The following quotes are taken from Anthology, chapters 21, 22, and 23.

“Many of the recommendations that have emerged in the current debate either ignore the role teachers play in preparing learners to be active and critical citizens, or they suggest reforms that ignore the intelligences, judgment, and experience that teachers might offer in such a debate.” Chapter 21, Page 197.

In recent debates with government officials there have been disagreements about the way teachers teach students. I think that teachers who are certified and have experience for the most part know what they are doing in the classroom. It is the state officials who are causing trouble, stating that teachers need to teach a certain way or blaming them for low test scores. Teachers are doing the best they can with the limited resources and time that are given to them.

Deborah Meier: “First of all, any kind of teaching requires toughness. You have to have firm convictions about a whole lot of stuff that you are not, in fact, always so sure about.” Chapter 22, Page 205.

This quote is so true. As a teacher you need to be tough and stand your ground. It also relates to the quote number three you need to stand up for what you believe in.  Toughness does not mean strict but dealing with tough choices many times a day. For example, deciding what lesson is more important to teach students when you have limited time. Even if you are not sure, you still have to make quick and tough decisions on a daily basis and teachers need to be able to support the reasoning.

Bruce Marlowe: “Suppose your way of doing your work, exercising judgment-is very different than your colleagues’ ways? Or very different from what the principal, school district or state is invested in?” Chapter 22, Page 205.

This is one of my fears when becoming a teacher. I think the best thing to do in this situation is to have an open mind. Teachers need to be willing to look at both sides of what is being presented. I think it’s important to stand up for what you believe in, but it’s also important to know when to stand down. Choose your battles carefully. Even if teachers disagree with the school system or colleagues they need to understand where they are coming from and hear others thoughts because they might make an important point that the teacher did not consider.

“When asked how teachers in his school were responding to the new learning standards and to the state-mandated testing, he explained that his state was preparing lessons, and directions for delivering all lessons, for all teachers in the state and that teachers would do exactly what they were told to because they didn’t have a union and therefore wouldn’t do anything they weren’t supposed to do for fear of losing their jobs.” Chapter 23, Page 209.

I find this quote quite upsetting. I really feel for these teachers because they can’t teacher how they want because they are not part of a union. Why are these teachers not part of a union? Is it due to expensive fees? Personal choice? These teachers have no say in how they teach their students, I find this unfair.

“To be able to think critically or analytically does not mean to criticize. It means to look at messages and materials through a different lenses and from many perspectives; it means to be able to recognize propaganda regardless of its origin; it means to be able to detect crap; it means to pull apart materials, sort them, question them, reorganize them mentally, and then synthesize the pieces into a coherent understanding and whole” Chapter 23, Page 211.

For teachers it is important for them to be able to think critically. Teachers need to have this skill because it is something they will use every day. For example, teachers that have to teach to the test. With a critical mind a teacher can eventually figure out a lesson to make teaching to the test more engaging for their students. Thinking critically about problems that come up in the classroom is important. As a teacher you do not want to use the first solution you come up with, a good teacher will come up with a few answers and compare and contrast what would work best for their students.

“Without thinking teachers, we do not have thinking schools. Without thinking schools, we do not have thinking students or future citizens who can think. Thinking and questioning teachers will not only tweak and improve our school systems but will work to improve our democracy and model the responsibilities of all citizens.” Chapter 23, Pages 211-212.

I love this quote because it really emphasizes how important it is for people to use their own minds and really think about the world. Teachers teach children how to think and use their brain power in school. Thinking occurs ALL the time it helps us to make improvements in society. By teaching children to use their thinking skills/brainstorming helps them to develop new ideas which will help them become responsible citizens in our society. Without thinking, we would be zombies in our own world.

A National Horror Hidden in Plain View: Why Not a National Response?

The following quotes are taken from The Shame of the Nation, by Jonathan Kozol.

“Racist beliefs are so profound and the supportive structures have now been in place so long that an upheaval like the one we lived through 40 years ago, it leaves the nation exhausted with a huge desire not to be obligated to think of it again. And yet, the nation must be asked to think of it again.” Chapter 10, Page 240.

