My neighbor always says, “If you don’t know Spanish already, you’d better learn it, because the Latinos saved Phillips; we owe them that much.” In the 1990’s, a wave of immigration increased the Hispanic population of the Phillip’s neighborhood by over 500% (U.S. Census Bureau, 2000). Today, once vacant Lake Street retail space is occupied by Latino-owned businesses. Neighbors know each other, go to church together, and host festivals and neighborhood clean-up days. The city parks here were once dangerous wastelands of drug use and prostitution; now there are families picnicking and playing soccer…among the drug use and prostitution. For all the vitality the Latino families brought into the neighborhood, Phillips remains a high-poverty area. Andersen Open, in the heart of Phillips, is educating English Language Learners and children living in poverty at nearly double the Minneapolis district average (Minnesota Department of Education, 2007).
While no causal relationship between poverty and achievement has been decisively proven, the correlation is unquestionable: where poverty is concentrated, student achievement is hindered. Only 60% of Minnesota students receiving free and reduced price lunch passed the MCA II reading test in 2007 (Minnesota Department of Education). Fifty-two percent passed the math test, versus 82% and 74% passing rates, respectively, of White students not sorted by family income. In Minneapolis, a racially identifiable district, the gap is worse. Free and reduced price lunch students passed the reading test at a rate of 46.7%, and the math test at a rate of just 39% (Minnesota Department of Education, 2007).
The concentration of poverty places undue stress on schools. High-poverty schools, defined by the Minnesota Department of Education as schools in which 75% of students qualify for free and reduced lunch, tend to have higher costs related to security, maintenance of older buildings, transportation, ESL instruction, and special education (Condron & Roscigno, 2003). This is money that does not go to instructional expenses, such as teacher salaries, teacher training, smaller class size, and classroom materials and technology. For example, Minneapolis spent $2,756 more per-pupil dollars than the state average for the 2005-2006 school year. Of that, Minneapolis spent $333 more per student on transportation than the state average (Minneapolis Public Schools, 2007). In a district with 36,370 students, that balloons to $12,111,210 diverted from instructional spending.
Students living in poverty are more likely to lack basic physical, emotional, and social needs (Orfield, 2005). Fulfilling these needs falls on the shoulders of teachers during the seven-hour school day, an overwhelming prospect in a classroom of thirty students. A 2004 meta-study by Jaekyung Lee found evidence that “[t]he more impoverished and racially isolated the school, the greater the likelihood that students in the school are taught by inexperienced teachers, uncertified teachers, and out-of-field teachers” (p.58). Experienced, highly-qualified teachers are better able to maintain order and consistency in a classroom and may contribute to higher attendance rates, which leads to increased instructional time (Condron & Roscigno, 2003). It follows logically that when schools cannot allocate funds to hiring highly qualified teachers who are well prepared for urban students, they are likely to experience higher teacher burnout and turnover, thus reducing the number of experienced teachers on staff.
High poverty schools are disproportionately a problem for students of color. Orfield found that nearly 60% of students receiving free and reduced lunch in Minnesota attended schools that were less than 50% White (2005). In the metro area, schools with a White population below 50% have a free and reduced lunch population of more than 60%. Schools with a White population that more closely reflects regional demographics, in the 50-75% range, have a free and reduced lunch population of only 24% (Orfield, 2005). Statewide, students of color account for only 22% of the student body. The Minneapolis district, by contrast, is 72% students of color, in a city that is only 35% people of color. 67% percent of Minneapolis students receive free and reduced lunch (Minnesota Department of Education, 2007).
The consequences of racial and economic isolation extend far beyond test scores and AYP. Students in segregated poor schools are also at risk of dropping out, teen pregnancy, school violence, and increased likelihood of incarceration (Orfield, 2005). These deterrents to education limit access to college for Black and Latino students, denying them the opportunity to build economically successful social networks and build cultural capital, without which they are less likely to pull themselves out of poverty as adults (Orfield, 2005). This becomes a self-perpetuating cycle, as disenfranchised students become disenfranchised parents with no understanding of or access to the political processes that shape school policy (Condron & Roscigno, 2003).
So how do we fix this? The first step is identifying how we got here in the first place. Tracing our steps as a community to this place of disenfranchisement, disengagement, and segregation may show us a way out. The way in is the topic of Part II, to follow. Part III will address the way or ways out.
Works cited:
City of Minneapolis (2000). General demographics by neighborhood 1990 and 2000 census [On-line]. Available: http://www.ci.minneapolis.mn.us/planning/Census2000/maps/index.asp
Condron, Dennis J., & Roscigno, Vincent J. (2003). Disparities within: Unequal spending and achievement in an urban school district. Sociology of Education, 76(January), 18-36.
Lee, Jaekyung (2004). Multiple facets of inequity in racial and ethnic achievement gaps. Peabody Journal of Education, 79(2), 51-73.
