1. Radical perspective is based off the concept of democratic socialism being a fairer political and economic system. Radicals believe that the US has the capacity to ensure a minimally acceptable standard of living, including food, shelter, and healthcare for all citizens. They blame American social problems on the capitalist system. It is very negative about American society.
1.1. The educational system has failed the poor and minorities; school curriculum promotes conformity; classic curriculum leaves out the cultures, histories, and voices of the oppressed; it promotes inequality of opportunity and results.
2. Liberals believe education should ensure that all students have an equal opportunity to succeed in society. Balancing the needs of society; consistent with a democratic and meritocratic society.
2.1. The Liberals perspective is that schools should ensure the equity of opportunity and inequality is minimized.
3. Conservatives see the role of the school as provided the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity.
3.1. Conservative perspective is schools should ensure all students have the opportunity to compete individually in the educational marketplace; schools should be meritocratic in that individual effort is rewarded.
4. Conservative perspective of the education problems is the schools systematically lowered academic standards and reduce educational quality - decline of standards. This perspective requires initiative and drive. This perspective puts its primary focus into the individual and what they earn. It is based on the concept of social evolution, much like Darwin's evolutionary theories.
4.1. Standards have declined over time; cultural literacy is declining; values are declining; schools have ceome chaotic resulting in a decline of authority; schools are stifled by bureaucracy and inefficiency.
5. The problem with education is that school have gotten away from teaching traditional values such as hard work, family unity, individual initiative. However, the quality of education does not just happen at school, there has be be work expected at home. We need to get rid of racial tension, class economics status. All students need to have the ability for the same education regardless of socioeconomic status.
6. Chapter 4: Sociology of Education
6.1. Radicals believe there should be upward social mobility and less inequality. They feel under capitalism schools will remain limited maybe even unsuccessful.
6.1.1. The Radicals perspective is that the schools are geared toward just teaching the upper-social class of people. Not everyone is given a fair chance to succeed.
6.2. Theoretical Perspectives
6.2.1. Societal Level
6.2.1.1. Includes the most general structures of society, including its political and economic systems, its levels of development, and its system of social stratification.
6.2.2. Institutional Level
6.2.2.1. Includes a society's major institutions, such as the family, school, churches and synagogues, business and government, and the media, all of which play an important role in socialization.
6.2.3. Interpersonal Level
6.2.3.1. Includes the processes, symbols, and interactions that occur within an institutional setting. These include language, dress, face to face interactions, gestures, and rituals, all of which comprise everyday life.
6.2.4. Intrapsychic Level
6.2.4.1. Includes individual thoughts, beliefs, values, and feelings, which are to a large degree shaped by society's institutions and interactions.
6.2.5. Conflict Theories
6.2.5.1. The conflict perspective, offers important insights about the relation between school and society.
6.3. Effects of schooling on individuals:
6.3.1. Education affects knowledge and attitude.
6.3.1.1. The more education an individual receives the more likely they are to read newspapers, books, magazines, and take part in politics and public affairs.
6.3.2. Education affects employability.
6.3.2.1. Research indicates that large organizations, such as corporations, require high levels of education for white-collar, managerial, or administrative positions.
6.3.3. Education may promote inequality.
6.3.3.1. Inadequate schools reproduce inequality.
6.3.4. Education and Mobility
6.3.4.1. Education is the great equalizer in the great "status race." Where people go to schools affect their mobility. A person going to a private school may be given a second look because their diploma may be more prestigious.
6.3.5. Teacher Behavior
6.3.5.1. Teachers have a huge impact on student learning and behavior. Teachers are models for students. Teachers exceptions of a student can clearly influence their achievement.
7. Chapter 3: The History of Education
7.1. Common schools were thought to only teach skills like hygiene, punctuality, and rudimentary skills that would create obedient workers.
7.1.1. Different interpretations of US educational history revolve around tensions between equity and excellence, between the social and intellectual functions of schooling, and responses to these questions: Education in whose interest? Education for whom?
7.2. Urbanization was brought about by John Dewey because of all the lower income students. He came up with a curriculum that allowed for the child's interest and development. He opened the Laboratory School at the University of Chicago. Dewey said, "the child's life is an integral, a total one". Teachers were considered facilitators. It was a miniature community, and embryonic society.
7.3. High School was once voluntary; thre were four troublin areas:
7.3.1. 1. tension as to subject, Latin and Greek, modern subjects like science, English and foreign languages.
