Education Gap

I still contend that the historical problems of Jim Crow have had a lasting impact on the educational attainment of minorities — especially that of blacks; people such as D’Souza do not believe this to be true. The natural conclusion is that of laziness or a breakdown in the black community; I am not saying there is no merit to this, however, I do believe there are larger factors at play. Black and Hispanic elementary, middle and high school students all scored much higher on the federal test, administered last year, than did their counterparts decades back. But nearly four decades of scores on the same test show that their most important academic gains came not in recent years, but during the desegregation efforts of the 1970s and 1980s…. Read the rest here


3 thoughts on “Education Gap

  1. I know that the plight and socioeconomic rift between the races is a valid topic that must be focused on, I do not agree with the length to which the article takes it. THe article suggests that the rewriting of the No Child… will help everyone go to college. Is this really what we want? So much competition that nuclear Physicist PhD’s will be working at Best Buy? Not everyone needs to go to college, because a nation with a stable and hard working middle and lower class will thrive. No child has no place to be rewritten or kept intact.

  2. Scott

    I think the idea is to provide hope and an opportunity for those who are of a minority group or those who are poor to have a chance at such ambitions. Education thus fat is not the great equalizer we want it to be.

    …but I agree that it has no place in our educational setting. Obama has not addressed this yet.

  3. Oh, boy, I have A LOT to say about this. As an urban, inner school teacher, NCLB will not close the gap. Yes, it puts in higher standards-on the teachers, I might add-and is SUPPOSED to funnel more money into the schools to make up for the differences. . . this is not a problem that money will solve. Here are the main issues with our urban public schools: (1)Schools are still highly segregated/inherently unequal (2)SocioEconomic Mentality problems among the population–culture of poverty exists (3)Urban school teachers/administrators do not enforce the same academic standards of the white suburban counterparts.

    1. Speaks for itself. Just looking at my building & the resources available in my building as compared to my friends school which is less than 20 minutes away. 1 computer in every classroom . . . “come on, people!” (Bill Cosby) The list goes on and on.
    2. There is a different mentality about school and education among the poor. They see it (in their minds eye) as being a means to social mobility and advancement. However, they’ve never really seen it happen. They allow the problems of the hood to interfere with education. A lot of this has to deal with getting their “daily bread” and the myths and stereotypes perpetuated by the urban media (rap stars, BET, MTV) In essence, everyone is working, but not working for education but it doesn’t pay right away.
    3. I hate to say this, but we keep lowering the standards for urban children. Every year, when I come back to school, there is some new district policy that lowers the standard. They don’t students to fail. Failing a student doesn’t help the district meet AYP. Don’t give the kids homework–kids are supposed to get all their learning at school. If you’re too hard or challenge the students too much you get a conference. We’re supposed to teach to the test and pass them right along. Students can make up work at any point in the school year-to me, this policy conflicts with skill building. What this all boils down to: Our students are not prepared for college or life. We keep lowering the standard “meet the students where they are.” I teach my high school world history class on middle school level b/c anything more does not “meet them where they are” and I set them up for failure. It’s extremely disappointing. And these are the things that frustrate me about my district. This why the gap widens . . .

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