[Download] "Urban Public Schools for African American Students: Critical Issues for Educational Stakeholders (Report)" by Educational Foundations * Book PDF Kindle ePub Free
eBook details
- Title: Urban Public Schools for African American Students: Critical Issues for Educational Stakeholders (Report)
- Author : Educational Foundations
- Release Date : January 01, 2008
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 194 KB
Description
In recent years, much attention in popular and scholarly literature has been given to urban education (Cartledge & Lo, 2006; Chambers, 2006; Kozol, 1991, 2005). A critical review of this literature, alarmingly, illustrates a gloomy depiction of American urban school systems. Low test scores, high dropout rates, run-down facilities, high teacher turnover, and excessive crime are some of the many characteristics used to describe urban school districts across the United States (Gale, McNally, & Pack, 2003; Kozol, 1991; Landsman & Lewis, 2006). Some of the nation's most vulnerable student populations are the individuals who frequently find themselves in these school environments (Cartledge & Lo, 2006). The demographic profile of urban schools is commonly Black, Brown, and poor, whereas the suburban school systems are predominately White and middle class (Cartledge & Lo, 2006). Nevertheless, a high-quality education, too often, seems unattainable for these individuals who attend inner-city school systems. Because of the apparent decline in urban schools, many Whites and affluent families have fled to the suburbs and/or opted to transfer their children to private schools (Gale et al., 2003). Consequently, numerous urban students are unable to access social and economic resources that Whites and middle class families traditionally bring to urban school settings (Darling-Hammond, 1997). Stated differently, schools of urban students are left segregated, due to White and middle class flight from urban communities (Kozol, 2005). Urban students are also unable to access important educational resources, such as small class sizes, high qualified teachers, advanced technologies, and accelerated/gifted courses afforded to suburban school systems (Darling-Hammond, 1997), due to limited economic resources caused by the reduction of tax bases (Gale et al., 2003).