superhero pose: hands on his hips, chin up, and chest out. The visual image is a stark juxtaposition with the voiceover that states: “one of the saddest days was when my mother told me that Superman did not exist.” By stating that Superman does not exist, while showing an image of superman, sets up the context for the entire documentary. It supports the idea that the title presents; that education is waiting for something to save it, but there may be nothing that can. The introduction ends with Canada’s words that “there was no one coming with enough

“Education in our country is the social service equivalent of Katrina. Part of the challenge that we face in this nation is that we have to confront the fact that we have systems that are designed essentially to fail kids,” states Geoffrey Canada in his address at the Social Justice Leadership Conference (Newport, 2011). Canada has an innate ability to blatantly state the problems facing communities in this country. However he is not just talking; he is doing something about it.

Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the

In the article entitled, A Tale of Two Schools: How Poor Children Are Lost to the World, by Jonathan Kozol, the writer is comparing the differences between New Trier High School, a school in Illinois that’s nestled in an affluent neighborhood against Du Sable High School, a school situated in an impoverished neighborhood that has 100% African American student in attendance. The article sadden and confirms things that myself and many others are already aware of, but has not been able to change. Schools located within the poor communities are