I've decided that to include a description of the different resources I found on a poster would require a new poster. So here is a brief synopsis of what I considered noteworthy, or at least in the top 12.
My destination was West Side HIgh. Before I begin the description of the places surrounding it, I'd like to mention the complete alteration that occurs as you drive down South Orange Ave. Once you exit the University area, there are gated communities with some pretty nice housing. Then suddenly things take a turn for the worse, and various sites of disrepair mark the landscape. (Interestingly, the same thing occurs if you follow South Orange Ave on the other side of the GSP-things go from low income to pretty upscale as you head towards Seton Hall University.)
Ok, so I began by choosing a school, West Side High, and went from there. One striking feature is the fact that it is located right in the corner of Fairmount Cemetery. Depending on how one feels about cemeteries, this can be a positive or negative. (there is talk under way of a new building for West Side High) I personally find them pretty. From there I did a combination of walking, in the immediate vicinity, and google searching for community resources. The resources that I noted were all places students could go for help, educational institutes, or places families could turn to in difficult times.
A. WEST SIDE HIGH
403 South Orange Avenue
B. CAMDEN MIDDLE: Site of NPS Meeting
321 Bergen Street
C. WEST SIDE NINTH GRADE ACADEMY: Provides additional resources to students transitioning from middle school to the high school
D. Comprehensive Center for Fathers
Essex County College
E. Westside Boys & Girls Club
161 Littleton Ave
F. Springfield Library
50 Hayes St
G. Science High School: An alternative high school, one of the solutions mentioned for improving education.
260 Norfolk Street
H. New Community Corporation: is working to build housing in the West Ward
201 Bergen St
I. Habitat For Humanity
298 S. Orange Ave.
J. New Light Baptist Church: Provided Daycare
255 14th Ave
K. Memorial West Presbyterian Church: Ran a soup kitchen
286 S 7th St
NOT ON MAP, BUT GOOD TO KNOW
Newark Public Schools, (Human Resources, Counseling, etc.)
2 Cedar Street, Newark, NJ 07102
Communities In Schools
200 Washington St
Newark, NJ 07102
Mentoring Succes Programs
For other resources, it's worth checking out Community Youth Mapping, a site that sorts institutions by activity and time.
One last parting observation: The area was home to many places that were probably really nice houses at one point. Unfortunately, the area was generally in disrepair, with trash piled in some lots, and boarded up windows, rotting steps and rubble in others. However, there were people landscaping a church, homes were in various states of repair, and interspersed throughout were new structures. The area is being tended to. While I like to think this is all positive, in my skeptical brain it raises the issue of gentrification.
Monday, May 11, 2009
Monday, May 4, 2009
Final Project Thoughts
Abstract
The purpose of this project was to examine the dropout crisis, both as it related to urban areas in general, and its specific impact on the Newark, NJ community. The scope of the issue was detailed using figures obtained from various reports. Information was collected from surveys, articles, and discussions via meetings and community forums. Data was recorded in transcript form for a summarized meeting overview, and in table form for survey responses. Analysis revealed that many of the issues discussed in research from other urban areas that pertained to the dropout crisis were also factors in Newark. Given that the dropout crisis has been identified and its various risk factors broken down, it is now necessary to target these areas, and work to improve the school system in Newark so that dropout numbers decrease to zero. Based on research gathered here and from previous compilations, action plans can be formed and evaluated.
What I Learned
So what did I learn from my community inquiry? More than I expected. I learned about the dropout crisis, definitely. I read more accounts of personal dropout stories than I could have possibly included. As more than one expert has noted, the reasons are so varied, and yet so related to urban communities and school policies that generalization becomes necessary, yet futile. Practices and attitudes that seem to force students out or fail to engage them abound. As issues that plague urban areas are revealed, the issue becomes increasingly complex. For that reason, it is apparent that the solutions must be multiple. Just as we are aware that education cannot be one size fits all, nor can the solution to the dropout crisis.
One thought that I have had is that while urban communities are definitely tough areas to grow up in, the problems that arise between the students and the educational institutes are not merely a symptom of urban culture. Schools were designed to meet the needs of rural areas, taught by a specific set of teachers, namely young unmarried white girls. Though alterations have been made and policies have been implemented, they have been built on a foundation that was never intended for today’s students. Attending to the needs of thousands of students from a multitude of cultures was not an intended function of the original school plan. Preparing students for careers that require global skills and intense technical knowledge is difficult in a curriculum that focuses on basic skills. With all the narrowing of focus, the mission of schools is almost oversimplified. No wonder students are frustrated. They are being held back from necessary progress by stringent adherence to what could be considered outdated curriculums.
That aside, I did also learn more about urban communities. One thing that I really appreciated about the project was that it gave me a legitimate reason for attending a community meeting for Newark Public Schools, and was able to learn first hand about not just the issue, but about the intense emotion and dedication that those in the community and in education display for the cause. Also, in speaking those who have become dropout prevention experts through their information gathering, I was able to see the scope of the problem through the eyes of those in the field. As a student working on a project, I sometimes feel that my motives are questionable. I have a genuine interest, but without the push of coursework, I wouldn’t have entered this arena. A benefit of performing this kind of community inquiry is that the firsthand experience opens doors and at the very least brings different avenues into my field of vision.
I do feel that the dropout crisis is an important issue, and I was encouraged by the measures that I learned were being taken. Most likely, the alternative initiatives will influence the careers of teachers in the future. If these changes help students, create a meaningful environment and learning experience and in turn help the community, then the promise of reform will have been kept. I’m actually cautiously optimistic (cautious because the word to describe me is “naïve”) and excited by the prospect of the upcoming changes.
The purpose of this project was to examine the dropout crisis, both as it related to urban areas in general, and its specific impact on the Newark, NJ community. The scope of the issue was detailed using figures obtained from various reports. Information was collected from surveys, articles, and discussions via meetings and community forums. Data was recorded in transcript form for a summarized meeting overview, and in table form for survey responses. Analysis revealed that many of the issues discussed in research from other urban areas that pertained to the dropout crisis were also factors in Newark. Given that the dropout crisis has been identified and its various risk factors broken down, it is now necessary to target these areas, and work to improve the school system in Newark so that dropout numbers decrease to zero. Based on research gathered here and from previous compilations, action plans can be formed and evaluated.
What I Learned
So what did I learn from my community inquiry? More than I expected. I learned about the dropout crisis, definitely. I read more accounts of personal dropout stories than I could have possibly included. As more than one expert has noted, the reasons are so varied, and yet so related to urban communities and school policies that generalization becomes necessary, yet futile. Practices and attitudes that seem to force students out or fail to engage them abound. As issues that plague urban areas are revealed, the issue becomes increasingly complex. For that reason, it is apparent that the solutions must be multiple. Just as we are aware that education cannot be one size fits all, nor can the solution to the dropout crisis.
