Demographics Of At-Risk Students Research Paper

America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s

“When we can predict how well students will do in school by looking at their zip code, we know we have a serious systemic problem” (Gloria Ladson-Billings 20). When we are able to forecast how a child will perform by where the child resides, then how can we say that every child is receiving quality education. The unsuccessful educational system infused into the United States is affecting the majority of minorities. In the United States students due to their race and social class, suffer from underfunded public schools, inexperienced teachers, and housing segregation, which in turn inhibit their opportunity to succeed through education. These difficulties plaque students from the very beginning of their public school experience and follow them throughout their academic life. There are a few solutions to these issues but they have to be implemented and enforced with a slow integration.

In fear of the deteriorating value of education materials to support the appropriate grade levels, white families flee the public school system to magnet or private school for higher enrichment. Meanwhile, suburban legislators and Governor Thompson agree that “we can’t keep throwing money into a black hole” (Kozol, 1988, p. 53). Ultimately, the education at public schools were thrown aside at the cost of enriching the lives of students in affluent schools. Within the two districts I researched, Dallas ISD and Highland Park ISD, I found that the gathered median income from Highland Park is four times that of Dallas ISD. Because of this, Dallas ISD students are forced to rely on the limited sources of educational materials which are reflected by the substantially different median income compared to Highland ISD. Additionally, racial divide amongst the two ISD’s is astonishing. In Dallas ISD’s only 5.1% of the student body is identified as white but Highland Park is 85.8%. Meanwhile, the other ethnicities for the two school districts have the percentages swapped. Having Highland ISD’s black, Latino/Hispanic, Asian, or Pacific ethnicities just below the 15% margin and Dallas ISD’s non-white ethnicities soaring above 94%, the clear distinction of racial inequality among these two districts are evident. Comparing these percentages aligns to Kozol’s evaluation of white overpopulation in affluent schools within different districts such as Highland ISD.

In 1980, 18 schools reported a total number of 6,700 students. Of the 6,700, 5,042 students were Non-Hispanic White, 1,655 were Non-Hispanic Black, 0 Hispanic, and only 3 was Asian. In 1990, 20 schools reported fewer students of 6,202. Of the 6,202, 4,392 were Non-Hispanic Whites, 1,798 were Non-Hispanic Blacks, 6 Hispanic, and 6 Asian. In 2000, 22 schools reported a total population of 5,410 students. Of the 5,410 students, 3,641 were Non-Hispanic Whites, 1,540 were Non-Hispanic Blacks, 56 were Hispanic and only 1 was Asian.

Across our great nation, public schools in all states grapple with a persistent and difficult challenge: addressing the needs of those students who are likely to drop out of high school before earning a diploma – the so-called At Risk Student. The research shows that nearly all of the at-risk programs achieve only modest success or fail outright for one reason or another. Then, a new type of at-risk program emerged: the software driven academic units.

Also consider, with more than 60% of all today’s minority male children growing-up in a single-parent mother household, 3 out of 4 live in low-income families.20 As a result, many of these young men are also more likely to have low earnings jobs as adults, and as teenagers are more likely to drop-out of school, abuse drugs, be incarcerated, become teen parents, have behavioral disorders, and run away from home or join a gang.21 If this current trend continues, it’s estimated that 1 in 3 of all African-American males and 1 in 6 of all Hispanic males have a chance of going to prison during their lifetime.22 Without question, the most important factor causing minority males lack of productively growth in the 21st century, will be the high school drop-out problem,23 and the problem behavior that cause it, and if we as a nation continue to choose to disconnect this population from our mainstream society, it will destroy human capital, reduce our labor force, and cost state taxpayers hundreds of millions of dollars to maintain these

Although in the past the biggest cause for unequal opportunities in education has been the gap between different races, recently the gap between income percentiles has affected students substantially. Students go to schools in districts that correlate to the income percentile they are in. Because of this, many students in high-poverty neighborhoods are not given the same amount of time and money as students in upper-class neighborhoods are (Cordes and Miller). This can be seen in a study, conducted in