Orfield, Myron (2005). The Minneapolis desegregation settlement: Legal remedies and school choice to achieve integration fifty years after Brown II [On-line]. Available: http://www.law.umn.edu/uploads/images/2286/OrfieldPaper.pdf
U. S. Census Bureau (2000). Phillips general demographic characteristics [On-line]. Available: http://www.ci.minneapolis.mn.us/citywork/planning/census2000/maps/philli...
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Couldn't schools located in areas high in poverty work a little harder for fund raising? I know many teachers do not have the time to donate toward numerous fund raising activities, but if the schools could hire one person full time to focus on fund-raising efforts, then not only would the schools be able to raise more funds for free lunch programs, books, computers, etc. but the students may be able to socialize and unite more with each other working toward a common goal. Not only that, but perhaps with the increase of fund raising activities in which students actively participate, the kids could gain a sense of school pride and accomplishment. Of course, I am talking much more than selling magazines or candy bars. I am thinking about organizing dinners where maybe the kids make the meal and provide some live entertainment. Fund raising can be transitioned from individualized efforts of simply selling cataloged items to group efforts where the kids can get creative and work together to plan the events - like booster clubs. People tend to have much more pride about something they worked on from the ground up. Working to make their school a much better place could also decrease the number of students who drop out.
Maybe every individual class could have their own fund raising project where it is required that they work together to improve an aspect of their school.
I am not sure what schools do as fund raisers now. I remember selling candy and things, but we were never encouraged to work as a group. There were prizes for the student who sold the most so it seemed that competition was encouraged rather than teamwork. Maybe the focus should shift....
Inner city schools come up with all kinds of different fundraisers, but the reality is that most of the donors at school fundraisers are parents of students. If your student population is poor, fundraising events like dinners are not going to bring home the bacon. the other issue is parental involvement. Parents in poverty are more likely to work odd shifts, have health problems, or come from a home culture that does not understand the importance of parent involvement (this is a common misunderstanding of many immigrant parents).
It's really incredibly complicated.
http://www.progressiveu.org/blog/ediblewoman
That's too bad that other members of the immediate community do not get more involved, but I suppose that inner cities have more rentals than home owners, increasing apathy about neighborhood schools.
Now I am getting rather impatient waiting for parts II and III. You've sparked my interest!
I know that in Florida we have a large retired community that usually feel as if they have already supported their children's schooling enough. Most of the time, not even their grandkids go to Florida schools, and so they have no interest in fundraisers what so ever. They also tend not to vote for higher taxes supporting schools.
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
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I would imagine they piss and moan about what's the matter with kids these days?
http://www.progressiveu.org/blog/ediblewoman
that rental tidbit is a point I will discuss in part II! And the issue of neighborhood schools. Now, this is all specific to Minnesota, but I think a lot of the same things happened across the country to bring us to where we are today.
http://www.progressiveu.org/blog/ediblewoman
I know that for me, the odd work hours thing was always a huge barrier. It's impossible to go to any school function when you get off work at 11:30 at night.
Find out everything you need to know about poop here:
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You got a good point.
I found something came out today at this one site where summer bridge programs help both blacks and hispanics achieve higher grades. These are the first ones to be cut. These two groups seem to be the most in poverty in some areas.
Published Author and Poet
Teacher Education Student.
The thing about low-funded schools in poverty stricken areas is that if they fund-raise, then they're asking for money from a population that's already financially burdened. Its nearly impossible to raise money from a community of low-income families.
And lower class schools are constantly working to come up with new and different ways to raise money. My first teaching job was in a school district with a 30-30-30 ratio (30% black, 30% hispanic, 30% white with the hispanic population on the rise) and we didn't even have the money to pay for new guitar strings for the kids. This is a cost of about $2 per string, a fee we as teachers would love to pay, if there weren't 6 strings on each guitar and 25 guitars in the inventory. The other teacher I worked with was constantly applying for grants and funding through a program (on the internet that I will have to look up the name of later) in order to pay for necessary materials in the classroom.
"Music expresses that which cannot be said and on which it is impossible to be silent." - Victor Hugo
Yup, I'm a music nerd.
If each school hired a fund raising expert, couldn't they write grants and other such endeavors to get money for the schools?
Grants would be a good option, but hiring someone just to write them is risky. Once one is submitted, it may take up to a year to hear whether or not the grant was recieved. If the school didn't get the grant, they would also have wasted a year's salary on a full-time employee.
Find out everything you need to know about poop here:
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Unfortunately it's not always as easy as just hiring someone. It's a huge generational problem that will probably take a generation of students to ammend.
http://www.progressiveu.org/blog/kariskoett
"All things appear and disappear because of the concurrence of causes and conditions. Nothing ever exists entirely alone; everything is in relation to everything else."
-Buddha
This is a sad fact, but an important one to address. I look forward to the other parts of this post.
I know here in Florida, there was talk about seriously overhauling or doing away with our state standardized tests because minorities were consistently scoring so poorly on it. Our schools are underfunded, our teachers underpaid, and our students, as a result, under-motivated, which is sad to see. I would love to see some work being done to rectify this, since I believe a good education is the most important foundation for a "successful" life.