One thought that I have had is that while urban communities are definitely tough areas to grow up in, the problems that arise between the students and the educational institutes are not merely a symptom of urban culture. Schools were designed to meet the needs of rural areas, taught by a specific set of teachers, namely young unmarried white girls. Though alterations have been made and policies have been implemented, they have been built on a foundation that was never intended for today’s students. Attending to the needs of thousands of students from a multitude of cultures was not an intended function of the original school plan. Preparing students for careers that require global skills and intense technical knowledge is difficult in a curriculum that focuses on basic skills. With all the narrowing of focus, the mission of schools is almost oversimplified. No wonder students are frustrated. They are being held back from necessary progress by stringent adherence to what could be considered outdated curriculums.
That aside, I did also learn more about urban communities. One thing that I really appreciated about the project was that it gave me a legitimate reason for attending a community meeting for Newark Public Schools, and was able to learn first hand about not just the issue, but about the intense emotion and dedication that those in the community and in education display for the cause. Also, in speaking those who have become dropout prevention experts through their information gathering, I was able to see the scope of the problem through the eyes of those in the field. As a student working on a project, I sometimes feel that my motives are questionable. I have a genuine interest, but without the push of coursework, I wouldn’t have entered this arena. A benefit of performing this kind of community inquiry is that the firsthand experience opens doors and at the very least brings different avenues into my field of vision.
I do feel that the dropout crisis is an important issue, and I was encouraged by the measures that I learned were being taken. Most likely, the alternative initiatives will influence the careers of teachers in the future. If these changes help students, create a meaningful environment and learning experience and in turn help the community, then the promise of reform will have been kept. I’m actually cautiously optimistic (cautious because the word to describe me is “naïve”) and excited by the prospect of the upcoming changes.
Monday, April 20, 2009
Further Inquiry
The process of delving into the dropout crisis has forced me to really dig for data. The fact that numerical data tends to be scewed and obscured also corresponds to a general lack of willingness for institutions to draw attention to their own problems. With federal standards and punitive measures, schools seem to be pressed to find ways to work the system rather than with the system. Hopefully this changes
There is wide recognition of the fact that community involvement is required to address this issue. Students can only be engaged by schools that meet them where they are and of which they feel a part.
I have noted a strong correlation between socioeconomic status (ok, I haven’t personally noted it, but I’ve absorbed it via numerous reports) and tendency to dropout of high school. This poverty and lack of resources is a fact of life in Newark, as noted by the reports that we’ve read on the Newark demographic studies.
Several schools in Newark have been described as “dropout factories”. I found it difficult to locate much more detail on that, which may mean I need to dig deeper, or it may not be there to be found. Again, this issue is not one that schools like to broadcast. It is not good for the school or, unfortunately, the students.
On Friday I dropped by the New Jersey Graduation Campaign forum to see if I could accumulate any information. I ended up with a wealth of internet sites, and have begun extending my research on the “Silent Epidemic.” Also helpful are the types of information that is considered relevant to learning about communities.
Schools are not designed to meet the varying needs of students in urban areas, especially those who desperately need help. So far, nebulous ideas of more community involvement have formed in my mind. In order to teach a community, it seems more and more critical to really know the students and be familiar with their lives. Their environment is part of that.
Student quotes and stories of dropouts reiterate common themes. Family problems, lack of engagement, and falling behind were frequent causes cited. With outside quality of life issues in need of immediate attention, long term projects like diplomas fall to the wayside. Schools may need to take more of a social work role in such areas, and guidance and counseling may need to be more prevalent.
I feel like I’ve got a lot of information, and am somewhat struck with impotence. What is needed is more resources, and time. Unfortunately, this is not a luxury that students in need of education or their districts can currently afford.
There is wide recognition of the fact that community involvement is required to address this issue. Students can only be engaged by schools that meet them where they are and of which they feel a part.
I have noted a strong correlation between socioeconomic status (ok, I haven’t personally noted it, but I’ve absorbed it via numerous reports) and tendency to dropout of high school. This poverty and lack of resources is a fact of life in Newark, as noted by the reports that we’ve read on the Newark demographic studies.
Several schools in Newark have been described as “dropout factories”. I found it difficult to locate much more detail on that, which may mean I need to dig deeper, or it may not be there to be found. Again, this issue is not one that schools like to broadcast. It is not good for the school or, unfortunately, the students.
On Friday I dropped by the New Jersey Graduation Campaign forum to see if I could accumulate any information. I ended up with a wealth of internet sites, and have begun extending my research on the “Silent Epidemic.” Also helpful are the types of information that is considered relevant to learning about communities.
Schools are not designed to meet the varying needs of students in urban areas, especially those who desperately need help. So far, nebulous ideas of more community involvement have formed in my mind. In order to teach a community, it seems more and more critical to really know the students and be familiar with their lives. Their environment is part of that.
Student quotes and stories of dropouts reiterate common themes. Family problems, lack of engagement, and falling behind were frequent causes cited. With outside quality of life issues in need of immediate attention, long term projects like diplomas fall to the wayside. Schools may need to take more of a social work role in such areas, and guidance and counseling may need to be more prevalent.
I feel like I’ve got a lot of information, and am somewhat struck with impotence. What is needed is more resources, and time. Unfortunately, this is not a luxury that students in need of education or their districts can currently afford.
Wednesday, April 15, 2009
Poverty in New Jersey
2. The families in the Unequal Childhoods book would all experience a decreased quality of life if they lived in New Jersey. However, the hardest hit would be the working class and poor, whose access to basic necessities would be further impaired. First of all, housing would be an issue. New Jersey is mentioned as having some of the highest rent prices in the country. Families such as Tyrec Taylor’s and Wendy Driver’s, who are paying $650.00 a month and having difficulty paying that would be hard pressed to make rent in New Jersey, where average is estimated as $1320.00 for a one adult/2 child family. Even with housing assistance, which the families might not qualify for, the rent would possibly still be too high. Housing in the suburbs is also more expensive, and taxes are high. Families might easily find themselves paying 50% of their income to housing costs. Food costs are also higher in New Jersey. In families where food is in short supply, or special outings to places like McDonald’s are a rare occasion, the prices in Newark will be too high. The report also discusses job quality. For parents like Ms. Driver, who hates her job and is definitely not making enough, even with her husband’s income, job training as recommended by the report could make a difference. The same could be said of Tyrec Taylor’s mom. They are both in secretarial positions, which are one of the positions listed as not paying enough to meet the cost of living standards. Billy Yanelli’s parents were both high school dropouts, with low paying jobs. They too would benefit from training. Also, health insurance is something that not all of the families in the study had access to. They wouldn’t be able to afford it in New Jersey, where, assuming an employer paid part, would be $339/mo for one adult, a preschooler and a child.
