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.
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