It is true, the American Society needs to take a step back and look at the inequality in school systems. People want to ignore this issue because they do not want to have to deal with the stress and time it is going to take to fix our segregated schools. In, today’s world everyone is wrapped up in media, technology, and themselves that they do not realize how much some people are suffering. Do Americans not care about the inequality of schools systems or do they just have no knowledge of it? Do we have to have an upheaval to fix this problem or is there a way to come up with a peaceful solution?

“The inequitable distribution of resources between districts is often equally pervasive within the district. This is because most districts simply give their schools the money that they need to pay the teachers they are able to employ. Since high-poverty schools tend to employ a disproportionate number of inexperience, low-paid teachers, these schools end up getting much less money per student than do schools in wealthier communities of the same district.” Chapter 10, Page 247.

I am not sure how I feel about this quote. Yes, I think that certified teachers should get paid more because they have proper training, but is it fair to lower the funding of the high-poverty school when they need the money for resources more? Why can’t both schools receive the same amount of money but use it in different ways. The wealthier districts can pay the teachers more, while the poverty schools pay teachers less can use the left over money to buy resources for the school or be used towards the “per child” fund. I do not know if this would work in a real world setting, however it is fair and both schools are getting the same amount of money.

“Attorneys have been asked to renounce the goal of fully equal education and to ask the courts to give poor children not the same high level of resources offered by the wealthiest white districts but merely sufficient funding to achieve the standards now demanded of them by the state.” Chapter 10, Page 247.

This quote is clear evidence that children are not getting an equal education. Why should any student or school system have to suffer with a “sufficient amount of funding” when a few miles away a wealthier school district is able to have a high level of resources? I don’t think anyone should have to settle. We are supposed to be the nation with opportunity, but instead we are teaching students to settle. 

“It has taken over 30 years of litigation to achieve a genuinely substantial victory for children in poor districts in New Jersey. In Ohio more than a decade since a suit was filed to achieve a similar objective, courts have now determined four times that the system of schools finance is in violation of the constitution of that state and still the governor and legislature have defined these rulings with impunity.” Chapter 10, Page 254.

Why is does it taking for so long for courts to determine the inequality of funding in school systems? How is it possible that the school in Ohio be dismissed four times, but yet the state and governor still think it is fair? I do not understand why the state is not moving faster to help these schools in poverty, any amount money or funding would help students but it needs to be done at a quicker pace. Each school should not have to go through a 30 year process.

“Even when attorneys do try to reach out beyond the courts to build political support, it has been very hard to build a movement of dynamics national importance out of adequacy claims in a variety of separate states. Adequacy itself, as a political objective is hardly a heart-stopping and exalted cry to battle.” Chapter 10, Page 258.

I think that it is hard for people to talk about the segregated and inequality in schools because it bring up a lot of emotions from past events in our history. Another reason why people might not agree with this issue is because people have different opinions on what adequacy is. This quote connects to the first because some people to do not want to have an “upheaval” because they are comfortable with their status and lives, meaning the white privileged. Building a movement takes a lot of time and effort, and with the evidence from Kozol’s book one is needed to eliminate inequality in schools. I believe that if small movements started then joined together it could create a big impact on our nation.

“Whatever damage segregation might or might not do, the premise of our case is that the state and city can provide sufficient resources so that students in a school even if that school is segregated can achieve a respectable level of success.” Chapter 10, Page 259.

I think that everything in the state and federal government’s power should be in helping the equality of education for all. There is no reason why we should have segregated schools, inequality, and racism. All students should have the same amount of resources available and if this is not possible then schools should be able to share with each other. Wouldn’t this be a perfect school system if it were to actually happen? I believe that one day our school systems will be equal and segregation will be gone, but it going to take time and a lot of pressure on the government.

Invitations to Resistance

The following quotes are from The Shame of the Nation, by Jonathan Kozol.

“We need our teachers marching in the streets. She had been listening with me to the statements of her students for the previous two hours. She had heard Mireya’s disappointment about having been obligated to take a sewing class when she had hoped to take an AP class instead. She had heard Fortino’s swift reply: You are ghetto-so you sew! She had been listening to students like Mireya and Fortino now for many years.” Chapter 9, Page 215.