3. The poor families, Harold McAllister's and Katie Brindle’s, would fit with the demographic described as in poverty in New Jersey. They are female headed households with children. Though Mrs. Brindle has her GED, she is unemployed, and must care for her youngest. She does not have access to further education or daycare. Twice a month she goes to collect a cash stipend and food stamps from public assistance. She also gets a small amount from DHS, as child support from Katie’s absentee father. Small items put her over the top, and laundry is an added expense. Public housing is not available, and she is in danger of eviction because she can’t make her $600/mo rent. In New Jersey her resources would most likely be stretched even more, and her chances of finding housing would be slim. Mrs. McAllister is also unemployed and unmarried. In addition, she is a minority, and so at a greater disadvantage according to the study. She receives Aid to Families with Dependent Children and has a medical card and uses food stamps. Harold’s father, Hank the mechanic, does occasionally buy things for Harold. In New Jersey, his money would not go as far. Also, this family has somewhat of a revolving door policy, with extended family staying at various times. Resources are stretched thinner than can actually be accounted for. Both of these families fit in with what is described as the poverty class in Newark, and both require aid to get out. Unfortunately, given the current lack of programs and the higher cost of living in New Jersey, their situations would probably be worse. Also, the Brindles would not be in a working class neighborhood in this state, potentially worsening their plight .
4. Though not every student will fall into a neat category and I don’t want to make the mistake of stereotyping, my views of urban have solidified. I had a vague idea of what poverty was, but without experiencing or witnessing the day to day life of someone trying to make it without funds in an urban environment, it was softened. Seeing some of the figures in the reports, and imagining how those figures translate into real life is sobering. I’m not entirely sure what this will mean to me as an urban educator. In terms of how I view students, I would assume that their responsibilities outside of school might be greater than financially well-off kids of the same age. They might be expected to work, or care for other family members. Also, parents of students may not be what I expect. After seeing the reports, it became clear that there are a lot of single mothers trying to raise families with inadequate funds. Though they value education, providing basic necessities will be their first priority. One of my goals would be to place as little additional burden on these families. This may mean adjusting homework loads. As for the community, it seemed that parents viewed teachers with some caution, if not enmity. I would like to meet the families and discover their expectations for their kids, and make clear that their input is welcome. This doesn’t even begin to touch on housing, transportation, food and clothing, all of which are more difficult to come by for those in poverty than what I was raised to expect. As an urban educator, I feel that I will have to adjust my ideas of what kinds of projects are fair game outside of school. If I suspect resources are stretched thin, it will be my responsibility to make sure that students have access to what they need for the tasks I assign. I will need to reach out and question values. It seems that ultimately, with the number living in poverty, some working, some not, the only way to truly know what students face is to find out on an individual basis. I’m not sure how to do that without intruding, but I do feel that that knowledge will make me a better teacher.
3. The poor families, Harold McAllister's and Katie Brindle’s, would fit with the demographic described as in poverty in New Jersey. They are female headed households with children. Though Mrs. Brindle has her GED, she is unemployed, and must care for her youngest. She does not have access to further education or daycare. Twice a month she goes to collect a cash stipend and food stamps from public assistance. She also gets a small amount from DHS, as child support from Katie’s absentee father. Small items put her over the top, and laundry is an added expense. Public housing is not available, and she is in danger of eviction because she can’t make her $600/mo rent. In New Jersey her resources would most likely be stretched even more, and her chances of finding housing would be slim. Mrs. McAllister is also unemployed and unmarried. In addition, she is a minority, and so at a greater disadvantage according to the study. She receives Aid to Families with Dependent Children and has a medical card and uses food stamps. Harold’s father, Hank the mechanic, does occasionally buy things for Harold. In New Jersey, his money would not go as far. Also, this family has somewhat of a revolving door policy, with extended family staying at various times. Resources are stretched thinner than can actually be accounted for. Both of these families fit in with what is described as the poverty class in Newark, and both require aid to get out. Unfortunately, given the current lack of programs and the higher cost of living in New Jersey, their situations would probably be worse. Also, the Brindles would not be in a working class neighborhood in this state, potentially worsening their plight .
4. Though not every student will fall into a neat category and I don’t want to make the mistake of stereotyping, my views of urban have solidified. I had a vague idea of what poverty was, but without experiencing or witnessing the day to day life of someone trying to make it without funds in an urban environment, it was softened. Seeing some of the figures in the reports, and imagining how those figures translate into real life is sobering. I’m not entirely sure what this will mean to me as an urban educator. In terms of how I view students, I would assume that their responsibilities outside of school might be greater than financially well-off kids of the same age. They might be expected to work, or care for other family members. Also, parents of students may not be what I expect. After seeing the reports, it became clear that there are a lot of single mothers trying to raise families with inadequate funds. Though they value education, providing basic necessities will be their first priority. One of my goals would be to place as little additional burden on these families. This may mean adjusting homework loads. As for the community, it seemed that parents viewed teachers with some caution, if not enmity. I would like to meet the families and discover their expectations for their kids, and make clear that their input is welcome. This doesn’t even begin to touch on housing, transportation, food and clothing, all of which are more difficult to come by for those in poverty than what I was raised to expect. As an urban educator, I feel that I will have to adjust my ideas of what kinds of projects are fair game outside of school. If I suspect resources are stretched thin, it will be my responsibility to make sure that students have access to what they need for the tasks I assign. I will need to reach out and question values. It seems that ultimately, with the number living in poverty, some working, some not, the only way to truly know what students face is to find out on an individual basis. I’m not sure how to do that without intruding, but I do feel that that knowledge will make me a better teacher.
Monday, April 13, 2009
Project Update
So far, I’ve learned that the dropout crisis is very complex, and involves some pretty tough issues, and that in Newark, NJ is a program called the New Jersey High School Graduation Campaign, a program aimed at reducing what are unacceptably high drop out rates. I have yet to answer the question of how.
After looking through some of the research surrounding the issue, I have been struck by some common themes. For one thing, communities in which students don’t graduate are usually poor, and house minorities. For these students in these communities, dropping out is commonplace, a routine alternative. Where it is nearly unheard of in middle class suburbia, regular discharge from high school is part of life for many in urban schools.
In Framing Dropouts by Michelle Fine, the picture painted is pretty bleak. The teachers and administration come across as out of touch or corrupted by a failing system. Instead of pushing students to succeed, students are pushed out. Truancy, pregnancy, and violence are common. Family life is sometimes scattered, and students are unaware of their rights. A common thread is grade retention, often associated with dropping out. This was echoed by other research.
Also disturbing was the description of the options that high school dropouts were given, and the attitudes held by the students themselves regarding their options. GED programs were described as sub-par and difficult. The military was painted as an equally bleak option as opposed to an opportunity. Low-paying jobs with sketchy training targeted those desperate for income.
The New Jersey High School Graduation Campaign aims to increase the number of graduates from New Jersey High Schools. It demonstrates the benefits to individuals in terms of earning potential and family structure, and the benefits to society as well. According to the data, minorities drop out far more frequently than their white peers, and poor districts have a higher dropout rate as well. It mentions that teens are arrested more frequently than the rest of the population, and that prison inmates are more likely to have been dropouts. It cites economic advantages to the state as well.
There is an event this Friday that I hope to attend parts of, although realistically it may not happen. However, I’m really hoping to sneak over for a bit and see what kind of information is being presented. Additionally, I plan to head into Newark and check out the neighborhood. I feel that I’m getting some really good information regarding dropout reasons, but am getting the impression that the large overhaul needed to solve the problem is going to be as complex as the issue itself.
