The lack of quality education for urban students has been a persistent problem in the United States for many years and the problem does not appear to be depleting. Students raised in urban communities seem to have a disadvantage, as opposed to those raised in suburban areas, from the start. Many people suggest different ideas as to why the lack of quality education seems to be most prevalent in the urban areas compared to suburban communities. Teachers, parents, or the students themselves are a few of the problems suggesting the lack of quality education. In this paper, the lack of quality education in urban areas will be addressed. This paper will also explore solutions and critically analyze the results as to how the problem can be fixed.
As Sadig Rasheed stated in a meeting held by UNICEF, when discussing the term quality education, the term implies the following: Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities; environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities; content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace; processes through which trained teachers use child-centered teaching approaches in well-managed classrooms and schools and skillful assessment to facilitate learning and reduce disparities; outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society. (Rasheed)
[...] More training and qualifications for teachers comes with negatives as well. This would cause the teacher to become so well-qualified that he or she would become an instant candidate for higher institutions and better opportunities. Why would one want to deal with the struggles of having to face the problems Frank Marrero has to deal with on a daily basis when he or she could teach at a suburban school with not nearly as many as problems? An urban school would have to hope an instructor would not mind to face adversity and would rather assist a struggling urban student achieve his or her goals of at least graduating high school. [...]
[...] Implementing the many different suggestions mentioned in this paper would help improve the quality of education that students receive in urban-area schools. Works Cited "Gov. Rick Perry Proposes Incentives for Student Achievement and Teacher Excellence." Office of the Governor Rick Perry. N.p., 27 January 2004. Web. 29 Oct 2010.
[...] Rasheed, Sadig. "Defining Quality Education." The Internation Working Group on Education. UNICEF. Florence, Italy. June 2000. Reading. “Student-Teacher Ratio: Is Smaller Always Better?.” MuniNet Guide. N.p.,November 2010. Web. 20 Oct 2010.
[...] The increase in salary would cause strife among school systems, however. Although the salary increase would help offset the cost of more training and qualifications for the teacher in question, it would again cost the state money. As a result, the increase would cost the taxpayers to pay even a higher tax to help pay for the rising salaries. The ensuing tax increase would surely not go over too well with taxpayers alike. Also, if a salary increase were to be implemented for instructors completing the aforementioned training, he or she would force a current urban-area instructor out of a job until he or she completed the training. [...]
[...] He proposed Texas schools to set a new bar for educational achievement. If any public school were to achieve academic excellence, the school would receive financial incentives. These helped spur public schools in the state of Texas to work toward the goal of “maximum academic performance” (“Office of the Governor Rick Perry”). For example, Governor Perry proposed “The Algebra Incentive” which strived to increase the number of students who mastered algebra. Public schools received one hundred dollars per student if he or she passed the Algebra One end-of-course exam. [...]
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