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We have a great national opportunity-to ensure that every child, in every school, is challenged by high standards, ... to build a culture of achievement that matches the optimism and aspirations of our country.
This sentence is amazing. It talks about a big chance for the whole country. It's about making sure every child, no matter where they go to school, gets challenged with high standards. The goal is to create a culture where doing well is important and matches the positive feelings and dreams of the whole country. This means everyone should have a fair chance in education, and success is seen in a broader way than just individual achievements. The words "national opportunity" hint at a teamwork approach, and the focus is on making education match the country's overall hopes and dreams.
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Public schools are essential to make the American dream work, but schools are also the arena in which many Americans first fail. Failure there almost cer-tainly guarantees failure from then on. In the dream, failure results from lack of individual merit and effort; in reality, failure in school too closely tracks structures of racial and class inequality. Schools too often reinforce rather than contend against the intergenerational paradox at the heart of the American dream. That is understandable but not acceptable
The text talks about how important schools are for achieving the American dream, but it also says that many people face their first failures in school, and this can often lead to ongoing difficulties. It mentions that the idea in the dream is that failure happens because of personal effort, but in reality, failure in school is often linked to issues like race and social class. Instead of helping, the text says that sometimes schools make these inequalities worse. Personally, I agree that failure in school can be linked to bigger problems, and it makes me think we need schools to do more to be fair for everyone. Even though it's complicated, saying it's not acceptable means we should work to make things better.
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Not least important, however, is the fact that local districts mirror and reinforce separation by class and race. Democratic control, therefore, not only provides support for public education but also creates a forum for the occa-sional exercise of bigotry and xenophobia; localism not only accommodates community idiosyncrasies but also serves as a barrier to changes in the distri-bution of students and resources
The text prompts reflection on the complex dynamics within local education systems, revealing their role in reinforcing social divisions based on class and race. Personally, I recognize the importance of democratic control in supporting public education but am mindful of its potential drawbacks. The mention of occasional expressions of bigotry and xenophobia within this democratic framework underscores the need for vigilant efforts to ensure inclusivity.
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most Americans now believe that the American dream should be available to all American citizens, public schools in the United States have made real progress toward enabling everyone to pursue success as they understand it. Compared with a few decades ago, dropout rates have fallen, achievement scores have risen, resources are more equally distributed, children with dis-abilities have the right to an appropriate education, and black children are not required by law to attend separate and patently inferior schools.
The text resonates with a hopeful narrative of progress in the American education system, aligning with a shared belief that the American dream should be attainable for all citizens. Personally, I find it encouraging to see advancements in public schools, such as the decline in dropout rates, improved achievement scores, and a more equitable distribution of resources. The recognition of the right to an appropriate education for children with disabilities is a commendable step towards inclusivity.
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The controversies-over matters like school funding, vouchers, bilingual education, high-stakes testing, desegrega-tion, and creationism-seem, at first glance, to be separate problems.
This sentence outlines different controversies in education, such as school funding, vouchers, bilingual education, high-stakes testing, desegregation, and creationism. Despite initially appearing as separate issues, the phrase "seem, at first glance" hints that there might be hidden connections or shared underlying problems among these controversies. This suggests the need for a more in-depth examination to understand potential intersections and common issues within the broader landscape of educational debates.
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Their teachers and college professors rarely reward them for their diversity of attitudes, preferences, tastes, mannerisms, and abilities or encourage them to draw on their own experiences to achieve in school.
Teachers and college professors usually don't acknowledge or reward students for their diverse attitudes, preferences, tastes, mannerisms, and abilities. They also don't often encourage students to use their own experiences to succeed in school. This suggests that the unique qualities and backgrounds of students may not be fully recognized or valued in the educational system. Personally, it makes me think about the importance of embracing diversity in education and creating environments where students feel empowered to bring their individual strengths and perspectives into their learning journey.
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They tell me they often hang out with other poor students to avoid being reminded of what they simply don't have. Many low-income students do not own cars. They are less likely to dine at off-campus restaurants or to have an entire wardrobe of brand-name clothes. They do not go to vacation resorts on spring break. They get tired of being reminded of these differences when they are with wealthier students.
Some students who don't have a lot of money say they prefer hanging out with others in a similar situation. This is because they feel uncomfortable around wealthier students who have things like cars, dine at fancy restaurants, wear brand-name clothes, and go on vacations. Being with wealthier students constantly reminds them of what they don't have, and it can be tiring. This shows that besides academic challenges, there are social differences that can affect students from low-income backgrounds.
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Math is in many ,vays the most striking example of how stu-dents become racially stratified over time, but a similar process occurs in other academic classes that become increasingly more seg-regated as they approach graduation.