After looking through some of the research surrounding the issue, I have been struck by some common themes. For one thing, communities in which students don’t graduate are usually poor, and house minorities. For these students in these communities, dropping out is commonplace, a routine alternative. Where it is nearly unheard of in middle class suburbia, regular discharge from high school is part of life for many in urban schools.
In Framing Dropouts by Michelle Fine, the picture painted is pretty bleak. The teachers and administration come across as out of touch or corrupted by a failing system. Instead of pushing students to succeed, students are pushed out. Truancy, pregnancy, and violence are common. Family life is sometimes scattered, and students are unaware of their rights. A common thread is grade retention, often associated with dropping out. This was echoed by other research.
Also disturbing was the description of the options that high school dropouts were given, and the attitudes held by the students themselves regarding their options. GED programs were described as sub-par and difficult. The military was painted as an equally bleak option as opposed to an opportunity. Low-paying jobs with sketchy training targeted those desperate for income.
The New Jersey High School Graduation Campaign aims to increase the number of graduates from New Jersey High Schools. It demonstrates the benefits to individuals in terms of earning potential and family structure, and the benefits to society as well. According to the data, minorities drop out far more frequently than their white peers, and poor districts have a higher dropout rate as well. It mentions that teens are arrested more frequently than the rest of the population, and that prison inmates are more likely to have been dropouts. It cites economic advantages to the state as well.
There is an event this Friday that I hope to attend parts of, although realistically it may not happen. However, I’m really hoping to sneak over for a bit and see what kind of information is being presented. Additionally, I plan to head into Newark and check out the neighborhood. I feel that I’m getting some really good information regarding dropout reasons, but am getting the impression that the large overhaul needed to solve the problem is going to be as complex as the issue itself.
Sunday, April 5, 2009
Inquiry Project Introduction
One of the problems facing urban area schools is a high dropout rate. It has been predicted that with our changing economy, competition for high-paying quality jobs will be intense. Students who do not complete high school and subsequently do not enroll in institutes for continuing education will be at a severe disadvantage when it comes to landing a decent position. When a decision made at sixteen can have a detrimental effect on future quality of life, and is being made by a considerable proportion of students, it is an issue that should be addressed. In addition, such individuals are more likely to be on the receiving end of welfare, thereby increasing the strain on an already overburdened system. The aim of this inquiry will be to look closely a school in Newark that has succeeded in increasing its graduation rate.
The initial portion of my inquiry will concern the dropout crisis in general. Several factors are potential trends associated with an increased dropout rate. In urban areas, schools are not always in tune with community needs. Additionally, in urban areas where income falls below or near the poverty level, home life and priorities are not in sync with educational goals, and vice versa. Teachers in urban areas sometimes lack training that prepares them for urban classrooms, thereby decreasing their efficacy. There has been a darker side to standardized accountability testing as well, one that results in grade retention and dropout, often disproportionately effecting minorities. On the flip side, some schools have implemented programs that adequately address these concerns. What have these schools done right? What challenges did they overcome, and what areas are they still struggling with?
This community inquiry will utilize data collected from analysis of a Newark school that has shown a steady decline in the dropout rate. By analyzing the community, the school, the faculty, and the student body, I hope to identify the reasons for this success, and determine if the school used methods that could be incorporated by other districts. Traditional reasons for increased dropout rates and possible local causes will be discussed. The inquiry will provide an overview of the school and its history. It will examine the community from which its student body is derived. Notable characteristics of faculty and administrators as well as training programs will be examined. In addition, the decline in the rate for this particular school should be noted, and direct actions by the school that produced this result will be identified. Finally, some possible suggestions for increasing retention rates as provided by interviews and through analysis will be mentioned.
The initial portion of my inquiry will concern the dropout crisis in general. Several factors are potential trends associated with an increased dropout rate. In urban areas, schools are not always in tune with community needs. Additionally, in urban areas where income falls below or near the poverty level, home life and priorities are not in sync with educational goals, and vice versa. Teachers in urban areas sometimes lack training that prepares them for urban classrooms, thereby decreasing their efficacy. There has been a darker side to standardized accountability testing as well, one that results in grade retention and dropout, often disproportionately effecting minorities. On the flip side, some schools have implemented programs that adequately address these concerns. What have these schools done right? What challenges did they overcome, and what areas are they still struggling with?
This community inquiry will utilize data collected from analysis of a Newark school that has shown a steady decline in the dropout rate. By analyzing the community, the school, the faculty, and the student body, I hope to identify the reasons for this success, and determine if the school used methods that could be incorporated by other districts. Traditional reasons for increased dropout rates and possible local causes will be discussed. The inquiry will provide an overview of the school and its history. It will examine the community from which its student body is derived. Notable characteristics of faculty and administrators as well as training programs will be examined. In addition, the decline in the rate for this particular school should be noted, and direct actions by the school that produced this result will be identified. Finally, some possible suggestions for increasing retention rates as provided by interviews and through analysis will be mentioned.
Inquiry Project
For my inquiry project I would like to look at what factors influence high school drop out rates, using a school that has steadily increased its graduation rate for the last few years. The school I have in mind is West Side High school in Newark, NJ. With close proximity to Rutgers, Newark and ties to local businesses, the school offers many programs that allow students to experience different career fields. One question I have regards whether these programs aid in student retention. My hope is to interview faculty and students at the school. If this is not possible, I will restrict my data to statistics and news. The factors I will look at will be decided by what I have specifically seen mentioned in research articles. They will include opinions of school relevancy to the community, data on the economic status of students, teacher opinions of how effective they feel in classrooms, and possibly student views of the school.
Data:
NJ school report card
Who attends the school?
Newark Public Schools Web site
Articles and news reports
Interviews:
Administrators and faculty
• What do you feel the school’s strengths are in regards to curriculum and meeting student needs?
• How would you describe the student population? Are the students engaged?
• What programs or strategies do you implement to encourage student involvement?
• What challenges do you face regarding student enrollment and classroom interaction?
Students (maybe)
• Do you have a favorite class?
• What do you like best about this school?
• How would you describe the school community?
• What programs or extracurricular activities interest you?
• What are you planning on doing when you graduate?
Walking tour/Google Maps:
10 block radius to note general atmosphere and resources. Specifically, I will be looking for:
Libraries
Clubs aimed at teens
Parks
Local hangouts
Businesses
Vacant lots
Data:
NJ school report card
Who attends the school?
Newark Public Schools Web site
Articles and news reports
Interviews:
Administrators and faculty
• What do you feel the school’s strengths are in regards to curriculum and meeting student needs?
• How would you describe the student population? Are the students engaged?
• What programs or strategies do you implement to encourage student involvement?
• What challenges do you face regarding student enrollment and classroom interaction?
Students (maybe)
• Do you have a favorite class?
• What do you like best about this school?
• How would you describe the school community?
• What programs or extracurricular activities interest you?
• What are you planning on doing when you graduate?
