Exam One

Dear Mr. President,
Upon your request I have compiled a short report on the book, Shame of the Nation as well as my recommendations for a truly equal school system. Jonathan Kozol’s Shame of the Nation does a wonderful job of exposing the dark side of education. His main theses are best grouped into two categories: the lacks of equality in education as well as the curriculum and tests schools are forced to partake in. While I agree with the majority of Kozol’s claims I disagree with some as well. Based off of Kozol’s novel, I personally have recommendations concerning America’s lax schooling of minority children.
Kozol’s first category of thesis is the belief that schools are not equal across the United States and that the equality, or lack thereof, is based off of race. In order to be “politically correct” most Americans would claim that school districts are segregated based on socioeconomic status. However we as Americans desperately need to take off our politically correct lenses and truly look at the issues. Socioeconomic status IS race in today’s society. Buildings in a white, suburban school district are newer, certainly up to code. Prompt attention would be given to any maintenance request and exterminators come regularly to keep the schools free of insects and rodents. Across town however, minority or students from a lower socioeconomic strata attend school in building where plastic trash bags hang to cover gaping holes in the ceiling. Rats race across the floors and very desks where students sit working and children breathe contaminated air from the building that was built during the roaring twenties. Another issue is raised when we look at the difference between teacher salaries in school districts catering to the suburban are significantly higher the salaries paid to teachers within inner-city schools or schools serving children of a different race. As a teacher, I must ask myself, if I am given the opportunity to teach in School A. a place where buildings are up to code, supplies are readily available and my paycheck is far greater than School B where am I more likely to sign a contract? The major issue here is the idea that bright; on-fire teachers are unable to stay at schools serving the marginalized because they are unable to make ends meet off of the meager salary. If the teachers that are teaching in schools such as School B, they are often alternatively certified, inexperienced and under-trained. These alternatively certified teachers, while perhaps quite willing to make a difference or not skilled enough to do truly impact the students they are teaching. These conditions described does not even have a whisper of equality in its midst.
The second category concerning Kozol’s theses claims the title curriculum and testing. In schools of marginalized and minority children curriculum is being instilled that not only teaches for a particular test but also trains students for low end jobs instead of a college career. This demeaning and ethically wrong practice would certainly not be tolerated in a middle class suburban elementary, middle or high school. Students are being trained in an almost Hitler Nazi youth fashion as described on page 66 of Kozol’s book, “His arm shot out and up in a diagnol in front of him, his hand straight up, his fingers flat…all the children in the classroom did it too.” Classroom jobs have been manipulated into “positions” with legitimate titles. Instead of Susie having the privilege of line leader this week, she must apply, interview and receive the position of “line manager” (page 90). Most funding for public schools today is based off of test results. Schools find themselves teaching specifically for the test, which does not prepare their students for life past the test in general. The Hitler-like curriculum does not to prepare students for real life and the testing puts so much pressure on teachers they are in fear of their students not succeeding.
Personally I support Kozol’s claim that education is not equal, the curriculum and present state of teachers are an embarrassment to America. I do not however believe that nothing can be done to change the face of public education in the United States today.
The federal and state governments must form a feasible plan to bring all schools onto the same playing field across the board.
First and foremost teachers themselves must change. Emergency certifications must end. Alternative certified teachers bring amazing things to education. They are able to show and give living proof that education is important in life. However, until these individuals complete time in the classroom under supervision they should not be given their own classroom. Secondly the government must change how it views teachers. Qualified and experienced teachers within marginalized schools need to have a higher salary. This money difference needs not to come from the school district but the government itself. Thirdly class size must be regulated and altered with a very knowing eye. No more than 20 students should be assigned to a single classroom. Smaller classes improve quality learning and allow teachers to spend time with each child, giving them a mentor that can help instill reliance, quality students from schools such as these needs desperately (page 27). The learning should take place in a functioning building not a building condemned and duct-taped together. Throughout a school district all schools should be uniform in order to avoid haves and have-nots in society.
I understand that individuals who believe separate but equal is a feasible and socially justifiable remedy truly are ignorant. However, in order for truly integrated schools the “heart” of individual American people must change. Until the majority of the white population can agree that segregation occurs in numerous forms and simply cannot be tolerate we must deal with what we are given. To see this day come we as a government and teachers must educate America on the current difference in education through various outlets.
Mr. President this is not an overnight change but rather a slow process. This process is not an inexpensive process either. However if your administration is serious about truly bringing American education to equality you must spend money, wisely and judiciously in a way that will benefit the future generations of America.