Urban Education Policy and School Improvement - Essay Example

 Urban Education Policy and School Improvement Introduction One of the most prominent issues that is a focal point of controversy is the AbbottSchool District, which has continued to struggle thrive academically. These institutions are a focal point of observation as the school has struggled to meet board standards. The schools were originally formed after the notorious Abbot v. Burke in 1985, which revolved around the issue of the Education Law Center. According to this court ruling, it was evident that public secondary and primary schools education system in poor or less privileged communities in New Jersey State failed to meet adequate standards. This disparity that was prevalent in rich and poor communities is the key element that must be addressed. Without a doubt, schools must adhere and strive to enhance the quality of education in the state irrespective of social and economic status. Thus, it made sense that the court ordered provisions in order to embed a system of adequate education to children from these areas through implementation of certain reforms and standard education with parity support (Abbott and Burke, 1990). Hence, the academic disparities that have been prevalent between rich and poor institutions can be addressed through proper funding provided by the government, family support, and hiring high-quality tutors. Abbott aimed at reducing these ambiguities that were present in wealthier districts compared to the poor neighborhoods. It is critical to acknowledge the fact that Abbott is provision of equal funding for the schools irrespective of economic or social status of the respective schools’ location. However, analysts of the educational system such as Anyon, Ravitch, Cuban and Tyack attempt to observe the key reason of this cause. They suggest that certain limitations serve as barriers towards effectively implementing recommendations that were provided by Abbott recommendations and in order to solve the issue that is plaguing the school systems (Abbott and Burke, 1990). Limits of Abbott reducing achievement gaps The educational system that is embedded in the current society tends to harness the growth of students by providing a curriculum that prepares them for their careers. However, the huge disparities between rich and poor district students are detrimental because it hinders the growth of students in the less fortunate neighborhoods. One of the key aspects that creates this disparity can be categorized as “unavoidable circumstances” which consist of many elements. Conducive studies conducted in this matter indicate that the major cause of achievement gap in New Jersey State is because of the socio-economic factors that have contributed to this grown problem. Abbott’s struggle to advocate for equal funding of the education system can truly be a catalyst towards an extreme reform in the poor district. As a matter of fact, school administrators have suggested to a more useful approach of the tax money by allocating to the educational system. Undoubtedly, this will attract high-quality professors that can work with the school systems in order to meet the educations that are developed by the district. However, According to Anyon (Anyon, 2005), provision of equal funding and learning materials might not adequately close the existing achievement gap in the state as more effort needs to be instilled in order to solve this dilemma. As poverty greatly contributes to underdevelopment of students and minimizes their chances of achieving success in education, it is critical that the government should funnel funding into these poor areas in order to bring peace into this chaotic system. The second key element that can address the academic discrepancies is through family support. According to Tyack and Cuban (Tyack and Cuban, 1995), family support has a great impact in increasing chances of students achieving success in their education. Furthermore, Cuban and Tyack argue that the true cause of achievement gap in education is the prevailing poverty levels in the urban areas. Most poor students that are induced to learn in these institutions do not have the adequate nature and nurture that is so vital towards their academic and personal success. Therefore, educational policies ought to address the prevailing poverty levels that continue to detrimentally impact the urban areas. In addition, the disparities that are dominant between low-resourced and high-resourced learning institutions need to be dissolved. This has led to differentials in cost of learning depending on the available resources in respective schools or learning institutions (Tyack and Cuban, 1995). The “icing on the cake” that can diminish the discrepancies that haunt the school system can be addressed through hiring high-quality tutors .It is evident that less privileged students are not able to afford tutors who are proficient in their field of expertise and possess experience that can be vital towards the success of their students. Employing these high-quality tutors can truly change the classroom dynamics as it will enforce the integrity of quality academic education. Furthermore, these instructors will be motivated to share their