7.3.2. 2. problem of meeting college entrance requirements since not all colleges had the same requirements.
7.3.3. 3. thre were the educators who believed students should study subjects that would prepare them for life.
7.3.4. 4. decision on if all students should pursue the same course of study or if it should be determine by the interest and abilities of the students.
7.4. Progressivism first was an experimental education. It responded to both the needs of the student and the times, it was student minded, individualism, nothing is right or wrong.
7.4.1. Progressivism came about when America was going through a lot of turmoil, free speech, riots. Civil Rights movement and the anti-Vietnam War movements were going on during this time.
7.5. Equality grew with tensions between race and education...GI Bill for instance made education more readily available for poor, disadvantaged and African Americans to attend college. Education became more available for women.
7.6. Years 1980-2012 was the standards era...education was being reformed prior to this time education was in mass mediocrity. As solutions 5 recommendations were given:
7.6.1. 1. all students complete 4 yrs. English, 3 yrs. each of math, science, social studies, and 1/2 year of computer science.
7.6.2. 2. all schools are to expect higher achievements from students and colleges raise their requirements.
7.6.3. 3. more time devoted to teaching new basics.
7.6.4. 4. teachers would be more prepared to teach; the teaching field would be more respected and rewarded as a profession.
7.6.5. 5. citizens would require their elected representatives to support and fund the reforms.
8. Liberal perspective is based on the concept of balancing the economic principal of capitalism with the needs of the people. Based upon John Maynard Keynes theories, people that believe in this perspective believe in equality in areas such as opportunity, wealth and power.
8.1. Schools limit the changes of poor and minority students; place too much emphasis on discipline and authority; quality and climate of schools results in inequality in results; traditional curriculum leaves out diversity.
9. ASK YOURSELF: WITHOUT EDUCATION WHAT KIND OF SOCIETY WOULD WE BE? WHO WOULD WE BE?
10. Chapter 10: Educational Reform and School Improvement
10.1. A Nation at Risk
10.1.1. First Wave of Reform
10.1.1.1. Stressed the need for increased educational excellence through improved standards.
10.1.1.2. Essential Themes:
10.1.1.2.1. *clarify educational goals
10.1.1.2.2. *develop a common core curriculum
10.1.1.2.3. *eliminate tracking programs
10.1.1.2.4. *major changes in vocational education
10.1.1.2.5. *education to teach about technology
10.1.1.2.6. *increase both the duration and intensity of academic learning
10.1.1.2.7. *recruit, train, and retain more academically able teachers
10.1.1.2.8. *put principals squarely in charge of educational quality in each school
10.1.1.2.9. *forge new partnerships between corporations, business, and the shools
10.1.2. Second Wave of Reform
10.1.2.1. Targeted the structure and processes of the schools; more control for local schools, teachers, and communities.
10.1.2.2. Recommendations:
10.1.2.2.1. *work out a fair, affordable Career Ladder for teachers
10.1.2.2.2. *create leadership programs for school leaders
10.1.2.2.3. *involve parents in schools and provide them with choices
10.1.2.2.4. *report cards with results on the national, state, and local levels
10.1.2.2.5. *prepare preschoolers for their school readiness
10.1.2.2.6. *if schools do not perform to max, they should be taken over by the State
10.1.2.2.7. *states ensure the quality of education that is being given in the colleges
10.2. Federal Government
10.2.1. Goals
10.2.1.1. 1) all children will start school when ready to learn
10.2.1.2. 2) high school graduation rates will improve to at least 90%
10.2.1.3. 3) students completing grades 4, 8, 12 will be able to complete challenging subject matter which leads to readiness for responsible citizenship, further learning, and productive employment
10.2.1.4. 4) students will be ranked first in the work in mathematics and science achievements
10.2.1.5. 5) every adult in the US will be literate and posses the skills necessary to compete in a global economy
10.2.1.6. 6) every school in the US will be free of drugs and violence; they will also have a disciplined environment conducive to learning
10.3. Approaches to Reform
10.3.1. School-Based Reforms
10.3.1.1. Inter-sectional choice plans include public and private schools; included private school students as well. This could raise issues of equal educational opportunity.
10.3.1.2. Intrasectional school choice policies include only public schools.
10.3.1.2.1. Permits students to attend school in any public school district in the state as long as the nonresident school district is willing, has space, and the transfer does not upset racial balance.