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
My PhotoBlog: http://takingpictures.wordpress.com
I lived in a highly concentrated Hispanic neighborhood and trust me there is no neighborhood clean-up, just a bunch of junk aligning the streets. It is disgusting. I do pick up litter when I see it but I can't be picking up couches and other refuse that junks up our streets. So don't insult me by insinuating all Hispanics take pride in their surroundings-they don't! Next, don't give me the same all sorry story that poor people are stupid. We are poor, barely above the poverty line and my son was recently tested. The test administrator said he is at least 5 and half academically. My son is only four. In fact, she said the only reason she put him at 5 and a half is because the test doesn't go any higher! So don't give me the familiar and quite pathetic song and dance that poor kids are morons! He is also a minority. He is White and Black. (3/4 White and 1/4 Black, but in this country a 1/4 Black is all you need to be considered Black!) So there is no correlation. The only correlation is that the parents don't want to work with their children. I spend time playing with my son, reading to him, sounding out letters, spelling with him. When we are out we will use our surroundings as educational opportunities [i.e. "What is the phone number on that bus bench?" "Look around and find the letter A." That kind of thing.]
He doesn't watch junk shows but PBS-Sesame Street, Big Big World, Word World, etc.). He was having difficulty doing something the other day and told me, "I am so frustrated!" Does your four year old talk about being frustrated? Poverty has absolutely nothing to do with education or how you utilize it. My son and I go to the library alot, it is free and poor people can go there! We hang out at bookstores, especially during his formative years. During his first year, me and him lived at the bookstores. I talked to him from day one and not in baby talk. I talked to him normally. And even when I talked cutesy it was still with real words, like in "Liberals are stupid, yes they are! Can you say bad liberal?"
So save me the patronizing rhetoric that poor, minority parents are all drop outs (I graduated high school and I also graduated from a technical college) that we are politically illiterate (I am a former political columnist!!) that we are disenfranchised (I have voted in every single major election and only missed one minor one since I was 18 years old!) So you can take your "Oh poor colored people, aren't they a bunch of stupid Negroes?" routine and shove it! Color and money has nothing to do with intelligence as demonstrated by this insulting article that says it does!
I don't know if you're deliberately misreading this post or simply very, very angry. She wasn't saying that poor people or minorities are dumb. She's saying that those who live in poverty have a tougher time accessing the same educational opportunities as people who live in wealthy or middle class communities. She backs this up with statistics, not personal experience or personal opinions.
It seems like common sense to me: if you're having to work two jobs to keep food on the table, you won't have the time or the energy to do the extra things that you have done for your child. If your school is underfunded (as many schools are) and don't have the ability to be supported monetarily by their community, that education avenue is going to be less effective than a school that is adequately funded. No where does she say that minorities are inherently stupid or that poor people are dumb. She's saying that there is an achievement gap and that we should work to rectify an injustice. That seems like a good thing to me.
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
My PhotoBlog: http://takingpictures.wordpress.com
I really didn't think that I said any of the things he/she accused me of saying either, but I will certainly reread my post and clear up any ambiguities.
And to Dena:
I'm sorry you live in a shitty neighborhood. You are really missing out on what a community can be, regardless of ethnicity or socioeconomic status. I am very lucky I live in such a vibrant community.
http://www.progressiveu.org/blog/ediblewoman
"The first step is identifying how we got here in the first place."
Everyone was once uneducated and poor. Individual initiative has changed that one person and family at a time. The present situation is better than it ever has been.
MOST of a Childs education comes from the Childs family. Children of poor parents are statistically more likely to receive less of a head start at home, but that is an average not a destiny. If you are poor, but spend time educating your children and making them focus on their school work then you are solving the problem. If you are rich and neglect your children you are part of the problem.
There are more libraries than ever. There is a new thingy called the internet. All that is required for a superior education today is WILL. If you can inspire more students to WANT TO LEARN the problem is solved. Allowing parents and students greater choice through vouchers is one method to achieve this, but the teachers unions have been dodging the spector of being subjected to competition for decades.
Am I wrong to fear more (Government) spending (on teachers union controlled public schools) is the solution you are leading up to?
Where will this inspiration to learn come from if not from schools and teachers? If a teacher is too busy trying to manage a classroom with 30 students in it, how will they have any time to inspire a failing student to learn on his/her own? Without adequate textbooks to teach from, how can teachers impart even a basic knowledge of the world? Besides, I know that I wasn't particularly interested in spending hours on the internet reading educational material when I was in elementary or middle school.
And would you not say that students that come from a wealthy or middle class background have more advantages and an easier time than those who come from poverty? A child who has to take care of younger brothers or sisters while their mom and dad go to their second job probably doesn't have time to go to the library. Do you think we should just let them fall behind? Don't you think there's anything that we as a society or our government should do to help schools that simply don't have enough money to deal with the students that they have?