It is about time that we have read about teachers becoming angry and frustrated with problems in the school systems. This teacher wants to protest the district and the government for more equality in education. Why should students have to think they do not deserve equal opportunities just because they live in the “ghetto” It is not right for anyone to think that. I can see why this teacher is becoming angry, because it her job to inspire students to try hard and become anything they want. However segregated schools do not allow for this opportunity happen so I can see why she gets angry. 

“America has never made progress on racial issues unless there was enough agitation to force society to take action. Honor among privileged blacks and whites alike, he said, depends on rediscovering our commitment to treating all children fairly. If it takes new turmoil to bring about, that is a price we should be willing to pay.” Chapter 9, Pages 216-217.

I agree, people really need to start protesting or finding some way to stand up against the government. American society should not put up with inequality any longer in school systems. I think it is only a matter of time before we start having another movement. Perhaps an equality for all in education movement? Teachers, students, parents, administrators need to start taking action for movement to occur.

“He said he recognized that his decision would not counteract the ruling of the court but that he wanted to inspire students to take action on their own convictions and to understand the moral, political, and symbolic landscape of our city.” Chapter 9, Page 219.

I admire this teacher for making a difference. He wants his students to understand that they deserve better. Students should not just sit back and deal with what they have been given, but to stand up for what they believe in. Because the principal took action he is hoping that others will follow in his footsteps. Why should they have to suffer academically when schools around them have more funding? This principal is really teaching his students to look at the inequality in education and wants them to do something about it like he did.

“He went on to speak of an approach, known as the Gautreaux Remedy, which has been implemented in Chicago now for many years and has enabled inner-city families to find housing in more than 100 smaller cities, towns, and villages in the Chicago area. As limited as the program is in context of the population size and demographics of Chicago, Orfield nonetheless insisted it had been successful and is still successful.” Chapter 9, Pages 223-224.

This housing program seemed to work in Chicago and I think that it should be implemented in other urban cities. Families that find housing in smaller districts might be able to send their children to better schools. Academics might be higher in smaller districts because the school is outside the in inner city providing for more opportunity and diversity between whites and blacks. I wonder if other cities like New York, Los Angeles, and Detroit have taken on any programs like this. What makes this program so successful and continue to grow over the years?

“Linehan also notes that starting integration in the elementary grades made it much easier for children, simply to be children with each other. Stereotypes fall away, he adds-it’s more difficult to conjure up “the other”-when you’re building sand castles together.” Chapter 9, Page 227.

I agree starting integration early is best for all students and parents. Students will grow and experience things together in classrooms, leaving any racial tension aside. I think it is important to start integration early because it lets children have a better education experience as well. Children do not look at color as an issue at young ages, they do not see privilege and non-privilege, however they may realize people are different and come from different families. If we expand this to earlier ages I really think it could benefit all children. More privilege children will hopefully learn from the less and vice versa.

“The interdistrict program in St. Louis is facing the risk of termination on the next three years. A court-supervised phase-out of state funding for the program, while it does not prohibit integration, significantly discourages suburban districts from accepting students from St. Louis after the 2008-2009 academic year. The suburbs for the most part have wanted to continue; and, indeed students in the affluent community of Clayton walked out of classes in 2004 to protest a possible withdrawal from the programs.” Chapter 9, Page 232.

I am glad to see that people do care about these interdistrict programs. After reading about students walking out of their classes to protest what something they strongly believe in is a big sign to the government that students want these programs around. Why do students have to suffer and go back to a school that is not high in academics just because the district does not encourage integration? It is not fair, especially because there is a clear want for these students to be at this school. I really admire these students and parents who protested against their district, it is very inspiring after reading all discouraging stories in the beginning of Kozol’s book.

False Promises

The following quotes are taken from Shame of the Nation, by Jonathan Kozol.

“The program known as Higher Horizons, was the subject of extensive press attention, most of it tremendously enthusiastic at the start. The federal government assisted in the financing of this and other efforts like it elsewhere; and, indeed, far greater sums of money were invested on compensatory programs of this nature in decades after Brown.” Chapter 8, Page 187.

This program tried to help school systems, but eventually failed because of decrease in funding from the state. However it was a step in the right direction. More programs should be presented to school systems, and though  trial and error schools will figure out what works and what doesn’t. Even in if programs fail, I think we should still look at it as a learning process. The state and schools need to work together to work out kinks. I think that Higher Horizons would have been a good program if it had been properly financed.