Across Amercia, low-income black children’s isolation has increased. It’s a problem not only poverty but also race. The share of black students attending schools that are more than 90 percent minority grew from 34 percent in 1989 to 39 percent in 2007. In 1989, black students typically attended schools in which 43 perecent of their fellow students were low income. By 2007 this figure has risen to 59 percent.(Orfield 2009)ascd.org

My data analysis of racial demographics in the school district shows that the area is uniquely isolated – surrounded by communities that don’t look similar. At Palos Verdes Peninsula High, there are two primary ethnic groups that attend school – white students and Asian students. Combined, they make up over 75% of the high school population, while white students represent the largest overall at just over 40%. The third largest ethnic group represented is Hispanic or Latino students, of which there are only 262. This equals about one-tenth of the high school. The district overall has even higher percentages of white students, totaling almost 48%. Only 12% of the district’s students identify as either Hispanic or

According to the 2014 Public School Review Diversity Report, the state of Maryland is rated the third most diverse public school system in the nation, with 43% White students, 37% African American students, 11% Hispanic students, 6% Asian students, and 3% Unknown. With a significantly higher population of African American students compared to the state average, the Baltimore City School District is a far less diverse agency than the state school system as a whole. Collectively, the Baltimore City Public School District is comprised of 85% African American students, 8% White students, 5% Hispanic, 1% Asian/Pacific Islander, and less than 1% American Indian, Multiracial, Native Hawiian/other (Baltimore City Public Schools, 2013a). Considering

The public school system in America is flawed and only seems to favor those of a higher socio-economic class. American students in poor and high minority schools receive fewer resources, fewer AP classes, and less qualified teachers unlike their white and higher-class counterparts. Which in return has lead to lower high school graduation rates, low-test scores, and less students going to college. Some public policy has been made to fight the inequality for black and Latino students in public schools by starting desegregation plans but little has it helped. High stake state exams have held students back from moving on or receiving their diploma. According to the article in paragraph 2 its estimated 58 percent or more of ninth grade minority students will not graduate high school in

In Miami-Dade County, most public schools reflect a school named American Senior High, where the composition is 28 percent Black, 65 percent Hispanic, and a small percentage of White non-Hispanics (McGrory). She adds that the public school population reflects the results of repeated waves of immigration. Based on these figures, one can understand the rationale behind demographers declaring South Florida schools a sign of the nation’s future.

Racial disparity has been a hot topic lately in America. After the election of President Barack Obama, some have dubbed the United States a “Post-Racial” America. While some Americans believe that race is no longer an issue, the numbers show that the idea of a post-racial America is a myth. It is understood that in order to prosper in America, an education is essential to success. But the racial disparity permeates even the education system. The color line divides us still. In recent years, the most visible evidence of this in the public policy arena has been the persistent attack on affirmative action in higher education and employment. Racial minorities, particularly Blacks and Hispanics, appear to be prospering more in America, that is to say they are enrolling in college and earning more money than in past years. While opportunities for non-Asian minorities have increased in America, whites still have more opportunities to succeed financially than minorities, due to more educational opportunities.

In 2006, low income students formed a new majority of the South’s public school students. In 2008, students of color primarily African American and Hispanic students became a majority of the south’s public school enrollment. Because African American and Hispanic students tend to have families with lower incomes than white students, four of the five Southern states with a majority of students of color in the public schools also have a majority of low income in those schools (Southern Education Foundation, 2009).

It is my aim to work within urban school districts with minority students. I find that my strengths are working with students who are considered to be at risk that come from a minority background. The free Dictionary defines the term minority as “a group having little power or representation relative to other groups within a society.” (Dictionary, 2003) For the purpose of this assignment minority will refer as follows: members who live in single parent households, first generation high school graduates, first generation college students, first generation immigrants, households with same sex parents, and children who are wards of the court and or emancipated youths. The definition is being made more pronounced so that as I develop the resource library it will encompass diverse backgrounds.