In school, students of different races tend to separate more as they go further in their studies, especially in subjects like math. This happens in other classes too as they get closer to finishing school. It shows that racial divisions can become more noticeable as students progress in their education. This is something we should pay attention to and work on making sure everyone has equal opportunities, no matter their race.
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Without an adult to encourage her to cake algebra, the gateway to college preparatory math and science courses, or to advise her on where she might seek academic support, Chantelle made a decision that is likely to affect her preparation for college and therefore will have bearing in the long term on her opportunities after high school. By taking prealgebra in the ninth grade, Chantelle is all hut ensured that she will be unable to meet the admissions requirements to the UC or California State University (CSU) systems.
Chantelle didn't have someone to advise her on taking algebra, an important class for college. Without guidance, she chose to take prealgebra in the ninth grade. Unfortunately, this may affect her chances of meeting the requirements for universities like UC or California State. It shows how important it is for students to get the right advice and support to make good choices for their education and future opportunities.
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There is relatively little that the school can do to address the inequalities in the backgrounds of students like Jennifer and Chantelle. However, it is possible to address school conditions that contribute to disparities in achievement, such as school size, the student-to-counselor ratio, procedures that are used to track stu-dents into higher-an<l lower-level courses, and processes used to provide academic support co students who are struggling. These aspects of the school structure all contribute co the achievement gap, and unlike the backgrounds of students, they can be easily modified and reformed.
The school can't change the different backgrounds of students like Jennifer and Chantelle. But it can do things to make school conditions fairer. This includes making the school a good size, having enough counselors for students, and making sure everyone gets the right support in their classes. Unlike students' backgrounds, these things about the school can be improved to help everyone do better. It reminds me that schools have a role in making sure every student has a fair chance, no matter where they come from.
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As the comments from these two student show, some tudent have more information and a clearer sense of how .Lhe school wurks (such as the classes they need to take) than others. In addition, more affluent students like Jennifer can rely on _the resources of their parents
Some students know more about how school works, like what classes to take. Others, especially those with more money, can rely on their parents for help. This makes me think that all students should have the same information and support. It's important to make sure everyone has an equal chance to understand and navigate their education, no matter their family's resources.
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Parents tend to direct their efforts toward keeping children safe, enforcing discipline, and, when they deem it necessary, regulating their behavior in specific areas ... Thus, whereas middle-class children are often treated as a project to be developed, working-class and poor children are given boundaries for their behavior and then allowed to grow
Parents usually focus on keeping kids safe and well-behaved. Some families, especially middle-class ones, approach raising children like a project to develop them. In contrast, working-class and poor families often set clear rules for behavior and let kids grow within those limits. For me, this highlights that there are different ways families raise their kids, and each approach has its strengths. It also reminds me of the importance of understanding and respecting these differences, recognizing that what works for one family might be different for another.
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Another factor that affects school achievement is the quality of family re-lationships. When families are free from persistent strain, relationships are easier and less fraught with tension.14 When parent-child relationships are warm, children respond well. When children respond well, harsh parenting practices are less common.
How well a family gets along can affect how kids do in school. When families are not stressed all the time, relationships are smoother and less tense. Kids do better when they have warm relationships with their parents, and in these positive situations, parents are less likely to be harsh. This reminds me of how important it is to have a happy and supportive family environment for a child's success in school. It's not just about studying; it's also about feeling loved and supported at home.
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More income enables families to purchase better housing in better neighborhoods and thereby reduce their children's exposure to neigh-borhood violence and toxins such as lead and airborne pollutants, while increasing access to parks, playgrounds, better schools, and health care.
I do agree with this statement. Having more income is like having the ability to choose a good neighborhood when buying a new house. For example, if a family has enough money, they can pick a neighborhood with low crime rates, good schools, and clean air. This is important because it reduces the chances of their children being exposed to violence or harmful pollutants. So, just like we consider the neighborhood when choosing a house, having more income allows families to make choices that contribute to a safer and healthier environment for their kids.
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Why might growing gaps in family income cause an increasing gap between the school success of low-income and higher-income children? According to economic theory, families with higher incomes are better able to purchase or produce important "inputs" into their young chil-dren's development-for example, nutritious meals, enriched home learn-ing environments and child-care settings outside the home, and safe and stimulating neighborhood environments.4 Alternatively, psychologists and sociologists focus on how economic disadvantage impairs the quality of family relationships.
I completely agree with this statement. If families have different amounts of money, it can affect how well kids do in school. Richer families can afford things like healthy meals, educational resources at home, and safe neighborhoods. This helps their kids succeed. On the other hand, families with less money may struggle to provide these things, affecting their children's school success. This idea suggests that fixing the gap in school achievement is not just about money; it's also about supporting family relationships and creating equal opportunities for all kids.