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
My PhotoBlog: http://takingpictures.wordpress.com
"Where will this inspiration to learn come from if not from schools and teachers?"
Free choices made by parents and students would be a big boost. Are you more inspired to study things that you LIKE to study, or those you find boring?
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"If a teacher is too busy trying to manage a classroom with 30 students in it, how will they have any time to inspire a failing student to learn on his/her own?"
I favor many ideas being tried. That said; there is very little as ridiculous as 29 students being taught at a dumbed down level to accommodate a single one (or few) that is behind. Segregating classes by age rather than academic achievement is a social, rather than educational, method.
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"Without adequate textbooks to teach from, how can teachers impart even a basic knowledge of the world?"
Perfectly adequate textbooks are being thrown out by the millions every year. The corrupt system of 'new' (barely changed) editions of text books becomes even worse in college, but exists in the public schools as well. Private schools that got to keep the profit would not fall for it.
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"And would you not say that students that come from a wealthy or middle class background have more advantages and an easier time than those who come from poverty?"
Yes they do. The only thing you could do about it is outlaw wealth. Is that your goal?
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"A child who has to take care of younger brothers or sisters while their mom and dad go to their second job probably doesn't have time to go to the library. Do you think we should just let them fall behind?"
If one child reads and learns and another doesn't they will have different outcomes. Get over it. The government can not guarantee outcome.
Individual initiative can work wonders, Government programs are generally horrors.
Care to debate that point? It seems to be our fundamental disagreement.
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"Don't you think there's anything that we as a society or our government should do to help schools that simply don't have enough money to deal with the students that they have?"
Yes, close them down. Fund private schools with a voucher (check for the money spent on public schools per student) for each student they can attract. Sell, rent, or tear down existing school buildings and roll that money back into education. This will work in any but the smallest towns, which may need to remain public. There is also some good argument that ‘reform’ schools for children with behavior problems may be better as public institutions, but they are more a juvenile justice setting than an educational one.
"Free choices made by parents and students would be a big boost. "
Not everyone is able to access the same set of choices without giving up other essentials such as food or money. A parent who has to work several jobs can't really make the choice to take their child to the library. A child who is growing up in a violent environment may come to value defense over education. In these situations, our school system is the last resort.
"Segregating classes by age rather than academic achievement is a social, rather than educational, method"
What do you propose then? Splitting classes by how a child is progressing as far as learning? How would we determine where they were? More standardized testing?
"Perfectly adequate textbooks are being thrown out by the millions every year. The corrupt system of 'new' (barely changed) editions of text books becomes even worse in college, but exists in the public schools as well. Private schools that got to keep the profit would not fall for it."
I agree that it's silly to throw out perfectly good old editions if there has only been minor changes. However, there are far more dire cases of schools that are severely underfunded and haven't been able to get a new textbook for years. Especially in the case of history and government books, it's important to update them. Private schools may not fall for updating textbooks every year, but there are other problems with that theory that I'll talk about later.
"The only thing you could do about it is outlaw wealth. Is that your goal?"
I wouldn't want to outlaw wealth, but I do think that there should be an effort made to decrease the gap between the rich and the poor. A large gap does nothing for a country except drag it down as is seen in Mexico and most Latin American countries. And in America it is very hard to rise above your economic station, despite the ideas about the "American Dream," implying that simple hard work and perseverence isn't a guarantee of rising. See these articles: (1) (2) (3)
"Individual initiative can work wonders, Government programs are generally horrors.
Care to debate that point? It seems to be our fundamental disagreement."
Yes, I believe I would. Government programs are far from fantastic, that point we agree on, but I don't believe that privatization is the answer. We have no real control over a private company, only the illusory control of the "free market." This only works if there's sufficient choices, if it's possible to not consume a product. See the case of gas, the prices are rising but no one can get a big enough movement of non-consumption together to actually do anything about it.
In the case of education, no family is going to pull their child out of a school because they don't like it if there's no other choice.
In the case of poor areas, fewer private companies are going to go there: it's not good for the profit margin. As you said, qualified teachers aren't gonig to want to go to poor and/or dangerous areas to teach if other, safer alternatives are available. Private companies probably couldn't push a teacher's salary higher than other established schools if they were just starting, leaving only one, possibly two, private schools to move in there, most likely with mediocre teachers. Furthermore, in order to maximize profits in such areas, all a company would have to do is minimize costs (books, teachers, equipment) and maximize the amount of children going there. If there was another school that presented a choice, then theoretically it would improve conditions, but only as much as was profitable for both and if one of them went under, the other could do whatever it wanted.
Private companies have no incentive to be concerned with the education of our children, their only concern is profit vs cost relationships. As a result, poor communities would not get the benefit of the same level of education (or similar, I know that a perfect system can't be created) than those of higher income who could attract more competitor and therefore have more choice. Wealthier communities would have more choice, as well, based solely on the availiability of transporation; wealthier families could afford the case, the second car, the time, etc.
