...Achievement Gap between white students and African American and Hispanic students cannot be completely closed by schools because there are too many outside factors limiting student success. In the contrary, others believe that the achievement gap can be closed through curriculum based changes made by schools themselves. There are factors that both sides can argue but, through investigation, I found that it is not possible to close the gap between white students and African American and Hispanic students by the help of schools alone. The issues preventing schools from closing the achievement gap stem from factors outside of school. The issues start with racial bias rooted in the government and results in unequal funding being...
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...this places on minority and low-income groups. In order to accurately suggest a policy to repair the cracks in our system, it is important to first understand the issues more in-depth. As Storer et al. poignantly state in “Moving Beyond Dichotomies…”, “…class, race and place are intricately bound to one another and a singular focus on any of these factors is an insufficient explanation for educational outcomes” (18-19). In other words, race, class, and location affect each other, and combined, they all play a crucial part in education. As an initial example, Storer et al. point to the...
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...The creation of our world has been the topic of debate for quite a while now. Some people believe in evolution while others believe in creationism. Others fall somewhere in the middle accepting that both can co-exist. Creation stories have been used since the beginning of time to explain and provide meaning to the complex nature of our existence. Different cultures and religions have creation stories on how life came to be. The creation stories from the perspective of the Kono people of Guinea and The Hebrew share some commonalities but differ in other areas as they explain the origin of the Earth, its life, and its peoples. The creation story of the Kono people explains that in the beginning there was nothing. That neither matter nor light existed. The story then explains that the God Alatangana created earth followed by plants and animals. He then took death’s daughter as a wife to populate the world. The story explains the creation of light and also talks about humans being cursed. The Hebrew story is similar in that it also explains how the earth was created first and then the plants and animals. The Hebrew story also explains the creation of light and humans became cursed. The Kono story of creation begins with the existence of death. This story also includes the family unit as already being in existence by including Sa and his wife and daughter. Since Sa had the power to make a world of mud and then create light, he had god-like powers as...
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...in school. In particular, it addresses the notion of how labeling children may likely lead to self-fulfilling prophesies. For instance, if a child is labeled as less capable or more incompetent than his fellow peers, his sense of self may plummet as a result and lead to him never performing to his maximum potential at any point in his academic career. The labeling theory resonates with the idea of tracking of students in the education system. Tracking in American education typically involves grouping and labeling sets of students as low-performing, average, or high-performing. Based on several previous studies in addition to the research carried out by the authors of the paper, The Economics of Tracking in Education, it is apparent that tracking “increases inequality without boosting efficiency.” In particular, one researcher stated that when comparing students categorized in the “upper group” in schools that utilize ability tracking, they outperformed similar students in other schools that did not use tracking. However, the same researcher also found that the students grouped into the lower ability category in the same schools that...
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...is no water. Although a swim test may not relate to inequality in education, the concept of students being expected to be successful in school while not having the resources they need to learn is absurd and is discussed in the articles “Inequality in the American Education System,” by William H. Schmidt, and “Inequality in Education,” by Kevin D. Williamson. These articles discuss how inequality in education exists because of low tracking for students, weak learning resources, and lack of proper nutrition. Social inequality in our country is causing many issues for our education and economy. With the intention to solve all these issues, our society must put an end to social inequality and provide equality for everyone, which will also result in a better economy. Underprivileged students commonly attend schools that receive less funding than those attended by well-off students, therefore those who attend lower income schools are taught with weaker content, resources, and materials. As a result, “students placed in classrooms with lower level topic coverage see their chances to move on and take more advanced courses in high school and college severely limited -- once placed in a lower track, it is very unlikely that they will ever catch up” (Schmidt, 1). Low tracking fails to provide students with the assistance they need to move to a higher track. Underprivileged students in low tracks lose self-esteem and motivation, while expectations for their performance decrease. In order...