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Children are more successful in school when they are able to pay at-tention, when they get along with peers and teachers, and when they are not preoccupied or depressed because of troubles at home.
For kids to do well in school, it's not just about studying. It's also about being able to focus, getting along with friends and teachers, and not being upset or sad due to problems at home. This makes a lot of sense to me because a child's success isn't just about grades; it's about feeling good, having friends, and having a stable home. It reminds me of how important it is to create a supportive and happy environment for kids, both at home and in school, so they can do their best.
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As shown in chapter 2, math and reading gaps between high-and low-income children have grown substantially over the past three decades. Data from a recent national study of children who entered kindergarten in the fall of 1998 allow for a more detailed look at income-based gaps as chil-dren progress through school
Personally, I believe that investing in early education and providing additional support for children from low-income families can be a powerful step in addressing this issue. Additionally, there's a need for broader societal changes to ensure that every child, regardless of their economic status, has an equal shot at success. This insight challenges us to advocate for policies that promote inclusivity and work towards breaking the cycle of educational inequality.
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It is easy to imagine how the childhood circumstances of these two young men may have shaped their fates. Alexander lived in the suburbs while Anthony lived in the city center. Most of Alexander's suburban neighbors lived in families with incomes above the $125,000 that now sep-arates the richest 20 percent of children from the rest. Anthony Mears's school served pupils from families whose incomes were near or below the $27,000 threshold separating the bottom 20 percent
The different upbringings of Alexander and Anthony shaped their futures. Alexander grew up in the suburbs with wealthy neighbors, while Anthony lived in the city center, attending a school for families with lower incomes. Alexander belonged to the top 20 percent economically, with a family income above $125,000, while Anthony was in the bottom 20 percent, with incomes near or below $27,000. This highlights how childhood circumstances and economic disparities impact life paths. Personally, it makes me think about the need for equal opportunities for all children, regardless of where they grow up or their family's income. Addressing these inequalities is crucial for a fair and just society.
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It must be stated that professors cannot inter-vene if they also see students as "native informants." Often, students have corne to my office complaining about the Jack of inclusion in another professor' s class. For example, a course on social and political thought in the United States includes no work by women. When students complain to the teacher about this Jack of inclusion, they are told to make suggestions of material that can be used. This often places an unfair burden on a student.
Multiculturalism urges educators to acknowledge the narrow boundaries that have influenced how knowledge is shared in the classroom. It prompts us to confront our role in accepting and perpetuating biases. Students are enthusiastic about breaking through these barriers, embracing the excitement of re-learning and exploring different ways of knowing. As educators, embracing the idea of a multicultural world can radically transform our teaching methods. This change allows us to provide students with the education they both desire and deserve, fostering an environment that encourages free expression—a cornerstone of a genuinely liberatory liberal arts education.
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When I first entered the multicultural, multiethnic class-room setting I was unprepared. I did not know how to cope effective!y with so much "diflerence." Despite progressive po li-tics, and my deep engagement with the feminist movement, I had never before been compelled to work within a truly diverse setting and I lacked the necessary skills. This is the case with most educators
Entering a multicultural classroom was a real eye-opener for me. Despite my progressive views and involvement in feminism, I found myself unprepared to handle the diversity. It's like having a strong belief in something but facing a whole new challenge when it becomes a reality. For instance, I remember a specific situation where I struggled to address different cultural perspectives in a literature class. It made me realize that even with good intentions, being truly prepared for a diverse classroom involves a set of skills I hadn't acquired before. This personal experience echoes the broader issue that many educators face when confronted with the practicalities of teaching in a genuinely diverse environment.
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Agam and agam, 1t was nec-mc . . ¡· . 11 t remind everyone that no educatwn 1s po 1tica y neu-essary o . . 1 Emphasizing that a white male professor m an Enghsh tra. ,. ak d arttnent who teaches only work by "great white men IS m -ep . . ing a political decision, we had to work cons1stently agamst and through the overwhelming will on the part of folks to deny the politics of racism, sexism, heterosexism, and so forth that · form how and what we teach
The text is saying that education is not neutral – it's political. For example, teaching only the works of "great white men" is a political choice. The challenge highlighted is that many people tend to ignore the political aspects of teaching, like racism or sexism. It emphasizes the ongoing effort needed to make people understand and acknowledge the political influences in education.
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Arnong educators there has to be an acknowledgment that any effort to transform institutions so that they reflect a multi-cultural standpoint must take inta consideration the t'cars teachers have when asked to shift their paradigms. There must be training si tes where teachers have the opportunity to express those concerns while also learning to create ways to approach the multicultural classroom and curriculum.
