Minority Rate In Middle Schools

There is data collected from the Richmond Police Department throughout this article proving Blacks and minorities to be ticketed more often than Whites. “Overall, female officers stopped 104 minority drivers and 71 Whites drivers, yielding a minority-to-White stop ratio of 1:46:1. In contrast, the minority-to-White stop ratio among male officers was significantly higher at 2:17:1 (1,710 minority drivers stopped vs. 788 Whites)” (Petrocelli, Smith 14). There are many tables throughout the article showing the difference between White and minority stops. One thing that was interesting on Table 4 of page 16, was that the consent for a car search was much greater among minorities, at 70 people, compared to Whites, at 42 people, and that the incident

St. Charles West High School has a vast array of students that attend the school. While I have observed 3 different classes, there are different students in each class. The Civics class consists of freshman, ages 14. These students are a bit rowdy and tend to act out when I am in the classroom. There is majority of mixed-race students in this class when compared to white students with an even amount of males and females. Also, 1 student with an IEP with ADHD. The next class is Contemporary Issues which consists of sophomores and juniors ages 15-16. Majority of white males with only 2 mixed males in the class. There is no special needs students in this class. Lastly, the AP class consists of 10 students with an even amount of males and females. Grades are sophomores through seniors, ages 15-17. This class consists only of white students and no students with special needs.

The school that I work in is located in Frederick, Maryland. We have nearly 800 students that attend Kindergarten through 5th grade, and with diverse backgrounds. The school is located in a very prosperous neighborhood, with several additional sections of townhomes and apartment complexes which house Section 8. All of these are within walking distance to the school. In Frederick County there are over 2,500 ELL students and more than 11,000 that are FARM (Free And Reduced Meals) students. Our graduation rate is superb with an over 93% graduation rate and a 3.5% dropout rate. This

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

Silas Willard elementary school is mostly populated with students that are white. Hispanic and black students are the next two ethnicities. There is a 57.4% of kids coming from a low income family, which is awfully sad because that is more than half the students. The kids with limited English is only about 3% so that shouldn’t really be an issue. It says only 5% are homeless which seems pretty low, but could be something that they could fix in the future. The mobility rate is pretty low at 12.5%. The student attendance rate is at 94% which I think is really impressive. I think that demographic wise, the children the issues seem to be pretty low, so I feel like there shouldn’t be too many challenges for them. The class size for this school

To be an inclusive society, a community must accommodate all children, providing them with the resources to accomplish their utmost desires. The barriers established by prejudice of past must be surmounted, as ethnicity does not define the principles of a person. The impoverished shall have their necessities satisfied, without the burdensome stigma from pompous individuals. This exemplifies the flawless utopia, a society brimming with bliss and opportunity. Yet, to a perplexing reality, while strides have been accomplished in involving minorities in superior programs, there is an underlying layer fear: the unease of success. Currently, less minorities are attempting to pursue higher classes, as they see these opportunities as being reserved

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

The idea that American schools are failing is not a new one, but it is an idea that is extremely widespread. There are constant news reports claiming that our schools are worse than ever and Congress has passed extensive legislation such as No Child Left behind in an attempt to fix the American educational system. Some people believe that American schools are not completely failing, but only failing for minority students. Reforms like mandatory busing, vouchers, charter schools, accountability, and high-stakes testing have been proposed to address these social inequalities. Despite the intentions of these policies, they have not always helped close the social inequality gap.

In the United States, each and every day, more minority children are born than white children. Fewer and fewer white parents are giving birth to multiple children, while many minority parents from African-American cultures to Hispanic cultures are continuing to have the same number of children, and possibly more. With all these minority children entering the U.S. education system, there is a problem current minority students are facing; there is a shortage of minority teachers. While there are minority teachers in the workforce, when Richard Ingersoll and Henry May, in their report: "The Minority Teacher Shortage: Fact or Fable?", looked at the data in 2011, they found that there is not a shortage in terms of number of teachers, but a shortage of minority teachers in the places that need them most: inner-city schools, with high minority populations. Minority students assimilate better with a teacher of the same ethnic background and the contrary view of this was highlighted in a 2012 skit by Jordan Peele and Keegan-Michael Key. The duo did a skit of an inner-city black substitute teacher inside of a middle class, almost all white classroom. Using his current cultural capital (defined as: “…the general cultural background, knowledge, disposition, and skills that are passed on from one generation to another,” (McLaren, 80,) the teacher, Mr. Garvey, acts as a disciplinarian. He takes attendance and when a student corrects his inner-city pronunciation (i.e. says “Jay-quellin”

The results of this study indicate that White and Asian students are overrepresented among students enrolled in GT and IB while black, Hispanic, and LEP students are underrepresented. Furthermore, these differences are more pronounced in charter schools than in traditional public schools. Students of different racial backgrounds in charter schools or traditional public schools have a fairly similar probability of attending a school that has a GT, AP, or IB program. However, when looking at the within-school data, black and Hispanic students tend to be under-enrolled in these programs while white and Asian students tend to be overenrolled. Similar trends exist for students classified under LEP and IDEA, as they consistently show lower

Although most would say the action of learning a new language is the largest implication of minorities in the public education system, throughout the United States a decline of teachers who are willing to help minority students has proven to have a burden on their ability to learn.

According to the 2014 Public School Review Diversity Report, the state of Maryland is rated the third most diverse public school system in the nation, with 43% White students, 37% African American students, 11% Hispanic students, 6% Asian students, and 3% Unknown. With a significantly higher population of African American students compared to the state average, the Baltimore City School District is a far less diverse agency than the state school system as a whole. Collectively, the Baltimore City Public School District is comprised of 85% African American students, 8% White students, 5% Hispanic, 1% Asian/Pacific Islander, and less than 1% American Indian, Multiracial, Native Hawiian/other (Baltimore City Public Schools, 2013a). Considering

Personal story, my neighbors daughter recently moved schools from an area of lower income, now to an area in the Valley that is consider upper/high income. She is now behind almost two grade levels in reading and one grade level in math. This has become such a

The achievement gap in America is at an alarming rate among minority students such as African American, Native American, and Hispanic students. Among their academics, the biggest struggles are in the subject areas of math and reading compared to other nationalities such as Caucasian and Asian peers. This review will focus on whether this bridge of neglect could be identified, researched, implemented, and then corrected before these students reach the middle and/or high school levels. In addition, it will touch on the different matters that contribute to the minority student’s overall being from their home life to school. There are several factors that contribute to this “gap” in learning among minority students. There were four main factors that were identified as key concepts that were explored and organized during this literature review.

Often, they experience family violence, abuse, neglect, poor clothing and shoes. Teachers have many impoverished students in the classrooms, but do not seem the need to address the concerns leaving no improvement (Lynch). Data shows African Americans and Hispanics attend public schools where a a great amount of classmates qualify as poor or low-income. Researchers have found that the prediction of racial gaps in education achievement is students attend schools surrounded by low income students. Minorities that are isolated with low-income classmates is a threat to undermine the efforts to improve educational outcomes and to provide a pipeline of skilled workers for the economy (Boschma, Brownstein). Middle classes are starting to disappear leaving a wide gap between the upper class and lower class of society (Lynch). Concentrated poverty is filled with the gaps in educational achievement (Boschma, Brownstein). The racial-achievement gap’s predictor is the rate of minorities who go to school with poor classmates. Segregation in the economy face minorities with the trends of high rates of childhood poverty. Housing segregation has many patterns such as: the increase of polarization in many metropolitan areas and the general retreat to promote racial or economic integration in schools. The factors have caused minorities isolated in schools that have economic struggles with the rule and financial stability (Boschma,