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.
Sunday, March 22, 2009
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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