10.3.1.2.2. This commonly allows urban students to cross district lines and attend suburban schools and vice versa.
10.3.1.3. Intradistrict choice plan refers to any option available to students within a given public school district.
10.3.1.3.1. This can range from a choice of curriculum within a particular school to allowing students to attend any school in the district.
10.3.1.4. Controlled choice plans is where students choose a school anywhere in a district or within some zones within a district.
10.3.1.4.1. Students choices are not allowed to upset racial balances
10.3.2. School Business Partnerships
10.3.2.1. Most notable was the Boston Compact that started in 1982.
10.3.2.1.1. Effects of this partnership have not been seen as of yet. However, there are different groups working to help ensure a better education for students.
10.3.3. School to Work Programs
10.3.3.1. Intent was to extend what had been a vocational emphasis to non-college-bound students regarding skills necessary for successful employment and to stress the importance of work-based learning.
10.3.3.2. Bill Clinton signed the School-to-Work Opportunities Act of 1994 on May 4, 1994.
10.3.3.2.1. This bill provided: relevant education; skills, and valued credentials.
10.3.3.3. Contained three elements:
10.3.3.3.1. school-based learning; work-based learning; connecting activities
10.3.3.4. "second-class" educational track, does not equip students with a sound liberal arts foundation and is not adequately connected to career opportunities.
10.3.4. Teacher Education
10.3.4.1. Teachers and teaching are the most important piece of the puzzle in education. They could be part of the problem...Carnegies and Holmes concept:
10.3.4.1.1. Changes need to begin here.
10.3.4.1.2. Teacher education programs needs to be upgraded in there intellectual rigor and focus; should be only professional training and certification to the graduate level.
10.3.4.1.3. More rigorous standards to enter into the profession; systematic examinations to monitor such entry needs to be developed.
10.3.4.1.4. University teacher education programs and schools must be connected in a more systematic and cooperative manner.
10.3.4.1.5. Career ladders that recognize differences in knowledge, skill, and commitment must be created for teachers.
10.3.4.1.6. Need to be able to attract and retain the most competent candidates for the profession.
10.3.4.2. Commission Recommendations:
10.3.4.2.1. Get serious about standards for both teacher and students.
10.3.4.2.2. Reinvent teacher preparations and professional development.
10.3.4.2.3. Fix teacher recruitment and put qualified teachers in every classroom.
10.3.4.2.4. Encourage and reward teacher knowledge and skill.
10.3.4.2.5. Create schools that re organized for student and teacher success.
10.3.4.3. Teacher Quality
10.3.4.3.1. Have highly qualified teachers in each classroom.
10.3.4.3.2. The existence of teacher tenure and seniority based transfers and layoff provisions in union contracts are preventing an improvement of teacher quality.
10.3.4.4. Effective School Movement
10.3.4.4.1. It suggested that there were characteristics in good schools that could be used as models for improving education effectiveness.
10.3.4.4.2. Ron Edmonds, and early lead of the movement, argues educational reform and improvement mus consider problems of both equity and quality.
10.3.4.4.3. How to build organizational capacity:
10.3.4.4.4. Building the capacity for standards-based reforms:
10.3.4.4.5. Districts should follow...
10.3.4.4.6. How and effective school should look.
10.4. Reforms
10.4.1. State Control
10.4.1.1. Control of Local school districts.
10.4.1.2. Advantages
10.4.1.2.1. Provide a good opportunity for state and local decision makers to combine resources and knowledge to improve children's learning.
10.4.1.2.2. Can allow a competent executive staff to guide an uninterrupted and effective implementation of school improvement efforts.
10.4.1.2.3. Can help create a healthy environment in which the local community can address a school district's problems.
10.4.1.2.4. Can make possible more radical changes in low-performing school districts than the customary regimen.
10.4.1.2.5. Can put school boards throughout the state on notice that personal agendas, nepotism, and public bickering can have severe consequences.
10.4.1.3. Disadvantages
10.4.1.3.1. Can be seen as a thinly veiled attempt to reduce local control.
10.4.1.3.2. Might place poorly prepared state-selected officials in charge.
10.4.1.3.3. Tends to rely on narrow learning measures.
10.4.1.3.4. Does not get at the root problems impeding the learning of disadvantaged students in urban school districts.
10.4.1.3.5. Tends to undermine their self-esteem and capacity to improve their performance.
10.4.1.3.6. Can lead to friction and confrontations between state and local officials.
10.4.2. Mayoral Control
10.4.2.1. Eliminates corruption, leads to effective and efficient management and budgets, increase in student achievement, and reduces the political battles endemic to elected school boards.