“A 66-page booklet, called What Works, that listed 41 attributes of a successful school, including rigorous textbooks and curriculum, consistent enforcement of discipline, the memorization of historical dates, literacy passages, and the correct spelling of words, moral awareness and good character reinforced by good adult examples and an emphasis upon the primary phonics. High teacher expectations, continuous assessments, and positive work attitudes were emphasized.” Chapter 8, Page 194.

First of all, how would think booklet work in a school system that was in a less privilege community? Second students need to have the basic developmental skills (like reading and writing) to go through this rigorous curriculum. I think that the booklet provides a good curriculum for those who have the supplies, resources, and support to learn the information being taught, but putting this curriculum in a school without the extra materials and aids students might not understand because they have not taught this. They have only been drilled for state exams. I think that this booklet means well, but am not so sure how it would do or work in an urban school setting that does not have a lot of materials. 

“When I visited the school in 1990, its famous principal had already departed whatever promise had been represented by his highly visible presence had departed with him. He left behind a grim and stolid school where classes in the language arts took place in a dingy basement full- grown adolescents I observed had to squeeze their bodies into desks that were the size appropriate for elementary school, and English classes that I visited were stripped of literacy content and were used almost exclusively, according to their teachers to drill students for exams.” Chapter 8, Page 198.

I look at this quote and it makes me sad to see that one person can have such an impact on a community. When this principal left he should have put someone with great respect and leadership in his place. I feel like someone needs to step up and fill his role. I wonder if he ever went back for a visit and was disappointed of what he saw. I wonder how the student felt when he left. Why was there such a dramatic change when he left? This quote really makes me question how sturdy is a school system if it can change so dramatically after one person leaves. 

“The latter provision, the right to transfer, which appeared at first to be an opening for children of poor people to attend good schools in middle-class communities, turned out to be a bit of teasing rhetoric that had no realistic application. In most urban systems there were not enough high-scoring schools to which the children of a failing school could transfer. In some cities like New York, moreover, many of the most successful schools, which tended to be clustered in more privileged communities, had strict selections policies that included interviews and testing, as we’ve seen. In schools in which there were no such requirements in any case, enrollments often were already full, and parents in these neighborhoods were not disposed to see their own children excluded so that children from a poorer neighborhood could be enrolled.” Chapter 8, Page 203.

As a community why set up this rule if people are not going to follow it? I think that the right to transfer provides students with an opportunity to change schools if they feel like they are not getting an adequate education. It is important to have this opportunity available for people of the less privilege because they should not have to suffer in school. Now privilege schools and families are trying to take this right away (one of the only rights they have) from them. Obviously parents want the best for their children, but to take something an education from someone else is wrong. If the district decided on this provision then why are there requirements being set up to keep other students out? Instead of being selfish people should look out for each other. What do parents think will happen if people get transferred to their school?

“A former fifth grade teacher told The Morning News that teachers were instructed how to cheat by walking around the classrooms while the students worked on their exams, stopping behind students who had chosen the wrong answer to a question, and remaining behind such students until they selected the right answer. Further analysis of students’ test scores at this school and others indicates that this was not an isolated situation. Nearly 400 Texas schools are now suspected of having cheated too.” Chapter 8, Page 207.

I know that cheating is wrong, but learning from previous readings about standardized testing and low reading levels how are children and schools supposed to do well. I’m not saying that cheating was right in this situation, but I really feel for the teachers because their job is on the line.  A student that is taking a state exam who does not know how to read well, how testing them going to be fair. They need the extra help and guidance. If students do not pass the state exams then funding will decrease. I feel like as a teacher you can’t win in this situation. That last sentence of this quote really says it all….more and more schools are breaking rules because they have no other options left. Something needs to be changed in the schools because clearly testing is measuring students development in any ways we have read about in Kozol.

“At the Houston school that claimed it had no dropouts, for example $75, 000 in cash bonuses had been awarded to the staff for raising test score and attendance rates and lowering its dropout figures in the year in which 460 students left the school.” Chapter 8, Page 208.

Bonuses being given to schools that decrease dropout rates! This is something I never heard about before. I was shocked that a district and government would even do this. I don’t think that there should be a cash reward for the faculty decreasing dropouts. How about increasing the funding of the school instead? It is very exciting to see that this school is doing well and increasing their academics. It gives hope for other schools. However, I do not think that the faculty should receive the bonus. It should be used within the school to make it better and provide more opportunities for development.