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...However, the price that both administrators, teachers and students have to pay for this is not small at all. Hence, from my point of view, it is not a wise choice to continue overusing non-tenure-track faculty in U.S colleges. From 1980 to 1996, with the sharp decline of subsidy from state government ( from 31% in 1980 to 23% in 1996), most instituitions are brain racking to effectively invest the money. At the same time, the student enrollments in universities surge 34% between 1976-1999 ( American association of undergraduate professors) which intrigues administrators to improve infrastructure. And it also means that the instructional budget decreases. Most instituitions shift to employ more non-tenure-track faculty because they demand low wage with minimal commitments and high level of turnover. In this situation, hiring contingent faculty is necessary to sustain the life of higher education. Nevertheless, using this temporary solution for such a long time, until now is not advisable because it is undermining the core value of American education in general, the quality of student learning and the benefit of contingent faculty themselves in particular. With the very low wages, the contingent faculty usually have to commute between colleges and seek for multiple courses to sustain a living. That explains why they do not have enough time to fully prepare before class and and not fully devote their time to students. According to American association of undergraduate professors...
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...parents have a great influence in my track choice. | | | | | 2 | Teachers have been the greatest influence in my track choice. | | | | | 3 | Secondary school students can be influenced by their peers in making career choice. | | | | | 4 | Counselors have been the greatest influence in my career choice. | | | | | 5 | I choose a track appropriate for my gender. | | | | | 6 | Money has been an issue in choosing career. | | | | | 7 | Moving with students in tertiary institutions do affect secondary school students career choice. | | | | | 8 | Living in a low socio economic environment can affect the choice of career among secondary school students. | | | | | 9 | My parents choose my secondary school subjects. | | | | | 10 | Governmental policies do affect choice of career among secondary school students. | | | | | 11 | My grades will determine my career choice. | | | | | 12 | I consider my track choice to be indemand course. | | | | | 13 | My choice of school affects my choice of track. | | | | | 14 | My preferred track is my “childhood dream” work. | | | | | 15 | My preference track is connected to my favorite subject. | | | | | 16 | My preference of track is related to my talent. | | | | | 17 | My friend’s preference affects my decision in choosing a track. | | | | | 18 | My friend’s choice of school affects my decision in choosing a track. | |...
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...interaction focuses on what arises from the operation of the interaction process during the schooling experience. Through the operation of the expectancy effect, the expectations can create the very behavior in question. Generally, the higher a person's occupational status, the more formal education he or she is likely to have received. They are connected with gender. The average income for women is less than the average income for men at each educational level. And they are also connected with social class background. Cognitive ability is the capacity for abstract thinking. It has been measured by SAT, IQ, and something like that. Tracking, separating students according to some measure of cognitive ability like high-track, middle-track, and lower-track groups, has been in place for many years. Its purpose is to let students get a better education and be better prepared for life. It can be beneficial when the curriculum is...
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...The 60 Minutes video made me very angry. The video used a lot of anecdotal evidence, so I will use my own. As I’ve stated before, my family and I came to this country from South America with absolutely no money. We lived in a tiny one bedroom apartment along with my grandparents. I remember I didn’t get my own bed until I was nine years old, because we couldn’t afford one before that. Because of this, my parents pushed my brother and I very hard. The high school I went to was in a low-class area and I would say that about 70-80% of the students were Latino. There were three tracks: standard, honors, and International Baccalaureate. I was in the highest track and I’m absolutely certain that no one prohibited my from this due to my last name...
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...are more likely to drop out, work at dead end jobs, be on public assistance or end up in prison. But, if we can help to fix our education system, we can help fix our economy, our neighbor hoods, and our country. Out of 28 developed countries, the United States ranks 20th. In Alabama, only 18% of eighth graders are proficient in reading, and in states across America only 20 to 35 % of students are reading at grade level according to Waiting for Superman, a documentary directed by David Guggenheim. The problem begins between the 5th and 7th grade. This is where students being to go from B students to C and D students. By the time they have reached the 7th grade, they feel as though they are stupid. But are the students less intelligent? Or is there a bigger problem, asks Geoffrey Canada, a leader of education reform and founder of the Harlem Children’s Zone, a charter school that guarantees its student’s will graduate despite being in the heart of the worst school district in New York. Dr. Robert Balfanz of Johns Hopkins University studies “dropout factories” or schools where 40% of students don’t graduate. Failing elementary schools feed failing middle schools, which feed into failing high schools. Children are being passed along from grade to grade without ever truly reaching their grade level. He found that there are over 2,000 schools like this in America. This school...
