Public Education System For Education - 1688 Words

It is every child’s right to have access to a public education system that will provide quality education for success in life. Yet far today far too many children, especially those from poor and minority families, are limited to at risk by school systems with a lower quality of education while students in a low poverty community receive a higher quality of education. It is frustrating that even when socio-economic statuses are rapidly merging and changing that an educational achievement gap still exists between low-income minority students in inner city schools and their white higher income counterparts who live in the suburbs. Educators, policymakers, and researchers all attest to the fact that a large number of schools, particularly in†¦show more content†¦There is a very strong correlation between race and poverty. There have been many studies that have explored the relationship between poverty and quality implementation. A principal that participated in a study su mmed up the effects of poverty eloquently stated, ‘The students don’t have school supplies. Some don’t have clothing appropriate for the weather. Some don’t have a place in their home that’s well-lit. Very few have their very own books. When it rains, if their sneakers get wet, they don’t have another pair of shoes to wear to school the next day. Poverty is the pits, I mean, it’s terrible (Cooper, 1998).† In past studies the responses from teachers, principals, and district personnel in interviews, however, produced unanticipated findings regarding the relationship of poverty and quality implementation. The data suggest that regardless of the additional social and cultural barriers that high poverty schools encounter in implementing school-wide reform, school poverty level does not appear to obstruct the application method. Although high levels of poverty do create exclusive challenges to the effective replication and scaling up of programs in areas such as parental involvement, student mobility, attendance rates, quality of instruction, and basic implementing the program (Cooper, 1998). In high poverty schools, the challenges that many students face are not always