Walking tour/Google Maps:
10 block radius to note general atmosphere and resources. Specifically, I will be looking for:
Libraries
Clubs aimed at teens
Parks
Local hangouts
Businesses
Vacant lots
Sunday, March 22, 2009
Annotated Bibliography
Annotated Bibliography for Dropout Rates
Boyd-Zaharias, J., & Pate-Bain, H. (2008, September). Class Matters -- In and Out of School. Phi Delta Kappan, 90(1), 40-44.
This article discusses the effect of socio-economic class on students and how this in turn effects education. It begins by describing the idea of a self-actualized society, then lays out the needs in hierarchical format and details why we have fallen short of this goal in the United States. It states that in addition to improving schools, we must also improve the lives of students in general. Requirements outside of school involve affordable housing in stable neighborhoods, a living wage and health-care benefits. Changes in the school system include smaller classrooms and improved instruction. The article also lists three “inconvenient truths” that must be addressed: growing social inequality, school inability to close the gap independently, and the high expense of improving the current status.
Marquez-Zenkov, K., Harmon, J., van Lier, P., & Marquez-Zenkov, M. (2007, September). If they'll listen to us about life, we'll listen to them about school: seeing city students' ideas about 'quality' teachers. Educational Action Research, 15(3), 403-415.
This article examines the quality of urban education from the perspective of city students. It states that the current dropout rate reflects the poor opinion that residents hold of urban education. By collecting snapshots and writing samples from students and requesting their view on teacher efficacy and instructional methods, the study attempts to highlight problems and identify potential solutions to this lack of relevancy. Students describe their daily lives, how school relates, and areas that they feel could use improvement. The article lists several ways to bridge the divide between the educational system and local needs, including the formation of caring networks, understanding student lives, and teaching beyond language and literacy barriers.
McNeil, L., Coppola, E., Radigan, J., & Heilig, J. (2008, January 30). Avoidable Losses: High-Stakes Accountability and the Dropout Crisis. Education Policy Analysis Archives, 16(3), 1-45.
The use of high-stakes accountability testing and its possible detrimental effects on low-performing students is addressed in this article. The test scores in schools in urban areas in states such as Georgia, Massachusetts, New York, Texas were compared to the drop-out rates for these schools. It was found that in some instances, larger improvements between grades corresponded other factors. These factors included increased grade retention and an increased dropout rate. The former has been linked to the latter. The specific data is derived from one Texas school. The article displays the incongruity that leads to an increased dropout rate for minority students. It also describes the process and reasoning for retention, and describes the psychological effect of this on students. It links family life of minority students to school achievement, and attributes grade retention and drop-out rates to the impact of high-stakes testing.
The following article is less about drop-out rates, and more about preparation for teaching in urban schools.
Chultz, K., Jones-Walker, C., & Chikkatur, A. (2008, March). Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms. Curriculum Inquiry, 38(2), 155-187.
This article discussed some of the challenges that new teachers face in urban classroom. It mentions that teachers must learn to take a “listening stance” and be prepared to learn from their students as they teach, and modify accordingly. The article further goes onto describe some of the negotiating that occurs as a teacher prepares lessons. This is an integration of the students’ needs and backgrounds, the teacher’s ideas and training, and the community and district’s standards and expectations. It describes the process of trying to attend to each student individually in a diverse environment while attaining balance in a classroom. Overall, the message is that a “one size fits all” curriculum should be avoided, and that teachers must implement modifications in their classrooms.
Wise, B. (2008, May 1). High Schools at the Tipping Point. Educational Leadership, 65(8), 8-13. (ERIC Document Reproduction Service No. EJ796363)
Here is the link to this article.
Students today are inadequately prepared to enter the current workforce. This article states that high dropout rates and poor academic skills are a national crisis that disadvantages the United States in the global economy. Specifically, the article targets secondary school instruction, mentioning the discrepancy between the strong push for achievement in elementary and middle schools compared to high schools. The article mentions that our school system was intended for a different era, where further education was not required to embark on career paths. Reform options such as tailoring curriculums to fit college, careers, and individual needs, and the use of technology are suggested. Also addressed are the need for the federal government to commit to education, and the reauthorization and reform of NCLB.
The article did mention many critical factors, and broadly addressed some key issues. It provided figures for cost regarding potential earnings associated with various education levels and the cost to society of each individual who fails to meet standards. It cites historical data, such as the push by the federal government for better science and math education in response to Sputnik, and links it to the current global situation. The information is pertinent and gives an idea of the scope of damage caused by inadequate education. It specifically mentions the selective cost to minority students, who are more prone to be at the low end of the reading and math scale and more likely to drop out.
My one complaint involved the mention of NCLB. While it is fairly obvious that this article comes from a biased viewpoint, the author mentioning a personal history of political origin and educational reform, most of the article seemed devoted to pushing for a new system. Yet no mention was made of new standards for evaluation. Aside from our disproportionate number of college students in need of remedial courses and poorly prepared graduates, academic skills were not specifically mentioned. Perhaps the author was implying the need for complete restructuring, but I was left questioning what exact solution was intended. Overall however, this was an informative overview.
Boyd-Zaharias, J., & Pate-Bain, H. (2008, September). Class Matters -- In and Out of School. Phi Delta Kappan, 90(1), 40-44.
This article discusses the effect of socio-economic class on students and how this in turn effects education. It begins by describing the idea of a self-actualized society, then lays out the needs in hierarchical format and details why we have fallen short of this goal in the United States. It states that in addition to improving schools, we must also improve the lives of students in general. Requirements outside of school involve affordable housing in stable neighborhoods, a living wage and health-care benefits. Changes in the school system include smaller classrooms and improved instruction. The article also lists three “inconvenient truths” that must be addressed: growing social inequality, school inability to close the gap independently, and the high expense of improving the current status.
Marquez-Zenkov, K., Harmon, J., van Lier, P., & Marquez-Zenkov, M. (2007, September). If they'll listen to us about life, we'll listen to them about school: seeing city students' ideas about 'quality' teachers. Educational Action Research, 15(3), 403-415.
This article examines the quality of urban education from the perspective of city students. It states that the current dropout rate reflects the poor opinion that residents hold of urban education. By collecting snapshots and writing samples from students and requesting their view on teacher efficacy and instructional methods, the study attempts to highlight problems and identify potential solutions to this lack of relevancy. Students describe their daily lives, how school relates, and areas that they feel could use improvement. The article lists several ways to bridge the divide between the educational system and local needs, including the formation of caring networks, understanding student lives, and teaching beyond language and literacy barriers.
McNeil, L., Coppola, E., Radigan, J., & Heilig, J. (2008, January 30). Avoidable Losses: High-Stakes Accountability and the Dropout Crisis. Education Policy Analysis Archives, 16(3), 1-45.
The use of high-stakes accountability testing and its possible detrimental effects on low-performing students is addressed in this article. The test scores in schools in urban areas in states such as Georgia, Massachusetts, New York, Texas were compared to the drop-out rates for these schools. It was found that in some instances, larger improvements between grades corresponded other factors. These factors included increased grade retention and an increased dropout rate. The former has been linked to the latter. The specific data is derived from one Texas school. The article displays the incongruity that leads to an increased dropout rate for minority students. It also describes the process and reasoning for retention, and describes the psychological effect of this on students. It links family life of minority students to school achievement, and attributes grade retention and drop-out rates to the impact of high-stakes testing.
