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It is very clear that urban schools are not as equip as schools in the suburbs or rural areas. It is safe to say that not all urban schools are in bad situations when it comes to low-test scores, and the students’ performance in the classroom, but most urban schools are performing unsatisfactory. ... This paper will provide an extensive overview on urban education, which will include a comparison of black and white test scores; the effects urban communities and families have on children, and money for education. ... The SAT was developed in the 1930s to help selective colleges identify talented students from mediocre high schools who performed poorly on traditional achievements tests because they had not studied the relevant subject matter (Asberry 1997). ...
On the hand, Test scores continue to climb in urban school districts, some of which are making greater gains on math and reading assessments than their state averages, a report concludes. The annual city-by-city analysis, conducted by the Council of the Great City Schools and released here last month, found that some districts also are narrowing the achievement gap between white students and their African-American and Hispanic peers on state tests. ... Casserly, the executive director of the Washington-based advocacy group for urban school systems, characterized the findings of the report, "Beating the Odds II," as encouraging, pointing to significant improvements in mathematics since last years analysis. The council studied the test scores of 57 urban districts in 35 states, examining gains in scores from the first year their state assessments were administered to 2001. ... Roughly 44 percent of all grades tested in the urban districts increased their reading scores faster than the average in their states, while 43 percent did so in math.
The Effects urban communities and Families have on children
Moreover, urban communities and families can have a good or bad effect on children. ... The Elementary ADEseondary School Education Act of 1964 funded compensatory education programs for schools for low income children and mandated in subsequent decades. ... Assault literacy could be a by- product, but was not the focus, of teaching parents how to stimulate their young children’s or involving them as paraprofessionals in schools, or encourage them to participate in educational policy and decision making. In subsequent years, conflicts over school governance and intractable problems of poverty led some educators to focus on variables that schools could change, for examples stressing safe and orderly environments with in the school building, clear expectations for students performance, and coherent curricula, rather than on external forces over which they had little control (James, 1990). ... 28) few schools worked actively in the 1970s and 1980s to foster parent participation in the instructional process. Then as now fewer contracts with schools wee maintained by families of lower socioeconomic state than by their better off counterparts. In recent years, policy directs have placed the schools role in promoting family involvement high on the national education agenda. In acknowledgements of the schools responsibility to reach out to families, the Goals 2000: Educate America Act of 1994 directs every school to “promote partnership” that will increase parental involvement and participation in promoting the social, emotional, and academic growth for children. ...
The urban community, families, and teachers can help revitalize urban schools. In order to build strong partnerships, families and school staff members need time to get to know one another, learn from one another, and plan how they will work together to increase student learning; this need can be especially pressing in Title I schools.
Approximate Word count = 2749
Approximate Pages = 11
(250 words per page double spaced)
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