10.4.2.2. Wong et al. found that mayoral control resulted in modest improvements in student achievement.
10.4.2.3. Henig found that non-mayoral cities had greater improvements.
10.5. School Finance Reforms
10.5.1. More funding needed to serve the children in the poorer school districts.
10.5.2. In urban districts, funding was equalized between urban and suburban school districts.
10.5.3. Other supplemental programs:
10.5.3.1. Social services; increased security; technology alternative education, school-to-work, after-school, and summer-school programs.
10.6. Full Service/Community Schools
10.6.1. Need to examine and plan to educate not only the whole child, but also the whole community.
10.6.2. Focus is on meeting students' and their families educational, physical, psychological, and social needs in a collaborative fashion.
10.6.3. Designed to target and improve at-risk neighborhoods, full-service schools aim to prevent problems, as well as to support them.
10.7. Connecting School, Community, and Societal Reforms
10.7.1. Must be based on several essential supports:
10.7.1.1. leadership as the driver for change
10.7.1.2. parent-community ties
10.7.1.3. professional capacity
10.7.1.4. student-centered learning climate
10.7.1.5. instructional guidance
10.7.2. Darling-Hammond's 5 Elements for Reform
10.7.2.1. meaningful learning goals
10.7.2.2. intelligent, reciprocal accountability systems
10.7.2.3. equitable and adequate resources
10.7.2.4. strong professional standards and supports
10.7.2.5. schools organized for student and teacher learning
10.7.2.6. Must provide for the basic needs of all children so they are able to focus their attention o n their academic worked instead of on survival.
10.8. Intergrative Realm
10.8.1. Schools do need to improve their effectiveness in teaching basic skills and knowledge
10.8.1.1. Students graduate without the needed knowledge they need to succeed.
10.9. Developmental Realm
10.9.1. Schools need to become more humane institutions where student develop as complete human beings.
10.9.2. Schools need to emphasize, as well, values such as caring, compassion and cooperation
10.9.3. Schools need to nurture the creative and spiritual lives of children.
11. School Processes and Cultures
11.1. Changing culture requires time, effort, intelligence, and good will. Teachers must be at the forefront of educational change, they can make the difference.
12. Four Purposes of Education
12.1. 1. Intellectual: reading, writing, math. Help students acquire high-order thinking.
12.2. 2. Political: patriotism; basic laws of society, prepare them to be good citizens.
12.3. 3. Social: teach social togetherness, learning to work together, teach values of society (stability for any society)
12.4. 4. Economic: prepare students for future employment.
13. The role of the school...
13.1. is directly concerned with the aims, purposes, and functions of education in a society.
13.1.1. helps balance the needs of society
13.2. is the essential component for the American dream equality and opportunity
13.2.1. teaches respect of cultural diversity
14. Chapter 5: The Philosophy of Education and its Significance for Teachers
14.1. Example:
14.1.1. Allows practitioners and prospective practitioners to apply systematic approaches to problem solving in school.
14.1.2. IDEALISM
14.1.2.1. Educators search for truth through ideas and encourage students to search for truth within themselves. The discovery of truth leads to responsibility.
14.1.2.2. Teacher leads students to analyze and discuss ideas in order to encourage awareness and transformation. The teacher actively participates in discussion.
14.1.2.3. Predominant method: dialogue and questioning.
14.1.2.4. Encourages study of the classics since all answers to contemporary problems can be found in the past.
14.1.2.5. Socrates did not write anything down; rather, he taught through establishing oral dialogues. Plato wrote down all of his ideas and his method, which was the dialogue.
14.1.3. REALISM
14.1.3.1. Teachers should be steeped in the basic academic disciplines so they can transmit ideas to students. Encourages a solid foundation in science, math, and the humanities.
14.1.3.2. Curriculum includes the basics; science, math, reading, writing, and the humanities. They believe in the concept of "essential knowledge."
14.1.3.3. Methods include lecture, along with question and answer. Realists also support competency-based assessment.
14.1.3.4. Aristotle was the leading proponent of realism. He was the first philosopher who developed a systematic theory of logic.
14.1.4. PRAGMATISM
14.1.4.1. Education has a responsibility to society. Schools are a place where ideas can be implemented, challenged, and restructured.