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...among the buildings along the tracks. There were new apartment buildings being constructed next door to houses with their roofs caving in and pieces of plywood covering their windows and doors. Once we got downtown the only housing buildings were luxurious apartment complexes. By the time we got on the red line, there were no more houses along the tracks but instead only apartment complexes, business locations, a few places of worship, and many parking garages and convenience stores with no grocery stores in sight. I originally thought that the light rail would be the most beneficial to people who could not afford cars or had financial problems. However,...
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...Future Research * Summary * Conclusions * Discussion * Suggestions for Future Research Towards A Phenomenology of Liberation From the very start, I am thus fully endorsing the premise that no account of race can be dissociated from a critique of power and a social historical ontology of ourselves (de Oliveira, 2010, 209). INTRODUCTION I grew up in rural North Carolina. When I was in the third grade, I watched as five of my white peers were pulled from class to attend gifted courses. I always wondered why, I, who had always worked hard, was never pulled for what I perceived as reward for hard work and good grades. During the first week of school of my fifth grade year, the same White gifted teacher pulled the same five White students to begin gifted courses. The buzz around the class was that the five elite were preparing for Odyssey of the Mind, which was deemed an honor for the brightest and best in the school....
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...JOB REDESIGN and WORKPLACE James Hankerson PSY/320 HUMAN MOTIVATION MAY 18, 2011 Laraine Fraijo JOB REDESIGN and WORKPLACE In the era in which I grew up in, I can say that the most influential experiences I had, as a youth came from my mother, grandparents, elders of my community and my teachers all instilled the morals, values, and education that made me who I am today. Back then there was no after school program in my community. My after school hours was used wisely by my parents they made sure homework and my chores was done before I can do anything else. This was a different generation and things like peer pressure, crimes, drugs, and gang activities were not as bad as they are today. In this day and time the world is a little different and the streets are not as safe, especially for our kids. The children today are very vulnerable to many influences in the home and streets as well as school; however school hours are not so easily to manage. Either both parents are busy making ends meet, single parent homes where there are less supervision, or parent just not involved in their child life. After school hours are very critical for kids, the unsupervised time puts youths at risk for such negative outcomes as academics and behavioral problems, drug use, gangs, and other types of risky behavior (Weisman& Gottfredson 2011). This is why after school programs and summer programs are needed to help keep these kids out of trouble and off the streets. The first after school program...
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...Future Research • Summary • Conclusions • Discussion • Suggestions for Future Research Towards A Phenomenology of Liberation From the very start, I am thus fully endorsing the premise that no account of race can be dissociated from a critique of power and a social historical ontology of ourselves (de Oliveira, 2010, 209). INTRODUCTION I grew up in rural North Carolina. When I was in the third grade, I watched as five of my white peers were pulled from class to attend gifted courses. I always wondered why, I, who had always worked hard, was never pulled for what I perceived as reward for hard work and good grades. During the first week of school of my fifth grade year, the same White gifted teacher pulled the same five White students to begin gifted courses. The buzz around the class was that the five elite were preparing for Odyssey of the Mind, which was deemed an honor for the brightest and best in the school....
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...American Schools -School counsels in low income schools have fewer counselors ( E.g California per 800 students -School Librarians one for every 5,123 students -School psychologists one for every 1,383 students in 2007 -Social workers one for every 18, Three reason s why children do not participant in preschool programs - Fewer programs are located in their neighborhood -Many of parents are concerned that traditional values are not being taught in preschool -Students are not being taught in their primary language in preschool -Other reasons- if they aren't available , affordable and culturally sensitive than they aren't sending their children to preschool. How latinos students are tracked -In first grade, are typically grouped for reading instruction -Boundaries are formed early on by these group - High achieving groups really have behavior problems but rather have engaged students -confirms that the earlier you are assigned to groups in tracked. Inadequate School Funding -All have high latino populations all have low pre student spending in their k-12 schools -How school funding affects student achievement -Peer conditions The digital divide -Latino student shave less access to the internet than do white students -Latino student are more likely to use technology for games and entertainment than for educational purpose. -Latino students are less like to have parents help them navigate a computer. -Students who have computers at home are more likely...
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