We need to stop educational inequalities soon

 I love education and writing I read a very different and interesting article about how to fix inequality in the education  I wish everyone had an equal education.. however unfortunately our capitalitisic society judges a  person educational opportunities on their income and race achievement. The article is a study on educational institution and inequalities based on race and gender in 2020educ system.schools demonstrate the problem. In New York City, for example, only 8 percent of black males graduating from high school in 2014 were prepared for college-level work, according to the CUNY Institute for Education Policy, with Latinos close behind at 11 percent. The preparedness rates for Asians and whites — 48 and 40 percent, respectively — were unimpressive too, but nonetheless were firmly on the other side of the achievement gap.

Ronald Ferguson, adjunct lecturer in public policy and director of the Achievement Gap Initiative. Rose Lincoln/Harvard Staff Photographer

In some impoverished urban pockets, the racial gap is even larger. I can't believe how much race is shinning a light on the advancement of African American students who are performing better In Washington, D.C., 8 percent of black eighth-graders are proficient in math, while 80 percent of their white students in the capital of the US in addition another study States that unfortunately children in the early development are falling almost a year behind their from as early as kindergarten to third grade in learning .it breaks my heart to see that there is even more significant education gap between kids from kindergarten to 3rd grade than their is children in 8th grade. This is unacceptable and can't not continue. Children are not going to succeed if they lose valueable educational options and opportunity such as tutoring and training 

Fryer said that in kindergarten black children are already 8 months behind their white peers in learning. By third grade, the gap is bigger, and by eighth grade is larger still.

According to a recent report by the Education Commission of the States, black and Hispanic students in kindergarten through 12th grade perform on a par with the white students who languish in the lowest quartile of achievement.

There was once great faith and hope in America’s school systems. The rise of quality public education a century ago “was probably the best public policy decision Americans have ever made because it simultaneously raised the whole growth rate of the country for most of the 20th century, and it leveled the playing field,” said Robert Putnam, the Peter and Isabel Malkin Professor of Public Policy at HKS, who has written several best-selling books touching on inequality, including “Bowling Alone: The Collapse and Revival of the American Community” and “Our Kids: The American Dream in Crisis.”

Historically, upward mobility in America was characterized by each generation becoming better educated than the previous one, said Harvard economist Lawrence Katz. But that trend, a central tenet of the nation’s success mythology, has slackened, particularly for minorities.

“Thirty years ago, the typical American had two more years of schooling than their parents. Today, we have the most educated group of Americans, but they only have about .4 more years of schooling, so that’s one part of mobility not keeping up in the way we’ve invested in education in the past,” Katz said.

As globalization has transformed and sometimes undercut the American economy, “education is not keeping up,” he said. “There’s continuing growth of demand for more abstract, higher-end skills” that schools aren’t delivering, “and then that feeds into a weakening of institutions like unions and minimum-wage protections.”

“The position of U.S. black students is truly alarming.”

— Roland G. Fryer Jr.

Fryer is among a diffuse cohort of Harvard faculty and researchers using academic tools to understand the achievement gap and the many reasons behind problematic schools. His venue is the Education Innovation Laboratory, where he is faculty director.

“We use big data and causal methods,” he said of his approach to the issue.

Fryer, who is African-American, grew up poor in a segregated Florida neighborhood. He argues that outright discrimination has lost its power as a primary driver behind inequality, and uses economics as “a rational forum” for discussing social issues.

BETTER SCHOOLS TO CLOSE THE GAP

Fryer set out in 2004 to use an economist’s data and statistical tools to answer why black students often do poorly in school compared with whites. His years of research have convinced him that good schools would close the education gap faster and better than addressing any other social factor, including curtailing poverty and violence, and he believes that the quality of kindergarten through grade 12 matters above all.

Supporting his belief is research that says the number of schools achieving excellent student outcomes is a large enough sample to prove that much better performance is possible. Despite the poor performance by many U.S. states, some have shown that strong results are possible on a broad scale. For instance, if Massachusetts were a nation, it would rate among the best-performing countries. 

