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CLASS & ACADEMIC SUCCESS.
Term Paper ID:25193
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Essay Subject:
Examines efforts of several North Carolina schools to reduce impact of socioeconomic inequity on success in school.... More...
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5 Pages / 1125 Words
7 sources, 11 Citations,
APA Format
$20.00
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Paper Abstract:
Examines efforts of several North Carolina schools to reduce impact of socioeconomic inequity on success in school.
Paper Introduction:
Society commonly denies the social impact of class on educational achievement. Talent and intelligence supposedly are the chief determinants of success or failure. Several schools in North Carolina, however, not only acknowledge the relevance of class, they have taken positive steps to reduce social inequity.
Much has been written about the gap in spending between low income and upper income school districts on measures like per-pupil funding. School districts in wealthy suburbs often outspend inner city school systems at ratios from 1.5:1 to 2:1 (Slavin, 1998, p. 7). Vast discrepancies are even apparent within school districts. In New York City per-pupil spending was $5,590 compared with $11,370 in wealthier Manhasset (Kozol, 1991, p. 120). Low income schools also have higher needs such as special education classes and security measures. Critics of
Text of the Paper:
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Theintervention starts at infancy and continues until the child is eight yearsold. Students in the school comefrom families where 5 percent of the parents are unemployed and 7 percentof the households are headed by single parents (Merina, 1995, p. Educators at North Carolina's Teachers Memorial in Kinston havelikewise demonstrated that student performance is based, not on socialstatus, but on the intensity of intervention by teachers and parents alike. Ifyou are a parent and want your student in honors English, [the student] isthere" (Chmelynski, 1998, p. Many newteachers at low income schools begin their careers with high hopes but soonfind their enthusiasm crushed by obstacles to teaching excellence.Teachers in such schools complain about the lack of professional support,the inadequacy of necessities such as working copy machines, and the use ofgreater amounts of noninstructional time spent in supervising (Reinstein,1998, p. Educational Leadership, Vol. Parental involvement is an important component of social inequity inschools. Article A18321 25. Everyoneon the school staff was encouraged to take part. Schools playan important role in mitigating the inequalities of social class. Theschool has several after-care programs for children and the school facilityitself is open for extended hours on weekdays and on Saturdays for parentconferences. The activism of the staff at Teacher's Memorial created an improvedschool. Reinstein, D. Can education reducesocial inequity? New York: HarperPerennial. Collins, R. The Clarkton School ofDiscovery in Clarkton, NC is a middle school that was transformed into agifted-and talented magnet school. Segregated schools in the '9 s.Education Digest, Vol. The Clearing House, p. Talent and intelligence supposedly are the chief determinantsof success or failure. Merina, A. Today, social scientistsrealize that a more comprehensive approach is necessary to bridge theequity gap. NEAToday, p. 11. 132). Under thecurriculum, students can choose up three elective classes each quarter.Some classes are held in cooperation with local universities. Much has been written about the gap in spending between low incomeand upper income school districts on measures like per-pupil funding.School districts in wealthy suburbs often outspend inner city schoolsystems at ratios from 1.5:1 to 2:1 (Slavin, 1998, p. Available: Infotrac SearchBank. New York: Vintage. References Chmelynski, C. (December 1997/January 1998). Blaming the victim. Kozol, J. (January/February 1996). 63 No. 4, pp. Slavin, R. 29). The Abecedarian Project provides the children of low incomeAfrican American parents with a wide range of intensive services. Such parents are notorious foradvocating for special placement of their children in advanced and honorsclasses. Society commonly denies the social impact of class on educationalachievement. (November 1995). Available:Infotrac SearchBank. As one teacher explains, "Those grantsenabled us to set up computer networks, create the mobile library unit forthe housing project, even buy a bus for community outreach" (Merina, 1995,p. Student scores are up, and parental involvement has increaseddramatically. 4, pp. (January 1998). The qualityof the educational experience at the Clarkton School is equal to that ofschools in wealthy, suburban school districts, and the educationalexperience is as rewarding for the staff as for the pupils. 7). North Carolina'sAbecedarian Project demonstrates that school success is attainableregardless of a child's social status. This effort was facilitatedby the state's Consortium for the Advancement of Public Education, a NorthCarolina project dedicated to school restructuring. Ryan, W. Schools offer differinglevels of resources to students based on income. Expanded Academic ASAP.Article A17779122. 