The following article is less about drop-out rates, and more about preparation for teaching in urban schools.
Chultz, K., Jones-Walker, C., & Chikkatur, A. (2008, March). Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms. Curriculum Inquiry, 38(2), 155-187.
This article discussed some of the challenges that new teachers face in urban classroom. It mentions that teachers must learn to take a “listening stance” and be prepared to learn from their students as they teach, and modify accordingly. The article further goes onto describe some of the negotiating that occurs as a teacher prepares lessons. This is an integration of the students’ needs and backgrounds, the teacher’s ideas and training, and the community and district’s standards and expectations. It describes the process of trying to attend to each student individually in a diverse environment while attaining balance in a classroom. Overall, the message is that a “one size fits all” curriculum should be avoided, and that teachers must implement modifications in their classrooms.
Wise, B. (2008, May 1). High Schools at the Tipping Point. Educational Leadership, 65(8), 8-13. (ERIC Document Reproduction Service No. EJ796363)
Here is the link to this article.
Students today are inadequately prepared to enter the current workforce. This article states that high dropout rates and poor academic skills are a national crisis that disadvantages the United States in the global economy. Specifically, the article targets secondary school instruction, mentioning the discrepancy between the strong push for achievement in elementary and middle schools compared to high schools. The article mentions that our school system was intended for a different era, where further education was not required to embark on career paths. Reform options such as tailoring curriculums to fit college, careers, and individual needs, and the use of technology are suggested. Also addressed are the need for the federal government to commit to education, and the reauthorization and reform of NCLB.
The article did mention many critical factors, and broadly addressed some key issues. It provided figures for cost regarding potential earnings associated with various education levels and the cost to society of each individual who fails to meet standards. It cites historical data, such as the push by the federal government for better science and math education in response to Sputnik, and links it to the current global situation. The information is pertinent and gives an idea of the scope of damage caused by inadequate education. It specifically mentions the selective cost to minority students, who are more prone to be at the low end of the reading and math scale and more likely to drop out.
My one complaint involved the mention of NCLB. While it is fairly obvious that this article comes from a biased viewpoint, the author mentioning a personal history of political origin and educational reform, most of the article seemed devoted to pushing for a new system. Yet no mention was made of new standards for evaluation. Aside from our disproportionate number of college students in need of remedial courses and poorly prepared graduates, academic skills were not specifically mentioned. Perhaps the author was implying the need for complete restructuring, but I was left questioning what exact solution was intended. Overall however, this was an informative overview.
Monday, February 9, 2009
Schools: Shaped by ???
“Culture of Schooling”-not a concept I’ve considered in quite this way before, but definitely worth examining. The example of the teacher referencing something completely foreign to students and expecting comprehension was spot on. How often do people do this, assuming a familiarity that their audience, whoever it may be, may not have? Though many things go into forming a school, the environment crafted in that school should be comfortable, challenges based on subjects, not communication. What shapes schools, be they urban, rural, or suburban, and what should shape them?
Ok, so this my somewhat flat, organized attempt at formulating my thoughts: Schools are shaped by both external and internal factors as well as the interaction between the two. By internal I refer to the actual structuring of the school, the curriculum as it is executed, the students, the teachers, and the organizational structure. By external I refer to the community that the school serves, politics, cultural values, the pool from which students and teachers are pulled, and the location of the school relative to the outside world. Not all of the concepts that I have listed fall strictly into one category. More often than not one factor will exist as a function of another, or an alteration in one will have a cascade effect on the rest of the scheme.
Since the shaping of schools is actually a fairly convoluted process, my best shot at organization may be to begin chronologically, with the formation of schools. As mentioned by Fructer and by Anderson and Summerfield, our vision of schools is rooted in our idealized recollection of the past. In the case of the United States, rural schools represent this past, our agrarian values and the natural state of education. As stated in “Why is Urban Education Different from Rural and Suburban Education?”, those responsible for curriculum and organization value community, common sense, self reliance and simplicity (p. 36). Rural schools originally encompassed these values. However, as the world advanced technologically and urban centers of society spread, rural schools and their scope of education became too limited. In our modern era, while the small size of rural schools appeals to educational reformists, realistically, what we need in order to prepare students for the future is a more modern approach. While local culture is a big factor in shaping schools, and I plan to discuss this further, I predict or at least hope for a greater influence from global demands.
What I found especially interesting was the role assigned to the anti-desegregation movement in the formation of suburbia. The ways in which whites migrated to the city fringe in an effort to remain separate and the role of these antics in the rise of inner city versus suburban culture was an eye-opener. As I understand it, as people moved out of cities, primarily middle and working class whites whom banks awarded preference in terms of mortgages, the poor, immigrants, and minorities were in effect stranded in what became an otherwise abandoned city center. The children of this culture are the ones who fill the inner city schools.
To me, the heart and soul of a school should be the students. Unfortunately, schools are shaped more universally. Because we live in what we consider an integrated society, and policy makers often adopt a “one size fits most” attitude towards education and school organization, what works in the idealized, homogenous model is not always successful in reality. Communities, past history, parents, teachers and social mores can take the best (worst, so-so?) plans from the head honchos and ensure that chaos ensues through no fault of their own.
Urban schools are a difficult community to define. By their very nature they are diverse places, integrating many cultures, yet possessed of a culture unlike that of the rest of the nation. Family values shape students’ attitude towards education. However, that shaping can be to conform, as seen with one individual in “Urban Schools, Public Will” or to rebel. Parental involvement can be likewise efficacious. Community values play a role-military bases tend to produce achieving students, despite the fact that instruction methods are diverse. Conversely, in an inner city school where drugs and money occasionally reign supreme, even the brightest may find this lure tough to resist.
Schools, whether rural, suburban or urban, are shaped by the physical, social, temporal, financial and political environments in which they exist. They represent our youth, who are our nation’s future (total cliche, I know). Creating a culture of schooling in which students of inner city schools can learn and achieve universally while embracing the unique culture of that student body would be a terrific way to shape a school. The question remains how to do this when many teachers are not from the communities they teach, and how are values from local areas translated to comply with government regulated standards? Education can be improved, but the process is daunting. Teachers must be oriented not just within education, but communities as well, and curriculums must be likewise adjusted to reflect the values and limitations of the population served.
Ok, so this my somewhat flat, organized attempt at formulating my thoughts: Schools are shaped by both external and internal factors as well as the interaction between the two. By internal I refer to the actual structuring of the school, the curriculum as it is executed, the students, the teachers, and the organizational structure. By external I refer to the community that the school serves, politics, cultural values, the pool from which students and teachers are pulled, and the location of the school relative to the outside world. Not all of the concepts that I have listed fall strictly into one category. More often than not one factor will exist as a function of another, or an alteration in one will have a cascade effect on the rest of the scheme.
