Summary Of Chapter Four Of Our Kids By Robert Putnam

Parents have the full choice of where they would prefer for their children to attend school, and so often children are put at a disadvantage because they are learning in a school that does not have the resources to prepare children for college or adulthood. As stated in the article, “Choose Your Parents Wisely,” educated parents “create an environment at home that helps… intelligence to blossom, and they buy houses near good schools” (6). A better quality of education is more prominent in the lives of children that have well-educated parents, and the children whose parents dropped out of high school are left with mediocre expectations to overcome the obstacle of finishing school and obtaining a well paying job in the future. All we know about Sonny’s education is that he grew up in an impoverished area, leading us to believe that the educational system was not advanced, and that he tends to skip school to go do drugs with his friends. Because Sonny’s parents died so early, they were not able to play the biggest role in his life, but they did decide which school system that he would be apart of, and his school life did affect the man that he grew up to become.

In Jonathan Kozol’s “Still Separate, Still Unequal: America’s Educational Apartheid” he explains that the difference between the low class schools and the urban class schools inequality by the lack of importance, the low funds, and the segregation. Kozol admits that no effort is put into the minority public schools that are isolated and deeply segregated. “At a middle school named for Dr. King in Boston, black and Hispanic children make up 98 percent of the enrollment”(Kozol 349). The schools that are named after Civil Rights leaders shows no proof of what these people were trying to succeed. Kozol comments on the extremely low funds in these minority schools.

In the article “Unequal Opportunity: Race and Education” by Linda Darling-Hammond it talks about how whites basically get better education. Also that wealthier areas get a better education. I agree with some of what this article says but majority of it I don’t. I do agree with the fact that if you live in a wealthier school district that you can possibly get a better education.

In the article, “Savage Inequalities: Children in U.S. Schools”, by Jonathan Kozol, discusses the inequalities that exist in class differences. Money is spent more in wealthy areas than in the poor or low class areas. The schools located in the wealthy areas are funded more and receive more supplies and better teachers. The schools in the not-so-wealthy areas do not have the best teachers and they need better teachers than the students in the wealthy areas. Kozol displays how schools are still segregated as they were in the past.

People dream of freedom. A freedom that can bestow opportunities, a freedom that can establish equality, and a freedom that can promote success—people dream of the American dream. Many pursue it believing that education is the primary pathway to achieving success, and through education and hard work they can lower barriers; thus, being capable of scaling upward in the social ladder. Sadly, this dream has been tainted by myths that are associated with education. For example, some people claim that education is the grand equalizer of society, so through proper schooling everyone has the same chance of move up the social ladder.

In preparation for this paper I chose to read Fire in the ashes: twenty five years among the poorest children in America by Jonathan Kozol. In this book Kozol has followed these children and their family’s lives for the past twenty five years. In his writing Kozol portrays a point of view most from his background and standing would not be capable of having. He portrays what life is like for those who have been let down by the system that was meant to protect them. Kozols writing style can be very blunt at times, not for shock value, but for the sake of portraying these children’s realities, and not sugarcoating the inequalities that they are faced with.

The idea of classroom causing problems for America’s society is elaborated when President Johnson explains that many children in America don’t have enough money to afford school. “There your children’s lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination.” In order for a society to be great, education is the foundation; schools are where child learn about their world, and what it is they will do in the future to earn money to live a good life. And to better prove his idea Johnson states, “Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it,” then questions what will happen in years when time has become elapsed to conclude any efforts are needed to come into play for there to be a Great Society.

The research proves that a student's SAT score directly correlates with a student's family’s social class, and their score ultimately decides how much education they will be able to afford. Sacks comes to the conclusion that the system of higher education is unequal, and children that are born into lower class families will have a harder time completing college. Sacks research is similar to “Social class and College Readiness”, but instead of focusing on how prepared children are for college, he focuses on paying for college. In “Social Class and College Readiness” (Academe 95.1 (2009): 8-9) found in ASC, the unnamed author writes a letter discussing the effect of social class on student preparation for college.

I was amazed to read that in the affluent school, some of the children mention they will rather not be rich. Rich meant that they could not work and they will rather work since they liked working. In the executive school, I was bothered by the comment that a teacher stated. A teacher associated low-income children with discipline problems. I think that teacher generalized an observation he

One thing that almost all Americans take for granted is their privilege. As argued by both Gay and Gladwell, success is determined by more than just hard work and dedication. This social injustice is based on the ideal that private school students have more natural ability to reach success, while the public school students to do not have the ability to meet the requirements of private school education because of their mental capacity. This ideal is completely untrue. Private schools have the fundamentals to provide their students with such rigorous and beneficiary education because of the private and public donors that provide them with the money to afford the cost for these things.

Inner-city schools, located in poorer and violent parts of town, generally have a lower level of income than suburban schools. Inner city schools consist of schools in poorer areas. These schools often lack the necessary means to help their students achieve. Inner city schools, portray how wealth divides in America, leaving many African American children to go to school in old beaten down buildings. Inner city schools, which show years of wear, provide children with an unfair opportunity against suburban schools.

Experience. Experience is defined by Merriam Webster as partial knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity. This is what separates middle class families from they're working and poorer class peers. Why? Due to the fact that each and every family is uniquely different in economic standing.

Over the years, public schools in the US are required to provide quality education for every child, regardless of race, gender, ethnicity and socioeconomic status. However, critics of the public education system argue that the majority of the children lack equal learning opportunities and access to quality schools (Nelson, Palonsky & McCarthy, 2010). Some critics argue that the public education system prolong poverty among low-income families as the rich are provided with better learning facilities (Granger, 2008). The physical surroundings of wealthy neighborhoods house innovative and safer school facilities that offer better learning environments. Students from low-income families, especially the ethnic minority families lower quality public schools in impoverished neighborhoods.

Overscheduling Extracurricular Activities Yuanxiao Zheng COMM 2367: Persuasive Communication Kristie L. Sigler March 30, 2018 Extracurricular activities have been very common nowadays for youth. In the past 20 years, families and schools have seen an increase in the time children and adolescents spend in structured activities outside of the regular school day (Shari Melman, Steven G. Little, K. Angeleque Akin-Little, 2007). In the United States, nearly all high schools provide some type of extracurricular activities like different sports, art or music lessons and academic clubs (National Center for Education Statistics, 1995), and fifty-seven percent of children who are between age 6 and 17 participate in at least one extracurricular

Poverty has long plagued society and has never possessed a feasible or apparent solution. As the phenomenon is so ingrained within societies across the world, numerous studies have been conducted by various institutions looking to document its effects. Most all of the results have found them to be adverse, but specifically to a very vulnerable subset of the world’s population, children. As children learn and grow within the confines of poverty there are many indications that point to developmental delays, or intellectual disparities. Causes like those of hunger, unstable housing, and lack of funding lead to poor performance, worse standardized test scores, and a lack of social development and belonging among peers.