The text is saying that when educators try to make schools more multicultural, they need to understand the worries teachers have about changing their ways of teaching. It suggests having training sessions where teachers can talk about their concerns and learn how to handle a multicultural classroom and curriculum. This makes sense because it recognizes that for a shift to happen, teachers need both understanding and practical guidance.
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we must acknowledge that our styles of teaching may need to change. Let's face it: most of us were taught in classrooms where styles of teachings reflected the hotion of a single norm of thought and experience, which we were encouraged to believe was universal. This has been just as true for nonwhite teachers as for white teachers. Most of us learned to teach emulating this model
The text is saying that we should recognize the need to change how we teach. It points out that most of us, whether teachers or students, were brought up in an educational system that followed a single way of thinking, which was thought to be universal. This hits home because it suggests we should break away from this one-size-fits-all approach and adapt our teaching methods to be more inclusive and diverse, considering different experiences and perspectives.
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Children reared in poverty disproportionately attend schools with the least-prepared, least-experienced, least-qualified teachers (Irvine, 2003). Staffing and course offerings are crucial in middle school because students who hope to attend college must engage in specific prerequisite courses prior to enter-ing high school if they are to have any chance of competing for admission to top-tiered or even average-quality four-year universities
The text sheds light on a troubling situation where kids from low-income backgrounds often end up in schools with less-prepared teachers. It hits home for me because quality education should be a right for every child, regardless of their economic background. It's disheartening that some students face an uphill battle due to staffing disparities, impacting their chances of accessing prerequisite courses for college. This reinforces the need for addressing educational inequalities to ensure every child has a fair shot at a brighter future, irrespective of their socioeconomic status.
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From establishing the country's earliest legislation restricting the landed gen-try to White males, to offering mortgage loans to Whites only via the Federal Housing Authority and the GI Bill, to excluding Blacks and people of color from home loans and subdivisions by way of redlining and restrictive covenants, both scholars illuminate the long-standing and state-sponsored wealth gaps (ravines) between Whites and all others
The text highlights the historical foundations of economic disparities, from early laws favoring White males to discriminatory practices in housing policies. It emphasizes how the government, through mechanisms like redlining and restrictive covenants, has perpetuated wealth gaps between Whites and people of color. This illuminates a pattern of state-sponsored inequalities that has endured over time.
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hen I begin discussions about poverty and achievement in public schools, my students often ask, "Why do poor students perform poorly?" The question is not about poor students and why they underperform in a system purportedly designed to elevate their opportunities and outcomes. The question is, "Why are people poor?" I insist that we begin with the lowest "rung" on the diagram because there we unpack the existence of a class of "poor people" who seem not to be living up to their potential in a presumably benevolent public education system that was designed-at least in the spirit of Horace Mann-specifically with them in mind
The text talks about why poor students might not do well in school. Instead of just blaming the students, it asks a bigger question: "Why are people poor?" The author wants us to look beyond the school system and think about why there's a group of "poor people" not reaching their potential, even though the education system was supposed to help them. Starting at the bottom of the diagram means digging into the reasons behind poverty and educational struggles, going beyond just how well students do in school. It's about understanding the bigger picture of why some people face challenges.
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What scores of students-well-meaning educators, all-fail to realize is that public education does not serve its intended function as the great equal-izer. Quite contrarily, schools actually structure inequality (gasp!) in insidiously subtle ways. To introduce countless future teachers to this "radical" notion ' I devised a plan to combat pernicious thinking about poor students, the educa-tional "failures" of poor students, and the "self-inflicted" demise of the poo
Many students and educators mistakenly overlook the fact that public education doesn't truly function as the great equalizer; instead, schools can subtly reinforce inequality. To challenge these ideas, I've developed a plan aimed at dispelling misconceptions about poor students, addressing the perceived educational failures, and countering the notion that their struggles are self-inflicted. This approach seeks to unravel entrenched beliefs and promote a more nuanced understanding of the complexities surrounding education and socio-economic disparities.
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As Mann originally conceived the function of public education, there was overt recognition that something in society was amiss, and that "something" could be effectively redressed by offering public education to all-not just some. The same "something" that Mann was acutely aware of and deeply troubled by was and is the gross and growing disparities among the social classes. We continue to need methods for shrinking overwhelming and widen-ing class divides. Many of us choose to address the equity gap by struggling to supply universal access to high-quality, free, and appropriate public education. Nearly two centuries later, "the great equalizer" cannot equalize soon enoug
Mann believed public education could fix societal problems, especially the growing gap between social classes. Today, we're still striving to provide everyone with quality education to bridge this gap. The idea is that education can be a powerful force for equality, even though achieving this goal remains a significant ongoing challenge.
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