Since the shaping of schools is actually a fairly convoluted process, my best shot at organization may be to begin chronologically, with the formation of schools. As mentioned by Fructer and by Anderson and Summerfield, our vision of schools is rooted in our idealized recollection of the past. In the case of the United States, rural schools represent this past, our agrarian values and the natural state of education. As stated in “Why is Urban Education Different from Rural and Suburban Education?”, those responsible for curriculum and organization value community, common sense, self reliance and simplicity (p. 36). Rural schools originally encompassed these values. However, as the world advanced technologically and urban centers of society spread, rural schools and their scope of education became too limited. In our modern era, while the small size of rural schools appeals to educational reformists, realistically, what we need in order to prepare students for the future is a more modern approach. While local culture is a big factor in shaping schools, and I plan to discuss this further, I predict or at least hope for a greater influence from global demands.
What I found especially interesting was the role assigned to the anti-desegregation movement in the formation of suburbia. The ways in which whites migrated to the city fringe in an effort to remain separate and the role of these antics in the rise of inner city versus suburban culture was an eye-opener. As I understand it, as people moved out of cities, primarily middle and working class whites whom banks awarded preference in terms of mortgages, the poor, immigrants, and minorities were in effect stranded in what became an otherwise abandoned city center. The children of this culture are the ones who fill the inner city schools.
To me, the heart and soul of a school should be the students. Unfortunately, schools are shaped more universally. Because we live in what we consider an integrated society, and policy makers often adopt a “one size fits most” attitude towards education and school organization, what works in the idealized, homogenous model is not always successful in reality. Communities, past history, parents, teachers and social mores can take the best (worst, so-so?) plans from the head honchos and ensure that chaos ensues through no fault of their own.
Urban schools are a difficult community to define. By their very nature they are diverse places, integrating many cultures, yet possessed of a culture unlike that of the rest of the nation. Family values shape students’ attitude towards education. However, that shaping can be to conform, as seen with one individual in “Urban Schools, Public Will” or to rebel. Parental involvement can be likewise efficacious. Community values play a role-military bases tend to produce achieving students, despite the fact that instruction methods are diverse. Conversely, in an inner city school where drugs and money occasionally reign supreme, even the brightest may find this lure tough to resist.
Schools, whether rural, suburban or urban, are shaped by the physical, social, temporal, financial and political environments in which they exist. They represent our youth, who are our nation’s future (total cliche, I know). Creating a culture of schooling in which students of inner city schools can learn and achieve universally while embracing the unique culture of that student body would be a terrific way to shape a school. The question remains how to do this when many teachers are not from the communities they teach, and how are values from local areas translated to comply with government regulated standards? Education can be improved, but the process is daunting. Teachers must be oriented not just within education, but communities as well, and curriculums must be likewise adjusted to reflect the values and limitations of the population served.
Wednesday, February 4, 2009
Media
FILM
Urban:
Dangerous Minds
This movie featured Michelle Pfieffer as a tough teacher who works to connect with students in the inner city school she has taken a job in. It portrays the students as an equally tough lot who initially seem to be more street smart than book smart. The issues that the kids deal with in the movie range from teen pregnancy to gang violence and death, and the environment bestows these students with a bleak, hopeless outlook despite their brightness. This movie takes many stereotypes and tosses them into one classroom with one ideal teacher prototype to demonstrate worst/best case scenario, but overall, the issues that surface and the true caring as well as the novel approach to education utilized are valuable.
Suburban:
Never Been Kissed
This is a very cutesy movie with a main character who is actually twenty something and posing as a student to write an expose on teen behavior and eventually falls for one of the teachers. So yes, there is some questionable activity that makes me a little uncomfortable. That aside, the teenage drama, clique organization of the school, and superficiality of certain students is a somewhat indicative, if exaggerated representation of suburban schools. Actually, when trying to think of a suburban movie, it was hard to come up with one that was not over the top, however, that may be a function of my preferred genre as well. Suburban students are portrayed as superficial, paying much attention to appearance and cars, hard partiers, as demonstrated by the requisite parents out of town house trashing, and socially cut-throat. Cliques abounded, and the relative small size made the divisions obvious, as the cruel but hot crowd harassed the sweet but dorky misfits. Based on this movie, suburban schools are scary without proper navigational skills and resources.
Rural:
Footloose
This movie focuses very little on education, but centers around small town students and their mission to revive senior prom despite a town wide ban on rock and roll and dancing. It contrasts the small town rural mores with the edgy attitude of a transfer student (Kevin Bacon) from Chicago. Rural schools are shown to be uptight, strict areas where sports reign supreme, everybody knows everyone else, and outsiders are viewed with both curiosity and suspicion. Extracurricular activities include playing chicken on tractors, hanging out at the drive-in, and senior prom. Basically, rural schools are shown as areas where morals and family values are strong, and education is traditional.
TELEVISION
Urban:
Fresh Prince of Bel Aire
Yes, the school featured in the show is about a rich private school. However, the reaction of Will Smith, the Fresh Prince as a transfer student from the streets of Philadelphia, to this environment demonstrates the contrast with his background. The implications of his reaction to dress code, proper behavior and social order are that city schools are much tougher places where anything goes, that and culture as the uppercrust knows it is non-existent. The necessity of his transfer from the danger of Philly to controlled Bel Aire also spells trouble with the city education.
Suburban:
That 70s show
Many episodes focus on the relationship drama and capers of a core group of friends, but school is occasionally a focal point. The cliquey aura of the suburban atmosphere is communicated clearly. Some students are more serious than others, and cars, dating, part-time jobs and getting access to alcohol fill spare time. Eventually, college becomes a priority for some characters.
Rural:
Smallville
As the name implies, “Smallville,” Kansas is a small rural town. Though the bulk of the series concerns the antics and quest for self-identity of one resident teenage alien, Clark Kent, the details of his high school are well done. As a farm boy himself, Clark has chores before and after school in addition to schoolwork. Once again, sports are a focus of the school culture, and the small town atmosphere lends itself readily to gossip.
NEWS
Urban:
New York Times: To Close a School: A Decision Rooted in Data, but Colored by Nuance
By Javier C. Hernandez
This article details the decision to shut down 14 failing schools in the New York City area. Reasons cited involve poor performance and low standardized test scores, however this data was combined with other issues. One factor considered is overcrowding and the ability of other area schools to handle overflow. Some of the more thought provoking parts of the article to me were the fact that dwindling enrollment was seen as a positive thing, due to increased personal attention, and the effect that such an event would have on students and teachers.
Suburban:
New York Times: In a High School Fracas, Accusations and Confusion
By Kevin Coyne
Millburn High School is a school that has been listed as one of the best in the country and is situated in an affluent area. This story details area demographics and hints at racial tension. It opens and closes on a positive note about the school viewing the inauguration, yet the story is one of violence, and the end of the conflict resulted in one student being hospitalized (and released) due to head injuries sustained from being struck with a baseball bat, and two brothers being arraigned on charges in Newark. Even in upper class suburbia, tension and violence are issues.