14.1.4.2. Teachers assume the role of facilitator and offers suggestions, questions, assistance with curricular plans.
14.1.4.3. Encourages the problem-solving or inquiry based method of instruction.
14.1.4.4. Curriculum is rooted in the core disciplines. Study of a particular problem incorporates elements from all the disciplines.
14.2. EXISTENTIALISM AND PHENOMENOLOGY
14.2.1. Believe that education should focus on individual needs and stress individuality. They emphasize the notion of possibility.
14.2.2. Teachers take risks, expose themselves to resistant students, and enable students to become aware of the world around them.
14.2.3. They dislike traditional methods and encourage personalization of learning. Teachers pose questions, generate activities, and work together with students.
14.2.4. Curriculum is heavily influenced by the humanities, especially literature.
14.3. NEO-MARXIZM
14.3.1. Goal of education is to reproduce the economic, social, and political status quo.
14.3.2. The teacher is a "transformative intellectual" who engages her students in a critical examination of the world.
14.3.3. Favor a dialectic approach to instruction with lots of question and answers.
14.3.4. Curriculum is organized and codified to represent what those in power want children to know.
14.4. POSTMODERNIST AND CRITICAL THEORY
14.4.1. Stresses the classroom as a site for political action and teachers as agents of change.
14.4.2. Humanist Curriculum: reflects the idealist philosophy that knowledge of the traditional liberal arts. Students had worthwhile knowledge and an array of intellectual skills.
14.4.3. Critical pedagogy - Education promotes democracy. Ethics should be emphasized: students should understand social constructs; differences should be translated into critical language; pedagogic practice is seen as political activity; pedagogy should present alternatives; and pedagogy should promote teachers a transformative individuals.
15. Chapter 6: Schools as Organizations and Teacher Professionalization
15.1. Structures of U.S. Education
15.1.1. Governance: U.S. public school system is decentralized and under the umbrella of the state governments.
15.1.2. Degree of Centralization: Geared toward more cost effective school organizations that are larger.
15.1.3. Student Composition: Leans toward more diversity in schools as well as residential segregation.
15.1.4. Degree of Openness: All students have the right to attend public schools and continue until they graduate.
15.1.5. Private Schools: The students who attend these schools are from fluent families who have a strong commitment to education.
15.2. International Education Systems
15.2.1. Great Britain: Before the 19th Century, all schools were private; education was the responsibility of the parents; poor children had no schooling. It is now more open and less class stratified.
15.2.2. France: The educational system is centralized compared to the U.S. and Great Britain. The government controls the educational system down to the classroom. The majority of student some form of postsecondary occupational education.
15.2.3. Former Soviet Union: Education was highly centralized, stratified, and deeply ideological. Education was to create the "new Soviet man and woman." They would become the leaders
15.2.4. Japan: At one point the Japanese educational system was thought to have been more prestigious than the U.S. Japanese students excel in every measured international standard up to the age of 17.
15.2.5. Germany: They select and sort their students at young ages and track them. These students become apprenticeships in businesses and part time in school.
15.2.6. Finland: All students scored high on the PISA exams regardless of background. They focus on equal access to curriculum. Their focus is on the best education possible for all students.
15.3. Teachers Professionalism and Possibilities for the future
15.3.1. Most teachers are women, to become a teacher they must meet certain qualifications as defined by their State Department of Education.
15.3.2. Teachers receive their income from "one big client." Little time for teachers to teach independently of their school, or to gain a reputation for excellence outside their school or school district.The rewards of teaching are derived from students accomplishments. Teaching is characterized by routines and creativity.
16. Chapter 7: Curriculum, Pedagogy, and the Transmission of Knowledge
16.1. Curriculum
16.1.1. Social Efficiency Curriculum: It was rooted in the belief that different groups of student with different sets of needs and aspirations should receive different types of schooling.
16.1.2. Developmental Curriculum: This is a philosophically progressive approach to teaching. It is student centered to their needs and interests at different developmental stages.
16.1.3. Social Meliorist Curriculum: This is the radical wing of progressive education; education was divided into two distinct tracks.
16.2. Dominant Traditions in pedagogic practices
16.2.1. Mimetic Tradition: The viewpoint of education is to transmit specific knowledge to students. Lessons are taught by lecture or presentations. Students are then assessed as to what the teacher has taught them.
16.2.2. Transformative Tradition: Believes the purpose of education is to change the student in some meaningful way, including intellectually, creatively, spiritually, and emotionally. The student becomes and integral part in the learning process. There is communication between teacher and student.