experiences and knowledge because of the competitive incentives that they will be provided with. Furthermore, family income also assists in shaping behavior of individual student and attitude towards life and achievement. This increases their achievement chances as opposed to those from less privileged families who have negative attitude leading to less chances of succeeding in studies. Moreover, Anyon also argues that changes ought to be made in several areas for the recommendations to be effective and assist in closing the achievement gap. They include; federal policies, metropolitan practice and policy, and poverty issues (Anyon, 2005). Even with all these elements combined, the chance of augmenting a way for progressivism is still difficult to achieve. According to Ravitch, the achievement gap may not be adequately reduced because of uncontrolled elements. For instance, the budget constraints that are imposed in each community can be a pivotal factor that can serve as a barrier. In addition, the economic recession that is haunting the international realms of commerce continues to be an obstacle. Many studies confirm that Abbott should have considered the national budget and the prevailing economic conditions. The author further argues that recommendations by Abbott may not be effectively implemented due to the prevailing education curricula in the state. The first step to improvement of quality education and addressing the existing achievement gap in education is only possible if the existing educational curriculum is also reviewed. Ravitch insists that the best to improve schools is to modify the curriculum and instruction. If the focus shifts on facilitating the students than the hierarchy structure that dominates the school system, institutions are more likely to be successful in academic merits. Equal funding of the learning institutions or schools may not greatly address the existing achievement gap in the state. Additionally, Tyack argues that achievement of students depends on personal drive; therefore, reducing of the achievement gap depends on the efforts of individual students and not provision of resources. Hence, the issue is not necessarily the idea of students accessing adequate resources, but their inner motivation that varies amongst students (Ravitch, 2000). Possibilities of Abbott reducing achievement gaps Without a doubt, Abbott advocates for reduction of the existing achievement gap in education in the state. There are limits to Abbott’s decision; however, there is possibility of Abbott reducing the gap too. For instance, decision to increase construction funding can be one element that can change the landscape of education. The enactment of these elements can ensure that the Abbott district schools have adequate resources which can serve as a catalyst for conducive learning environment for the students. It is quite clear that schools need to propose a new reform plan that will double the chance of diminishing this gap. This can be achieved through properly utilizing the EFA bonds for construction and improvement. Furthermore, this can potentially aid in boosting academic performance along with reducing achievement gap. Another aspect that can be embedded in the school system is to increase funding for the Abbott district school and equal those of other schools. The quality of education is directly correlated by the availability of quality learning resources. This could increase obtaining of quality learning resources and hence increase achievement chances of the respective students. According to Abbott, reducing the achievement gap is going to be a lengthy process that will continue to require effort, patience, and funding. The academic disparities that have been prevalent between rich and poor institutions can be addressed through proper funding provided by the government, family support, and hiring high-quality tutors. In the modern day scheme of things, it is essential to understand that children from the Abbott district are not able to access education due to financial constraints that have been imposed. However, this decision increases chances of children accessing education hence increasing chances of reducing achievement gaps because all children have access to education (Abbott and Burke, 1990). Undeniably, the future of the youth lies on the hands of the school administrators, who must make a strong effort in order to address, reform, and enhance the current system for the future of the young America. References Abbott, R and Burke, F. (1990). Abbott v. Burke. New Jersey: Commerce Clearing House. Anyon, J. (2005). What “Counts” as Educational Policy? Notes toward a new paradigm.Harvard Educational Preview, 75(1), 65-88. Ravitch, D. (2000). Left Back: A century of battles over school reform. Tyack, D and Cuban, L. (1995). Tinkering toward utopia: a century of public school reform. New Jersey: Harvard University Press. Zavadsky, H. (2009). Bringing school reform to scale: five award-winning urban district. Cambridge, Mass: Harvard Education Press. Ravitch, D. (2010). The Death and Life of the Great American School System. Basic Books. Tyson, K. (2011). Integration Interrupted: Tracking, Black Students, and Acting White after Brown. Read More