Rural:
The Express Times: Great Meadows redistricting hearing scheduled in appellate court
By Stephen J. Novak
The Great Meadows Regional School District is a combination of two townships and has three schools. The conflict outlined in this article involves the desire of the smaller district to withdraw from the regional district due to unfair financial distribution, which was acknowledged. It highlighted a move towards shared resources by the state, and the divisive budget issues that can arise. This rural district is still awaiting a decision by the state, at a hearing to be held in Trenton. My cynical outlook is that the interests of the community looking for reform will be ignored by those in control on the basis of numbers.
MUSIC
Urban:
“Both Sides of the Story” by Phil Collins
This song makes reference to all kinds of depressing life conditions. I always picture dark buildings, alleys and dim streetlights when I hear this song. It talks about violence at home, homelessness and drinking. The title is a cliché, but it is something to bear in mind. You never know what other people are going through.
Suburban:
Difficult to chose this, but I had to go with “Welcome to my Life” by Simple Plan, because it embraces the angst of teenage life. If kids are anything like me, general unhappiness and a desire to be someone else occasionally were a part of adolescence. The idea that no one can understand could easily be a part of the internal conflict of a suburban kid who seems to have it all on the outside yet is filled with insecurity.
Rural:
Hicktown by Jason Aldean
This song makes many rural references. It refers to football, smoking, jacking up pickup tires and grannies. It’s upbeat and fun, and pokes fun at urban slicksters. True country pride that doesn’t take itself too seriously.
Urban:
Dangerous Minds
This movie featured Michelle Pfieffer as a tough teacher who works to connect with students in the inner city school she has taken a job in. It portrays the students as an equally tough lot who initially seem to be more street smart than book smart. The issues that the kids deal with in the movie range from teen pregnancy to gang violence and death, and the environment bestows these students with a bleak, hopeless outlook despite their brightness. This movie takes many stereotypes and tosses them into one classroom with one ideal teacher prototype to demonstrate worst/best case scenario, but overall, the issues that surface and the true caring as well as the novel approach to education utilized are valuable.
Suburban:
Never Been Kissed
This is a very cutesy movie with a main character who is actually twenty something and posing as a student to write an expose on teen behavior and eventually falls for one of the teachers. So yes, there is some questionable activity that makes me a little uncomfortable. That aside, the teenage drama, clique organization of the school, and superficiality of certain students is a somewhat indicative, if exaggerated representation of suburban schools. Actually, when trying to think of a suburban movie, it was hard to come up with one that was not over the top, however, that may be a function of my preferred genre as well. Suburban students are portrayed as superficial, paying much attention to appearance and cars, hard partiers, as demonstrated by the requisite parents out of town house trashing, and socially cut-throat. Cliques abounded, and the relative small size made the divisions obvious, as the cruel but hot crowd harassed the sweet but dorky misfits. Based on this movie, suburban schools are scary without proper navigational skills and resources.
Rural:
Footloose
This movie focuses very little on education, but centers around small town students and their mission to revive senior prom despite a town wide ban on rock and roll and dancing. It contrasts the small town rural mores with the edgy attitude of a transfer student (Kevin Bacon) from Chicago. Rural schools are shown to be uptight, strict areas where sports reign supreme, everybody knows everyone else, and outsiders are viewed with both curiosity and suspicion. Extracurricular activities include playing chicken on tractors, hanging out at the drive-in, and senior prom. Basically, rural schools are shown as areas where morals and family values are strong, and education is traditional.
TELEVISION
Urban:
Fresh Prince of Bel Aire
Yes, the school featured in the show is about a rich private school. However, the reaction of Will Smith, the Fresh Prince as a transfer student from the streets of Philadelphia, to this environment demonstrates the contrast with his background. The implications of his reaction to dress code, proper behavior and social order are that city schools are much tougher places where anything goes, that and culture as the uppercrust knows it is non-existent. The necessity of his transfer from the danger of Philly to controlled Bel Aire also spells trouble with the city education.
Suburban:
That 70s show
Many episodes focus on the relationship drama and capers of a core group of friends, but school is occasionally a focal point. The cliquey aura of the suburban atmosphere is communicated clearly. Some students are more serious than others, and cars, dating, part-time jobs and getting access to alcohol fill spare time. Eventually, college becomes a priority for some characters.
Rural:
Smallville
As the name implies, “Smallville,” Kansas is a small rural town. Though the bulk of the series concerns the antics and quest for self-identity of one resident teenage alien, Clark Kent, the details of his high school are well done. As a farm boy himself, Clark has chores before and after school in addition to schoolwork. Once again, sports are a focus of the school culture, and the small town atmosphere lends itself readily to gossip.
NEWS
Urban:
New York Times: To Close a School: A Decision Rooted in Data, but Colored by Nuance
By Javier C. Hernandez
This article details the decision to shut down 14 failing schools in the New York City area. Reasons cited involve poor performance and low standardized test scores, however this data was combined with other issues. One factor considered is overcrowding and the ability of other area schools to handle overflow. Some of the more thought provoking parts of the article to me were the fact that dwindling enrollment was seen as a positive thing, due to increased personal attention, and the effect that such an event would have on students and teachers.
Suburban:
New York Times: In a High School Fracas, Accusations and Confusion
By Kevin Coyne
Millburn High School is a school that has been listed as one of the best in the country and is situated in an affluent area. This story details area demographics and hints at racial tension. It opens and closes on a positive note about the school viewing the inauguration, yet the story is one of violence, and the end of the conflict resulted in one student being hospitalized (and released) due to head injuries sustained from being struck with a baseball bat, and two brothers being arraigned on charges in Newark. Even in upper class suburbia, tension and violence are issues.
Rural:
The Express Times: Great Meadows redistricting hearing scheduled in appellate court
By Stephen J. Novak
The Great Meadows Regional School District is a combination of two townships and has three schools. The conflict outlined in this article involves the desire of the smaller district to withdraw from the regional district due to unfair financial distribution, which was acknowledged. It highlighted a move towards shared resources by the state, and the divisive budget issues that can arise. This rural district is still awaiting a decision by the state, at a hearing to be held in Trenton. My cynical outlook is that the interests of the community looking for reform will be ignored by those in control on the basis of numbers.
MUSIC
Urban:
“Both Sides of the Story” by Phil Collins
This song makes reference to all kinds of depressing life conditions. I always picture dark buildings, alleys and dim streetlights when I hear this song. It talks about violence at home, homelessness and drinking. The title is a cliché, but it is something to bear in mind. You never know what other people are going through.
Suburban:
Difficult to chose this, but I had to go with “Welcome to my Life” by Simple Plan, because it embraces the angst of teenage life. If kids are anything like me, general unhappiness and a desire to be someone else occasionally were a part of adolescence. The idea that no one can understand could easily be a part of the internal conflict of a suburban kid who seems to have it all on the outside yet is filled with insecurity.
Rural:
Hicktown by Jason Aldean
This song makes many rural references. It refers to football, smoking, jacking up pickup tires and grannies. It’s upbeat and fun, and pokes fun at urban slicksters. True country pride that doesn’t take itself too seriously.
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