While our system of government is not perfect, the people do have more control over it. We can choose who runs our state, we can't choose who runs our companies. We can vote for what our government is going to do, we can't vote for what our companies do.
Without adequate education, inequality in our society is only going to increase. According to one article, "one-third of the reason for the effects of class or parents' background on children's eventual status is due to education." (3)
(1) http://www.usatoday.com/news/opinion/2006-08-29-economy_x.htm
(2) http://www.nytimes.com/2005/05/14/national/class/15MOBILITY-WEB.html?_r=...
(3) http://www.brookings.edu/speeches/2006/0426childrenfamilies_sawhill.aspx
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
My PhotoBlog: http://takingpictures.wordpress.com
If the government is going to close underperforming schools, it is important to figure out why they are underperforming and what can be done to fix it before the already overcrowded school disperses its students to still other overcrowded schools, dragging their test scores further down and continuing the cycle. And since poverty is a fairly consistent predictor (statistically, anyway...I know there are always exceptions), it is perfectly valid to assess what influence that has on the students and what can be done to neutralize its effects.
You have no idea what I am leading up to, but it's a good thing you got your two cents in before I get there. Maybe I'll change my mind (except that it's already written).
http://www.progressiveu.org/blog/ediblewoman
"If the government is going to close underperforming schools, it is important to figure out why they are underperforming and what can be done to fix it before the already overcrowded school disperses its students to still other overcrowded schools, dragging their test scores further down and continuing the cycle. And since poverty is a fairly consistent predictor (statistically, anyway...I know there are always exceptions), it is perfectly valid to assess what influence that has on the students and what can be done to neutralize its effects."
My first problem with your assumption is that the government spending more non-instructional dollars to 'study' the problem brings us ANY closer to a solution. The raw data created by study of the statistics is useful, but conclusions reached by the parasites that are supported by this type grant are VERY suspect. For some reason they always conclude that the Government needs to give more money to people just like them. 'When you have a hammer every problem looks like a nail.'
Rather than rewarding 'more study' the incentive should go to those that achieve better results. Under the current system students are just shelved in 'overcrowded schools' where they are seen as a problem rather than an opportunity. Having more students (customers) should be the GOAL of the school. If the parents (rich or poor: White, Black, or other) of the students are given the right to choose the school they will choose the best school they can. Superior schools would grow; inferior schools like the guvment skewls currently offered would shrink and fail.
Rather than attempting to achieve better results by studying failure, we need to allow innovations to be tried. In a free market for ideas many fail, but the fittest survive and excel. In a quagmire of bureaucracy only politically correct timid lying mediocrity is allowed. Why is a monoculture bad in biology, and good in education?
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"You have no idea what I am leading up to, but it's a good thing you got your two cents in before I get there."
I hope I'm wrong about where it is headed. LOL! I would rather see you come up with a better option or two. As a fan of Milton Freidman I am convinced that people make wiser choices than government if they are allowed to be free. Any 'top down' solution is likely to be greeted with my skepticism. Even a decent improvement to the current situation would leave many great ideas untried if it were applied as a national policy.
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From the blog: "It follows logically that when schools cannot allocate funds to hiring highly qualified teachers who are well prepared for urban students, they are likely to experience higher teacher burnout and turnover, thus reducing the number of experienced teachers on staff."
Working in a dangerous inner city school is not going to be a choice that more qualified teachers make, unless the pay is dramatically higher than that available for teaching in a safer environment.
Local control, and funding, of schools was once one of the strengths of our system. In recent years DoE has exercised greater and greater central control of schools through requirements for federal funding. More balanced funding is a benefit, but central control is not.
Local districts should control the details of how vouchers are implemented, so that many options can be tried and the more successful systems later copied. Funding levels should be fairly consistent if possible, but Federal control should be limited to setting academic standards.
For instance schools going on field trips
why should students from one school suplement those from another just because the others would not be able to afford to go.
Published Author and Poet
Teacher Education Student.
I'm not sure what you mean by this. Can you explain further? Do you mean why should a suburban school pay for students in an urban school to go on a field trip? If that's what you mean, as far as I know, they don't. If that's not what you mean, clarify?
http://www.progressiveu.org/blog/ediblewoman
It happens more than you think. They do in some cities for instance a trip to the farm. The kids from one school pay 1 dollar more than the others because the other kids come from this one school from another side of town....to offset what low cost they charge the students from that part of town.
Published Author and Poet
Teacher Education Student.
The reply button helps keep these things in order.
If that is the case in your town and if parents have a problem with it, I recommend the school find a new farm with a different pricing policy. In Minneapolis, it is up to the individual school to figure out how the field trip is covered. If it can't be covered, the class does not go.