In Johnathan Kozol brilliant novel, "The savage educational inequalities" Kozol blames an unjust and uncaring society for inner-city children’s low levels of Another way to fix educational inequality is by improving students performance on tests , this process not only requires merely spending more tax money, but also getting parents to take more interest in their children’s educational progress.. Therefore, Kozol, believes that the process of equalization for all students might alienate affluent parents (Kozol, p 9). This shows that even though spending more tax money might help poor schoolchildren; Schools need to have more funding in order to make equalization a reality in society for all schools. This Is despite the fact that Kozol, does not believe that making schools equal is The only solution for by improving student performance on tests. I Agree with Jonathan Kozol that it is the job of our schools, we like to believe is to give children a chance to develop their abilities and complete with others for our in society .but has the game been “fixed “right from the start? ( As cited by Kozol, p 9) in my opinion the” savage inequality of economic status social status, racism sexism and culture division of class differences are obviously not equal. Kozo1’s analysis proves once again that our social stratification system is based on capitalism is a closed system .We are not a open system in which people are not socially mobile because of social inequality and class differences. I think we should be an open system in society.

academic performance, high rates of dropping out of high school, classroom discipline problems, and low levels of college attendance or completion. Although the emphasis on societal guilt can be overdone, it has value: Learning about overcrowding in ghetto high schools makes the dropout phenomenon easier to understand. Some of the numbers and facts in the article were unbelievably astounding to me especially the examples of a very poor public school 261 in district 10 the capacity of students in 900 ,yet the actual size of the class is 1,300 students 

Currently, schools are funded by local property taxes. In more wealthy areas where there are extravagant houses, big industry, and businesses, the taxes collected are more than efficient to fund their schools. Schools like P.S.24 in New York have a planetarium, where the gifted children “are designing their own galaxies.” Students in Cherry Hill have the “use of seven well- appointed ‘music suites’ ” (This contrasts greatly to schools in poorer cities where, even though citizens are taxed at higher rates, the tax base to support these schools is too low and inefficient. In some areas, like East St. Louis, most residents are on welfare, and what little industry they have attracted has been through tax exemption. This lack of funds leads to the terrible conditions of the neighborhood “spilling over into schools” in these poorer areas. Many of these schools have few toilets that work, textbooks enough for only half of the class, teachers that do not show up, holes in the ceilings, and “8th grade students that cannot add five and two.” Most of these poorer schools are located in urban areas where the children face enough problems outside of school to pull at anyone’s heartstrings. They suffer sickness that goes untreated caused by pollution and poisons from nearby industry, poor nutrition, and lack of dental care. “Children live with pain that grown-ups would find unendurable. These children deserve a beautiful school full of books, flowers, music, and working toilets, and teachers who inspire and nurture as much or maybe more than the students in wealthy communities. Without this, they have little chance to grow up to be happy, successful people and to escape the terrible conditions under which they must live every day.

The children are aware of the atrocities of their surroundings and that others have much better schools. This is seen as a racial issue to many because most of these poor, inner city districts are mostly black and Hispanic and the issue of desegregating these schools has been attacked ferociously by the wealthy districts that are mostly white. Children in these poorer schools often come from parents who were raised in similar areas. Their education levels are low and they often feel undeserving of better in the eyes of people with the power to change their situations and smooth the differences of this dual system. They feel that their children are unwanted by other schools, and are viewed as undeserving. Many times these parents lack the power and resources to demand change. Unfortunately, influential politicians and others with the power to change such things, often listen to the citizens who are the most powerful. These are those who fund campaigns and vote the most (which tends to be middle to upper class) instead of those who truly are in need of help, such as these people and their children. Without assistance this pattern of social reproduction will continue. Generation after generation will be taught inefficiently and doomed to repeat their ancestors’ plight. In addition, some of these schools are terribly overcrowded with classes far beyond practical numbers. In one school in the Bronx, “four kindergartens and a sixth grade class of Spanish speaking children have been packed into a single room”, and there is “a second grade bilingual class of 37”. The teachers’ abilities are undoubtedly unreasonably stretched to properly instruct in any roomful of this many very young children.  

