This affects the opportunity of Hispanics attendance to college contributing to the low rate of Hispanics college degree graduates. A college degree education plays a key role in how much income one will and can bring in. For example, a study conducted at Rockhurst University in Kansas City found that “being at a disadvantage in the world of academics is shown in the types of jobs that these minorities have. In 2000, blacks and Hispanics were almost twice as likely as whites to work in the service sector, such as food service or cleaning service, with compensation at $12 per hour” (Restituto and Miller). Hispanics with no college degrees in Kansas are in academic disadvantage as found by the Rockhurst University in Kansas City since the opportunity to attain a college degree depends on the personal income.
When the location and property value influence the allocation of the school fund, it is clear that students living in neighborhoods with least property values will be denied access to the quality of education offered to students living in communities with greater property values. As a result, we had in 2011 nearly half (48.1%) of all Dane County’s Black third graders failed to meet proficiency standards in reading, compared to 10.9% of White third graders. In other words, Dane County Black third graders were 4.4 times more likely NOT to be proficient in reading than their White peers. In other words, because of this large difference between rich and poor property taxes payment, rich communities receive more school funding and give great opportunities to their children to have higher quality education than poor communities. In “School funding inequality makes education separate and unequal”, Klein Rebecca (2015)
As a response, American schools had received funding under then Safe and Drug-Free Schools and Communities Act to prevent youth violence. Accordingly, violence prevention programs and mental health services for children have risen substantially, as well as the number of attending patients. As a result, the Bureau of Justice Statistics School Safety Report shows that victimization of minors in America has been steadily decreasing, albeit it has spiked recently. According to the report, the total victimization rate inside school declined 82 percent between 1992 and 2014, from 181 victimizations per 1000 students in 1992 to 33 victimizations per 1000 students in 2014. In 1992-1993, there were around 4.2 million victimizations but only 1.2 million in 2010-2011.
Unfortunately, Brya’s story is not uncommon. According to statistics gathered by the National Center for Educational Statistics (NCES), while eighty-one percent of high school students graduate on time, less than sixty percent of these students continue on to college (Mortenson). A recent poll conducted by a college student asking two hundred-fifty recent high school graduates why they chose not to attend college right out of high school, shows a whopping two hundred eighteen students say it was because they could not afford to attend.2 With many graduates choosing to work or into the military, instead of going to college, the question now becomes are they really
After graduating high school, the majority of teenagers nowadays choose to continue their studies in college to attain a bachelor’s degree. There is no question that education is essential for our future careers. Unfortunately, I have noticed that not all students in my peer group are able to finish college. “Nearly one out every five students in America drop out of college by the first semester.” There are three main reasons for teenagers dropping out, them being: financial issues, academic struggles, and another simply being to start a career. Firstly, college as well all know is quite expensive and is continuously increasing in price.
However, the inclusion of immigrant children into mainstream society is not an easy path. Quinonez was able to capture in Bodega Dreams the struggles of the children in their attempts to move forward in the new culture and nation that they now call home. Self-identity and self-esteem of these children have been argued to be of high importance if they are to be successfully integrated into their new society (Portes and Rivas, 228). Often the primary exposure of these children in the mainstream society is through the school system. Sadly, it is also here where stereotypes and prejudice are directly experienced.
However, for many students today, this equal footing is nothing but a dream. Constantly, US schools in black and latino neighborhoods have been severely understaffed and underfunded. “A quarter of high schools with the highest percentage of black and Latino students do not offer Algebra II; a third of these schools do not offer chemistry” (Heffling). Schools not offering these basic courses to their students simply due to a lac of funding significantly impacts the performance of black and latino students in the post-secondary world. In fact, nearly 51% of all public school students come from a household that is near or below the federal poverty line (Layton).
The Latino community is the most rapidly growing minority group in the United States. However, it is also one of the minority group that have faced many barriers in their educational opportunities throughout its history in this nation. The United States is knowing because of it offers equal opportunities for everyone, yet a poor quality education still exists in many of our Latino community schools. A poor quality education that leads to other issues in the system of education among our Hispanic/Latino students. The dropout rates from high school in the Latino students is very high.
How in the world can one expect these students to feel the desire to further their education. Illegal immigrants, or undocumented students, don't continue their education due to the unwelcome feeling they receive the moment they come into this country. Many people can finish there years in college, obtain their degree,
According to the International Labor Organization ( ILO), about 250 million children between the ages of 5 and 14 are working in developing countries, with 8.4 million involved in especially hazardous work including prostitution, soldiering, forced and bonded labor, and other illicit activities. Out of that 250 million, at least 120 million work full time. Sixty-one percent are in Asia, 32 % in Africa, and 7% in Latin America. From this statistics it can be said that many of these children have no hope of benefiting from the booming global economy. Children are deprived of their right of getting education and contributing to their human capital accumulation.
There are great educational achievement gaps between whites and blacks that can be traced back the bias they receive as children in the classroom. The high school graduation rate of Blacks to Whites though through the years it is shrinking is 69% of Blacks are graduating while 86% of their white counterparts are graduating. (Amos, 2014) This is a troubling static for an ethnic group that is already falling behind in academe and in social class. It may also be difficult for these young people do view a high powered career as something that is attainable because even our Congress there are just 44 Blacks to 361 Whites, and in the Senate ZERO Blacks and 100 possible positions (ThisNation.com,2014). These kinds of prospects even in our highest offices which should be an equal representation of the people in the United States is dominated by Whites.
The purpose of this study to identify a preventive notion to improve high school graduation rates among children in foster care. An innovative therapeutic mentoring program that will not only decrease the chances of foster youth dropping out of high school, but it will also increase the chances of them furthering their education. According to the Adoption and Foster Care Analysis and Reporting System there are over 400,000 children in foster care (AFCARS, 2010). The high school graduation rate among youth in foster care is relatively low, and youth in foster care are less likely to graduate from high school compared to their peers (Day, et al., 2012). In a national foster care study 54% of youth that participated in the study finished high