Many schools will offer parents the option to pay for a scholarship field trip fee. This goes to another student in the class. It's not used for anything but the designated class field trip. Most of the time, all the kids get to go, because there are usually a couple of parents in the class who don't mind paying ten dollars to give a city kid the opportunity to see a farm. Since it is completely voluntary, no feels strong armed, and no one gets bitter about it.
http://www.progressiveu.org/blog/ediblewoman
The scholarship thing sounds like a good idea. I might have to share this with some of the teachers in my hometown school districts.
Find out everything you need to know about poop here:
http://progressiveu.org/000701-everything-you-need-know-about-poop
SUbtle racism...povertyism is hard to detect when its all you see. I never realized the disparity was so great. I can not wait to see the Part II and Part III.
Comment Opportunity
There were always in me, two women at least,
one woman desperate and bewildered,
who felt she was drowning and another who
would leap into a scene, as upon a stage,
conceal her true emotions because they
were weaknesses, helplessness, despair,
and
I just don't understand still to this day why people equate poor with stupid?!
Can anyone answer that please?!
I don't think anyone is equating poor with stupid in this post or in the comments, just stating that they don't have access to the same educational opportunities. Are you referring to the government's treatment of poor people?
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Honest disagreement is often a good sign of progress. --Mahatma Gandhi
My Blog: http://www.progressiveu.org/blog/kablock
My PhotoBlog: http://takingpictures.wordpress.com
I think that all of us here realize that poor does not equal stupid, but unfortunately the rest of the world doesn't think that way. We need to change this way of thinking if we ever want all children to have the same educational opportunities.
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I think they should eliminate the basic exam for potential teachers and concentrate on subject ones instead. Also I think that states should not charge student teachers for the exams or that it is covered by a grant because not all states charge poor student teachers exam fees.
Published Author and Poet
Teacher Education Student.
While I agree that fees for the tests should be uniform and that maybe tuition should not be charged for student teaching, I disagree about the basic test for teachers. I mean, it's really basic. Like, under eighth grade ability in all subjects. If you can't do eighth grade level work in any field, you really aren't smart enough to be teaching.
http://www.progressiveu.org/blog/ediblewoman
You try rememberng math when you are in your 30s. Also, I think all teachers exams should be computerized and one standardized teaching exam used for all 50 states not just each state. Have you ever heard that maybe some people have test anxiety. Try being within 10 points of passing.
Published Author and Poet
Teacher Education Student.
I have terrible test anxiety. And I barely got C's in math in high school. Chemistry was worse. But I studied for the Praxis exams and found that, in my 30's, math makes more sense than it did in my teens. An eighth grade level was not difficult to achieve with some review.
http://www.progressiveu.org/blog/ediblewoman
I live in a state where praxis is not an option. We have GACE which is done by another company. I am thinking of doing the SC exam which is like hte college I am going to uses. It would be on computer and it would be lower cost.
Published Author and Poet
Teacher Education Student.
The cost sucks, I totally agree on that, especially when we can't recoup much of that. But if you study for whatever test you are required to take and do well, you're set. If you don't do well after studying diligently, take it as a sign that maybe teaching isn't for you.
http://www.progressiveu.org/blog/ediblewoman
I actually get As on my material. Right now y ou could say i could end up with a double shortage area if i play my cards right.
Published Author and Poet
Teacher Education Student.
Then you should be fine on the tests. Don't worry.
http://www.progressiveu.org/blog/ediblewoman
The testing makes sense to me.
In Washington State, the WEST-B (which is our standardized teacher test) isn't very pricey if you sign up well in advance and take all your subjects at once... I believe between 60 and 80 dollars. Now, I'm as poor as college students get, and I still had no problem budgeting 80 bucks toward my future.
I think it's important for teachers to have a general understanding of all subjects. Even if I'm in English class, if my teacher doesn't have a basic understanding of math, I don't think they're really qualified to be my teacher.
[For the record, I'm terrible in math (Cs at best) and though it hasn't been a decade, I haven't taken math in about 3 years. The math portion was still not a problem for me, and I actually scored higher on it than the Reading and Writing portions.]
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Procrastination isn't the problem, it's the solution. So procrastinate now, don't put it off. [Ellen Degeneres]
Some of the students who are failing in these problem schools are at fault not the schools or teachers. Some students do not care. You can take a student out of a failing school but you will discover even change of schools will not help some kids. Parents dont care
Parents have no real authority in some instances. You cant do one thing or another.
Published Author and Poet
Teacher Education Student.
In what instances would parental authority affect the learning of the student? Some parents care, but the schools provided simply don't have the resources. For example, my stepdaughter is moving to a new school this year. At our old town, there were limited resources for her. We cared, helped her all we can, and tried to make up for what the school wasn't teaching. There's only so much a working parent can do when the school system is teaching the same material year after year.
Click here to read about new ways to save money and the environment that you have never heard!
The federal government can pay for tutoring at a learning center. Its on the FAFSA website.
Published Author and Poet
Teacher Education Student.
It will make a lot more sense to you, what you are thinking about, once you are in the field of teaching. Looking at it from your perspective can get a little skewed, regardless of how good the Ed. school is. It's just the position of the student.
