A lot of people all around the world treat education as a means of business. They fail to understand that education should never be something that earns you money but, it should be something that earns you respect. The school systems in the urban areas present us with the excuse that the reason behind low-performance rates in schools based in cities is the language and poverty barriers.
The schooling systems based in cities enroll a total of 30% of all the public school students in America. Meanwhile, they also enroll 40% of the poor students and 45% of the minority students in their schools so, what is the possible reason behind the school management saying that they are unable to accommodate the major chunk of their students as per their needs.
Statisticians say that the urban education system suffers from all these issues because if a lot of reasons but, the most prominent one amongst them is the spread of poverty over a large area which gives birth to a lot of social evils that the school managements are unable to cater to on their own. This widespread poverty causes a lot of social issues that generate clashes amongst the different socio-economic classes. A few of these issues include poor health, inadequate housing, high crime rates, and families with single parents, substance abuse, etc.
In other words, it would be very safe to say that while on one hand, urban education is providing students with platforms to move forward in the advanced world and prove themselves, it is also one of the most terrifying causes for the youngsters and students turning into the people that they are not proud of and neither is this nation.
The book, Finding a New Perspective For Urban Education In America, claims that teachers in the high-poverty school are working with outdated materials and books, they use them when there is a shortage in supply and working with other technologies. The deficient supplies of material and opportunities to learn are another characteristic of high-poverty urban schools. The basic material such as textbooks, science lab equipment's and the desk was generally not present in the school. Conditions in high-poverty schools have rendered them to be the sites of development risk then enhance student development outcomes.
Author Bio:
Dr. Sergio Páez is a Columbian urban educator with an experience of over 20 years. He is a former superintendent from Massachusetts who also held a position in the Worcester Public School System and served there for almost 7 years as the Manager of English Language Learners and Supplemental Support.
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