16.3. Approaches to Curriculum
16.3.1. Multiple factors influence the curriculum taught in schools. The policy making at the national, state, and local level are influence by multiple factors. Decisions on curriculum come from different places, including the legislative and executive branches of govt.; level of the school system; professional associations, bureaucratic interests and private interests. Education in the U.S. is controlled at the state and local levels.
16.4. Private Schools
16.4.1. Parents send their children to private schools because they support the school's philosophy. Most of their issues are regarding particular philosophical or religious traditions.
16.5. Public Schools
16.5.1. There is rarely agreements about educational matters. The curriculum as well as other aspects of the educational system are the focus of many debates.
17. Chapter 8: Equality of Opportunity and Educational Outcomes
17.1. Social Stratification
17.1.1. Causes human difference; parents are more worried about their children being comfortable in personal fulfillment, material comfort, and occupation
17.2. Caste Stratification
17.2.1. Occurs in agrarian societies with strict ascriptive criteria like rand or religious worth.
17.3. Estate Stratification
17.3.1. Occurs in farming societies where hierarchy is determined by family worth.
17.4. Class Stratification
17.4.1. Occur in industrial societies that define social level in terms of hierarchy of differential achievement by people like distinctions between men and women.
17.5. Educational Achievement & Attainment of African-American, Hispanic-American, and Women Students
17.5.1. Student achievement show correlations with several thing, including social class, race, ethnicity, and gender.
17.5.1.1. Gaps continue to grow in reading and math...
17.6. School Segregation Impact
17.6.1. The degree of racial and ethnic segregation is increasing.
17.6.1.1. Students in highly segregated schools have lower achievement/graduation rates; minority students in integrated schools have higher levels of achievement.
17.7. Educational Attainment vs Economic Achievement
17.7.1. 4 years of high school, one to three years of college, four years of college, and five years or more of college.
17.7.1.1. Each year is associated with more money earned.
17.7.2. Both are directly related.
17.7.2.1. Social acceptablity
17.7.2.1.1. Educational credentials are valuable assets in the great status race.
17.8. Education on Inequality: Social Mobility or Social Reproduction
17.8.1. The amount of education one receives is based directly to his or her life chances. This depends on where a person is on the socioeconomic ladder. There is a direct correspondence between the class sysem and the educational system.
17.8.1.1. Educational credentials will not necessarily lift people out of their social class of origin.
18. Chapter 9: Explanations of Educational Inequality
18.1. Functional Theorists
18.1.1. Believe A "just society" exists when individual talent and hard work are based on universal principles of evaluation.
18.1.2. Expect unequal results in schooling due to disparity in talent and willingness to work hard. Believe differences should not be based on group differences, but rather individual differences.
18.2. Conflict Theorists
18.2.1. Believe that the role of school is to reproduce inequality; consistent with data showing educational outcome are closely linked to family situations.
18.3. Interaction Theorists
18.3.1. Suggest that we seek to understand how families and schools interact in order to understand the factors that impact academic achievement.
18.4. Student Centered Explanations
18.4.1. Genetic or biological theory - a students genetic makeup predetermines success or failure
18.4.2. Cultural deprivation theory - the working class struggles to gain "cultural capital," thus access to education is limited and social mobility is restricted.
18.4.3. Cultural difference theory has three different perspectives.
18.4.3.1. One suggests African Americans perform poorly because they are oppressed in the class structure.
18.4.3.1.1. Another suggests the working class and non-white students perform poorly because they are resistant to the dominant culture in the schools.
18.5. School Centered Explanations
18.5.1. School finances; school climate, the pedagogy of school professionals
18.5.2. Effectiveness of the school
18.5.2.1. High expectations for all students; school administrators have effective leadership qualities; accountability for both teachers and students; learning is closely monitored; teachers are flexible, are able to flow with what's going on and are good problem solvers.
18.6. Schools Reproduce Inequality?
18.6.1. Students from different social class backgrounds leave school with different educational outcomes, both cognitive and non-cognitive.
18.6.1.1. These differences are the fault of the societal and institutional levels. However, the families and communities are more important than the school.
18.6.2. Persell's model shows that society, communities, families, and schools cannot be separate from each other.
18.6.2.1. Societal forces unequally affect families and schools.
18.6.2.2. The result is students from lower socioeconomic backgrounds have lower levels of education attainment and achievement.
18.6.3. I don't not believe that schools produce inequality; schools are a place that students should be able to change the direction in which they are going. They can make things better for themselves and for their futures of their children to come.