In response to your thoughts, some students don't care. You are right. But teenagers are people, too. They have the same human response as any other teenager. And since they are still developing in their brain (the human mind does is not really fully developed until the early 20s), they react even more differently. It is very difficult, almost unfair, to ask a kid who has been raped and abused to care about English. And I'm being frank. It is hard for a student to not get any sleep at night because his/her parents were partying all night in the house to come to school, stay awake, and do well on the work. You're right, they often don't care. But we have to take into consideration as to WHY they don't care. It's hard to see past current circumstances for adults. For teenagers, it's often impossible. That's the nature of being a teenager, and that's why teenagers need parental or adult guidance. But in these cases, they often don't have it. Teachers and school aids can't always be everything for everyone, unfortunately, as much as they want to be.
As far as the parents go, I think this was mentioned before. But it is a vicious cycle. Parents do as they were taught. Kids raise kids, the parents get stuck in one place, make very little money, and raise their kids the only way they know how: the same way they were raised. And if they live in the inner city, often they have to work two or three jobs to provide a place for their children to live, to put food on the table, and to buy clothes for their kids. It's not that they don't care. More often than not, inner city parents care and love their kids just as much as any other parent. They just don't have the means to do it the same way that suburban families do it. Because they are working, they are absent. And when they are absent, kids find other ways to survive, other people to give them advice, other leaders to follow, and that's often where they get into trouble. Teenagers crave a leader, they crave love and attention, and when they don't get it from their working parents, they look elsewhere.
So how DO we fix this?? There really isn't a quick fix. One thing we CAN do, though, is not stereotype, or make assumptions about people we don't know and places we haven't been. It is always best to enter into these sorts of situations with open minds and ears. Communities are much more receptive - I promise - and if you care about their kids and involve them in that, they will care about what you do. If you stay long enough, they will even support you. But like everything, it takes a lot of time.
http://www.progressiveu.org/blog/kariskoett
"All things appear and disappear because of the concurrence of causes and conditions. Nothing ever exists entirely alone; everything is in relation to everything else."
-Buddha
http://www.progressiveu.org/blog/kariskoett
"All things appear and disappear because of the concurrence of causes and conditions. Nothing ever exists entirely alone; everything is in relation to everything else."
-Buddha
There was a teacher suspended for using the freedom writers... for a year and a half.
SOrry......
Published Author and Poet
Teacher Education Student.
If you don't use the reply button, comments lose their context and are difficult to understand.
But did this really happen? Where? And what was the reasoning behind it?
http://www.progressiveu.org/blog/ediblewoman
The book is stored in the library but it is not in the classroom. tht makes sense is it.
I once had to read this one book. Now that book became the movie The Witches.
Published Author and Poet
Teacher Education Student.
I work with school districts and community based agencies here in California. The issues you mention are defiantely nationwide. I have observed the same or similar characteristics of the information you state.
I want to add to the comment of schools already being creative to raise money. That is true in many cases for specific schools and/or departments, but often times, when money is delegated for a specific service or program for youth, the funding is not always continuous. The funding may be for a set amount of time, such as one year, three years, or five years (I'm referring to grants) and the schools or organizations awarded the money is not guaranteed renewal. So, sometimes this is what happens too, where a school or district may receive funding for a specific program to assist youth in transitioning post high school, or what not, yet, after the three year grant is exhausted, than its exhausted!
I have seen this exact thing happen in the Bay area with several High Schools. Instead, upon renewal of the funding, the money was than awarded to another agency, and the MULTIPLE school districts that were benefiting from this money, were left without funding. And the program successfully transitioned almost 300 students in the program, and provided assistance/resources to about 1,000.
It's a shame, but unfortunately fund raising is a very large necessity and program stability is always threatened by this, no matter the sucess rate.
- Liberal Daniel A.K.A. Daniel Newell
How about a person agrees to teach the class then they decide they dont want to teach the class? This puts the school board in a pickle. It is nearing the first of the year soon. What about the kids? Will they get a permanent sub?
Published Author and Poet
Teacher Education Student.
I think prek and other programs are not used byt those who need them. Look at who do not use them and those who fail the tests again and again.
Published Author and Poet
Teacher Education Student.
Do you mean Pre-K? I didn;t really consider pre-k use in this essay. I'd love to see some statistics on who does and does not use pre-K programs. Do you have them? They would be quite useful for my master's thesis.
http://www.progressiveu.org/blog/ediblewoman
The statistics are there Ed
You should read some of my blogs. I am a bit more broadened....when it comes to words. Exams in GA for teachers are different than SC
Published Author and Poet
Teacher Education Student.
You can look at your states DOE and then look at graduation tests and see which groups pass or fail.
Published Author and Poet
Teacher Education Student.
