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If it is all about exposure, then why are there books about how to study for the SAT? Why are the teachers telling the students to study for it?
The exposure part could explain alot of poor Black students, and poor people over all. However, I can't think of any other reason a middle class or upper class Black student would do poorly on the SATs other than not studying enough for it. I also have to think about this. Many students who take the SAT, English isn't their first language. Many do well. I can only chalk that up to studying hard for it.
What do you think the issue is?
Those books aren't study guides so much as teaching test taking strategies. That, and giving students examples of what they'll see on the test.
You really can't "study" for the SAT in the way I think you're using the term. You can, however, practice taking the test by doing similar activities and problems.
AP tests can be studied for since those tests are content based.
There are people in schools that should have long ago been expelled. They aren't going to make anything of their lives, all they do is keep students that want to learn form getting an education, and prey on those around them. Administrators aren't willing to throw these scumbags out because they lose the $$$ from the taxpayers.
Public schools have to accept everyone. Private and charter schools can be selective. And even if they are thrown out taxpayers still pay because it's part of their taxes. But you are correct when you say it hinders the ones who want to learn. Teachers try to balance both but they are just one person which makes it very difficult. Many are so down on teachers and criticize them but unless you have a family of teachers or know one, then you have no idea what they have to deal with.
The issue is brain power. Human brains differ in size, structure and the efficiency of various processes. Some people simply have better brains than others.
If that was the case, than kids from wealthy liberal families in California would do the absolute worst on the test.
Public schools have to accept everyone. Private and charter schools can be selective. And even if they are thrown out taxpayers still pay because it's part of their taxes. But you are correct when you say it hinders the ones who want to learn. Teachers try to balance both but they are just one person which makes it very difficult. Many are so down on teachers and criticize them but unless you have a family of teachers or know one, then you have no idea what they have to deal with.
Instead of making expulsions more difficult and instead of relaxing discipline, discipline should be greatly toughened and expulsions encouraged. Parents' ability to sue should be limited. At the same time school districts which foster unsafe conditions in schools should be sued.
When these school shootings were taking place, no mention of race. And these were mainly White schools. And for not mentioning race in the article, I don't think it would be necessary. Alot of people would figure it out. These are inner city schools in the ghettos we are talking about.
" And for not mentioning race in the article, I don't think it would be necessary"
You missed the point.
WHEN blacks are involved race is ALWAYS in the article and become the main issue of the articles.
Educators do know how to maintain discipline. However the people promulgating the rules, you know the "taxpayers" through their elected representatives on school boards and legislatures don't appear to want to allow that.
And they are MOSTLY dem POLITICIANS. Like the ones you worked for in PG County
"However the people promulgating the rules,"
B.S. and you know it.
The schools do everything thye can to keep the public OUT of getting involved.
The system is set up that way.
The middle and high school are the same
The schools are so bureaucratic it takes FOREVER to get any thing done so the administrators drag their feet knowing in a short time that kid and his "complaining" Parents will be out of that school.
There are a multitude of reasons for these problems in schools. Mental illnesses, fractured family structures and poverty are major factors. However, the central theme is that the schools are not meeting the needs of the children or society for large groups of students.
NCLB ushered in the Common Core and brought a homogeneous curriculum to the entire nation. Public schools migrated toward high-stakes testing tied to funding. At the lower levels "rigorous" curriculum ignored developmental differences in children and placed all children on the same path at the same pace marching toward the test. As students enter middle school many students end up several grade levels behind with no real plan or resources to fill the gaps in knowledge and skills. Not surprisingly, this is where many of the behavior problems start to really escalate.
The test along with a common curriculum, are important vehicles for large corporations and companies who provide software, on-line and print curricular materials, assessments, and professional development support to advance their economic interests. It has been said by some large software companies that education is a trillion dollar annual opportunity for them to tap. Large educational software and publishing corporations played a large role in influencing legislation and helping establish the Common Core. Additionally, this movement has married private corporations to public and private universities who helped usher the corporate interests into the schools. Not surprisingly, many college professors have become quite wealthy as educational consultants. Colleges and universities have benefited as well from increased enrollments as have financial institutions by pushing more and more students to college with the message that college is only path toward a respectable and lucrative career. Unfortunately, those students left behind are often ill-prepared to enter the workforce with few marketable skills.
The movement which began with NCLB has decimated trade and vocational programs. There needs to be more opportunities for students to learn at a pace that is developmentally appropriate and to explore broad-based learning experiences. Ideally students starting in 6th grade should be able to spend part of their day experiencing technical and trade opportunities learning skills that are integral to society along with core academic learning. Instead of eliminating electives like cooking, shop and graphic design and replacing them with study skills and other core curricular-based offerings schools should be expanding those electives. The schools could connect with local businesses to teach the skills and show the students how what they are learning connects to a potential future job. As the students move into higher grades, internships, cooperative experiences and part-time employment opportunities could be offered.
Educators and community members need to realize that college professors and their "research" should not be the driving force of education. Students are immersed in pop culture and the here and now. Their world is highly structured by others who are not their parents such as the designers of the social media and gaming platform(s) they engage in. It is very powerful force and the experts who design these platforms are incredibly in tune with how to connect with and motivate (manipulate) the user. Many schools are not equipped to compete with this force and do not fully understand how powerful technology operates in the students' lives. The schools do not utilize technology in a way that benefits the student and in many cases adding more technology to the student's diet is exasperating the attention and anxiety problems that many students are experiencing which is associated with their addiction to electronic technology. It may be more beneficial for many school to reduce or even eliminate the use of technology altogether and instead expand hands-on learning, increase physical activities outdoors and prove more direct experiences such as field trips and learning labs.
Education is ripe for change. The first step is to move away from teaching to the test and a homogeneous curriculum.
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