Excluding Beauty

The following quotes are taken from the book The Shame of the Nation, written by Jonathan Kozol.

“Do kids who go to school like these enjoy the days they spend in them? In schools, for most of them, a happy place to be? You do not find the answers to these questions in reports about achievement levels, scientific methods of accountability, or structural revisions in the modes of governance. Documents like these don’t speak of happiness.” Chapter 7, Page 163.

Children are required to take practice and take standardized tests day after day. These tests do not measure if a child is happy or stressed. More focus needs to be put on the kids not on the tests. It is important for children to learn by having fun and in a safe environment, but this does not occur in urban classrooms. Teachers should provide lessons in language arts, though words, art, and reading to help kids express their feelings. For some children this is the only place where they can be “just kids”, home life could be tense. By providing more emphasis on the students, children will feel safe and open up to learning.

“Even with the serious infrastructure problems that then principal had pointed out, it was more cheerful school, by far, than any I had visited in recent months. The instructional approach in use within the school, which was based upon a body of ideas called multiple intelligences.” Chapter 7, Page 168.

The multiple intelligence theory is one that every teacher should use. It provides music, body movement, art, mathematics, nature, and more in lessons. Children learn in different ways, so it provides opportunity for all to gain new experiences.  Students will have time to explore new ways of learning and will also provide fun in the classroom.  In the quote above it states the children were more cheerful, this is what kids need in schools to learn, grow, and gain confidence in positive ways.

“Among the items documented in court papers, according to the Sacramento Bee, were chemistry labs with no chemicals at all, literature classes without books, computer classes where according to one student, we sit there and talk about what we would be doing if we had computers. There were classes in which students were forced to stand or to sit on bookshelves, cabinets, or window sills because there were more kids than chairs.” Chapter 7, Page 171.

How are children supposed to learn when they are not provided with, books, computers, and most important desks? I feel so bad for these students who don’t have the materials they need to learn.  What is the administration and district doing for these students? One of my thoughts was that the community should donate or set up fundraisers for the school, but if the schools are in low income communities, families might not have money to donate. Again, I wish there could be an quick solution to these problems in urban schools.

“Several students spoke then of a problem about frequent substitute teachers, which was documented also in court papers. One strategy for staffing classes in these three-and-four-track schools when substitutes could not be found was to assign a teacher who was not “on track”-that is, a teacher who was on vacation-to come back to school and fill in for the missing teacher. Just yesterday I was subbing for a substitute who was subbing for a teacher who never shows up, a teacher told the ACLU lawyers. That’s one scenario…” Chapter 7, Page 180.

How can teachers not show up to school!? Students need routines and structure in school. It is the one place where they depend on routine because outside of school their home life might be disorderly. If students are expected to show up to school every day, shouldn’t the staff have the same expectations? This is how teachers lose students respect because clearly they do not care how they do in school. Administrations need to check backgrounds of people before they hire them. I strongly believe that all teachers should be certified and dedicated to their job.

“Students who needed to use the library to do a research paper for a class ran into problems because the library was often closed when it was being used for other purposes such as administration of examinations, typically for make-up tests.  In all, according to the school librarian, the library was closed more than a quarter of the year.” Chapter 7, Page 182.

A lot of students in the book are from low income communities. Most families probably cannot afford to buy computers. If the library is closed for weeks at a time, how are students supposed to complete assignments on time? As I read Kozol’s book, he talks about schools being overcrowded, so it’s possible there might be no other place to administrate the tests. But other students are suffering because they are not able to use the resources available in the school.

The most coherent sentences was by Fortino, “I don’t have to go all into detail. I think it’s a school that is in deep shit overall….The biggest problem with Fremont is over population. Teachers are pushed so far that they just give up on their students. Others try to keep up the fight, but they are losing slowly.” Chapter 7, Page 184.

This statement says it all. First a student is aware of the problems that are happening in school. It saddens me that teachers are giving up on their students. I admire the ones who are still fighting and that are not giving up easily. Teachers need help and support from the community. Conditions in urban schools need to change, things are already bad and they arel only going to get worse if something is not done immediately.