Did you read the statistics in my blog? I wrote extensively about the breakdown between the groups. What does that have to do with pre-K? My question to you was about pre-K programs. I'd love to see your statistics on the pre-K programs.
http://www.progressiveu.org/blog/ediblewoman
check Georgia stats
Published Author and Poet
Teacher Education Student.
http://www.ajc.com/metro/content/metro/stories/2008/06/23/pre_k_falls_be...
GA is falling behind. There are people camping out for spots in some prek programs while others are short. If prek is not universal people are not marginalized. Also Head start involvement needs to be also utilized.
http://aspe.hhs.gov/HSP/state-funded-pre-k/report.htm
Also parents do not know that their kids if they need tutoring may be eligible for grants for that.
Published Author and Poet
Teacher Education Student.
Here is something that is currently within legislation. whats everyones thought?http://www.progressiveu.org/174059-what-are-your-views-united-states-public-service-academy
And to Dena:
I'm sorry you live in a shitty neighborhood. You are really missing out on what a community can be, regardless of ethnicity or socioeconomic status. I am very lucky I live in such a vibrant community.
My community is my church and it is there that the best and the brightest come out. The people I go to church with, they are my people, my family and I am the luckiest person on the planet to know them. So don' t feel sorry for me because no one is luckier than me. I have the best son in the world. I have the best friends in the world and I love my family with every thing I am. That is what is important.
As for the rest of it, it is not what you say it is what is behind it. Like this beauty: Parents in poverty are more likely to work odd shifts, have health problems, or come from a home culture that does not understand the importance of parent involvement (this is a common misunderstanding of many immigrant parents).
Now, I am not an immigrant but if I was I would be ten shades of peeved at your assumption that I come from some backwards, loser country that doesn't get the importance of education and being involved in it with your kid! The fact that many people immigrate to this country just so their kid can get a proper education is an indication they do get it! That is a slap in the face to immigrants everywhere!
The fact is liberals are famous for this kind of thing, they make seem like they are really being nice when really they are putting you down. For instance, I could tell a person I was mad at to go to h**l. And if I said it angrily, he would definitely be offended. But if I am clever, I could very sweetly say, "You know Earl, I think the perfect place for you would be Hades. It is so nice and warm. You would love it." Now I just told him the same thing but I did it in such a way, he doesn't even recognize I told him off! It is the same way with this blog, you wrapped it up in a very nice sounding, sincere and caring tone, but it comes down to this-poor people are stupid.
And like I posted in my previous post, you don't need money to learn. You don't have a computer lab at school or home, fine use the library's. Internet cafes are popping up everywhere and if you can afford 3-5 dollars, you can usually rent one. Need a book, wow there is that library again. And the library card is free! Got a tv? PBS has a lot of educational shows for kids and adults. Like museums? My kid has a card, that he can get in free with one adult. In fact the only reason I get in free is because of HIM! All this is free, didn't have to pony up a single bill and if you work odd hours like at night, you might be able to do stuff with your kid during the day that most parents couldn't because they are working. There is not one resource middle class or wealthy kids have that poor people don't. It is all a matter of finding it and being creative! I am pretty much self-educated and if I can do it anyone can. So stop pigeon-holing poor people, we are not the lost causes that you think we are.
I did not say that many immigrant parents misunderstand the importance of education. I said they misunderstand the importance of parental involvement in education. The educational culture of MANY countries dictates that teachers are not to be questioned. They are to be trusted, and parental "interference," as these parents view it, is a show of disrespect. But in the U.S. we place a premium on parental involvement. This is the misunderstanding I was talking about. Teachers will sometimes think that parents are bad parents or that they don't care because they don't volunteer in the classroom or don't come to conferences, but the truth is, those concepts are completely foreign to them. And in no way did I say that all immigrant parents misunderstand the U.S. educational system.
As for the rest of it, take it however you want to. I did not pigeon hole poor people. You are entirely missing my point. My point is that education as it stands is not working for people living in poverty, and changes need to be made. You said you were poor...it's effing hard, right? Does being poor make anything EASIER? No. It does not.
Parents working odd shifts means childcare duties for children, parents not being around to help with homework, go to conferences, etc. Transportation is more difficult, etc.
Furthermore, if you can back up your claim about liberals with some peer- reviewed statistics, I will consider your claims. Until then, I will dismiss that statement as bald faced, hateful bias.
And internet cafes? $3-$5? Are you for real? What kind of "poor" were you that you had that kind of disposable income?
http://www.progressiveu.org/blog/ediblewoman
And internet cafes? $3-$5? Are you for real? What kind of "poor" were you that you had that kind of disposable income?
Hold up! You think a poor people can't afford 3 bucks? Give me a break! I don't need peer-reviewed studies to show your bias, you just did it for me! That is very insulting and degrading! Yes, that can run into some money if you are using more than that allotted time and every day, but once a week at 3 bucks is 12 and even poor people can afford 12 bucks! What you think poor people never go to the movies? You think they never do anything but bemoan their miserable circumstance that they are poor?
As for chillbill, you rock dude! You are the only person here who truly gets it! The only person who thinks people do