132). Low income schools also have higher needs such asspecial education classes and security measures. Society must reexamine its values regarding education funding becauseincreased financing results in better schools. What's new in rural education: Clarkton School of Discovery. 132. 9). However, the gaps in school spending exacerbate already unacceptablywide differences in achievement based on social class. 49-51. The staff of Teacher's Memorial formed five major committees tohandle personnel, finance, scheduling, curriculum, and planning. Vastdiscrepancies are even apparent within school districts. (1976). 5 ). To fund these projects, the school staffbecame skilled at grantwriting. Educational Leadership, Vol. Download pages: 1. 55 No. One parent, who is an attorney, evensued a teacher at a wealthy suburban school after the teacher had given theparent's child a D (Reinstein, 1998, p. Included are infant care, preschool, kindergarten, and school-ageservices. 11). 55 No. Reducing social inequity requires special intervention to ensure thatdisadvantaged students perform at the same level of achievement as theirpeers at wealthy school districts. Expanded Academic ASAP. In the past, pre-school programs suchas Head Start were believed to hold the key. As a result of thereorganization, the entire staff, not just the administration, is in chargeof the school's budget, curriculum, schedule, and personnel decisions. As theClarkton principal notes, "I've been in education for nineteen years, andthese last two years with the School of Discovery have been by far the mostexciting" (Collins, 1996, p. (December 1997/January 1998). In North Carolina, a school program called the Abecedarian Projecthas proven that early and extended intervention can make a difference ineducation. The power of positive dreaming. Several schools in North Carolina, however, notonly acknowledge the relevance of class, they have taken positive steps toreduce social inequity. As one high school counselor notes, "It's a political system. In New York Cityper-pupil spending was $5,59 compared with $11,37 in wealthier Manhasset(Kozol, 1991, p. 28-29. When their children's schoolsare in need of funding for special projects, these parents engage infundraising activities. Savage inequalities. In contrast, low income parents either lack thefinancial resources or the feeling of empowerment to effect change in theirchildren's schools. 247). (1991). 12 ). As a result of thisintensive intervention, children in the Abecedarian Project score higher onall measures of learning and intelligence than children who have not gonethrough the program. This heightened level of achievement persists longafter the child is no longer enrolled in the program: "By age 15,Abecedarian children were half as likely to have been assigned to specialeducation or to have been retained" (Slavin, 1998, p. Kinston is a rural, low income community. But school administrators decided toforgo entrance examinations and open their magnet school to all students inthe school district: "Their belief was that every child is special andthat creating a magnet school with a gifted-and-talented curriculumapproach would help children in rural Bladen County to identify and developtheir unique gifts and talents" (Collins, 1996, p. 5, pp. The teaching staff demonstrated that a substantialdifference can be made if educators are willing to do what it takes. 29). Much of school funding is based on property tax revenue.Parents, in their role as taxpayers, have a large say in how much theircommunities spend on schools: "it is hardly naive to hypothesize that thereason suburbanites tax themselves so readily for their school budget isthat they believe--with good reason--that they are buying better schoolingfor their children" (Ryan, 1976, p. Another rural school in North Carolina also is experiencing successin its efforts to bridge the social inequity gap. Social inequality is perpetuated by the realities of teaching atschools where the expectations for student achievement is low. 7-1 .----------------------- 3 In addition, parents are given support. 11).About ten years ago, Teacher's Memorial decided to restructure andtransform itself into a true community school. Downloadpages: 1. Although gaps ineducational achievement will always exist between the children of thewealthy and the children of the poor, schools can ensure that each childexperiences school success regardless of social background. The school also sponsors a mobile library that goes into theneighborhood housing projects. Wealthy parents feel agreater sense of entitlement and have higher expectations for their schoolsthan low income parents. It is not surprising that, given a choice, exceptionalteachers choose employment in wealthy school districts where their talentscan be put to optimum use. Crossing the economicdivide. Wealthy parents tend to have more time and financial resources todevote to their children's education. Critics of equalizedfunding for schools contend that increased spending does not necessarilytranslate into higher educational achievement, and to some extent this istrue.
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