Many argue that the reasons for these disparities in what the children become are not the schools, but the environment that the children come from and their parent’s attitudes. Though there is much truth to this, every child deserves the best opportunity to succeed. Schools are that area that we, as a society, have the most direct control over. “The school is a creature of the state, the home is not.” Having a quality school with dedicated teachers may be the only chance these kids have to escape their substandard environments.

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I have always known that there is global inequality in the world’s education system let alone in the United States of America. I just did not know how severe social inequalities of the education system were In the United States

Currently, schools are funded by local property taxes. In more wealthy areas where there are extravagant houses, big industry, and businesses, the taxes collected are more than efficient to fund their schools. Schools like P.S.24 in New York have a planetarium, where the gifted children “are designing their own galaxies.” Students in Cherry Hill have the “use of seven well- appointed ‘music suites’ ” (This contrasts greatly to schools in poorer cities where, even though citizens are taxed at higher rates, the tax base to support these schools is too low and inefficient. In some areas, like East St. Louis, most residents are on welfare, and what little industry they have attracted has been through tax exemption. This lack of funds leads to the terrible conditions of the neighborhood “spilling over into schools” in these poorer areas. Many of these schools have few toilets that work, textbooks enough for only half of the class, teachers that do not show up, holes in the ceilings, and “8th grade students that cannot add five and two.” Most of these poorer schools are located in urban areas where the children face enough problems outside of school to pull at anyone’s heartstrings. They suffer sickness that goes untreated caused by pollution and poisons from nearby industry, poor nutrition, and lack of dental care. “Children live with pain that grown-ups would find unendurable. These children deserve a beautiful school full of books, flowers, music, and working toilets, and teachers who inspire and nurture as much or maybe more than the students in wealthy communities. Without this, they have little chance to grow up to be happy, successful people and to escape the terrible conditions under which they must live every day.

The children are aware of the atrocities of their surroundings and that others have much better schools. This is seen as a racial issue to many because most of these poor, inner city districts are mostly black and Hispanic and the issue of desegregating these schools has been attacked ferociously by the wealthy districts that are mostly white. Children in these poorer schools often come from parents who were raised in similar areas. Their education levels are low and they often feel undeserving of better in the eyes of people with the power to change their situations and smooth the differences of this dual system. They feel that their children are unwanted by other schools, and are viewed as undeserving. Many times these parents lack the power and resources to demand change. Unfortunately, influential politicians and others with the power to change such things, often listen to the citizens who are the most powerful. These are those who fund campaigns and vote the most (which tends to be middle to upper class) instead of those who truly are in need of help, such as these people and their children. Without assistance this pattern of social reproduction will continue. Generation after generation will be taught inefficiently and doomed to repeat their ancestors’ plight. In addition, some of these schools are terribly overcrowded with classes far beyond practical numbers. In one school in the Bronx, “four kindergartens and a sixth grade class of Spanish speaking children have been packed into a single room”, and there is “a second grade bilingual class of 37”. The teachers’ abilities are undoubtedly unreasonably stretched to properly instruct in any roomful of this many very young children.  

Many argue that the reasons for these disparities in what the children become are not the schools, but the environment that the children come from and their parent’s attitudes. Though there is much truth to this, every child deserves the best opportunity to succeed. Schools are that area that we, as a society, have the most direct control over. “The school is a creature of the state, the home is not.” Having a quality school with dedicated teachers may be the only chance these kids have to escape their substandard environments

I have always known that there is global inequality in the world’s education system let alone in the United States of America. I just did not know how severe social inequalities of the education system were In the United States