The document discusses the METCO program, which buses students from Boston to suburban schools. It began in 1966 to promote desegregation and educational opportunities. Over 3,300 students now participate, though many more are on waiting lists. The program aims to reduce racial isolation and increase access to better schools. While intended as temporary, it remains in place 50 years later. The paper examines the psychological impact on METCO students through a literature review and observations of a METCO student attending a wealthy suburban high school.
This document discusses changes in the US education system over the last decade. It notes that while the total number of children under 18 has decreased slightly, enrollment in public and private schools has increased from 54.8 million in 2010 to 56 million in 2019. Charter schools have also grown substantially, increasing their enrollment from 0.4 million in 2000 to 3 million in 2016. Spending on K-12 education has risen significantly, with total spending increasing from $527.3 billion in 2010-2011 to over $680 billion in 2019-2020, and per-pupil spending rising from $10,663 to $13,440 over the same period. The document expresses concern that current trends may be reducing students' passion for learning and
This document summarizes a report by the Minnesota Minority Education Partnership (MMEP) called "College Access Matters II". The report examines diverse student pathways to college in Minnesota. It finds that while students of color aspire to attend college, they face barriers in areas like academic preparation, selecting and applying to schools, understanding financial aid, and career exploration. To address Minnesota's future workforce needs and educational disparities, the report recommends boosting college enrollment and completion rates among students of color through improved college access and readiness programs.
This document provides an overview and analysis of charter schools in the United States. It discusses how charter schools emerged in response to failures and lack of funding in urban public schools. While initially intended to promote innovation, student choice and community empowerment, charter schools have also been criticized for exacerbating racial and economic segregation more than traditional public schools. The rapid expansion of charter schools has been driven by market-based reforms and privatization agendas rather than educational equity goals. Overall, the document examines the complex issues around charter schools and their impact on low-income students and students of color.
This document is a thesis submitted by William R. Hewitt to Chapman University in partial fulfillment of the requirements for a Master of Arts in Teaching degree. The thesis examines how schools can produce more civically involved students. It explores civic education practices in Japan, Australia, and Taiwan and compares them to the American system. The thesis argues that standardized testing has undermined civic involvement in U.S. schools by shifting the mission of education to career preparation over community betterment and participation. It aims to identify successful international programs that could benefit the American system.
The document summarizes key information about English to Speakers of Other Languages (ESOL) programs in Boston. It finds that while over 3,400 students are enrolled in ESOL courses funded by the Massachusetts Department of Education, over 4,000 additional individuals are on waiting lists due to limited capacity. The majority of ESOL students in Boston are female immigrants ages 25-44 seeking to improve their English skills for work and family purposes. Overall ESOL enrollment far exceeds the proportion of women and mid-range aged adults in Boston's immigrant population. The document concludes that more comprehensive data is needed due to the fragmented network of state-funded and independent ESOL programs in Massachusetts.
20100101 Murray (Alger) Race to the Top - Can We Compete Nebraska’s Charter S...Vicki Alger
This document summarizes a study on charter school initiatives in Nebraska. It finds that many Nebraska students are underperforming based on national and state test scores, with minority and low-income students faring the worst. Charter schools have been shown to improve outcomes for these disadvantaged groups. However, Nebraska is one of the few remaining states without a charter school law, putting it at a disadvantage for federal funding. The study argues Nebraska should pursue charter schools as well as other reforms to better prepare its students.
The document summarizes research on school diversity and integration policies in four cities: Houston, TX; St. Louis, MO; Berkeley, CA; and additional sources. It provides background on the demographics, political leanings, and responses to integration of each city. For Houston, it describes magnet school programs and a lawsuit that changed admissions policies. In St. Louis, it discusses a desegregation program and perspectives on integration. Berkeley is noted as a model of integration using neighborhood-based assignments. Unanswered research questions are also listed.
This document discusses changes in the US education system over the last decade. It notes that while the total number of children under 18 has decreased slightly, enrollment in public and private schools has increased from 54.8 million in 2010 to 56 million in 2019. Charter schools have also grown substantially, increasing their enrollment from 0.4 million in 2000 to 3 million in 2016. Spending on K-12 education has risen significantly, with total spending increasing from $527.3 billion in 2010-2011 to over $680 billion in 2019-2020, and per-pupil spending rising from $10,663 to $13,440 over the same period. The document expresses concern that current trends may be reducing students' passion for learning and
This document summarizes a report by the Minnesota Minority Education Partnership (MMEP) called "College Access Matters II". The report examines diverse student pathways to college in Minnesota. It finds that while students of color aspire to attend college, they face barriers in areas like academic preparation, selecting and applying to schools, understanding financial aid, and career exploration. To address Minnesota's future workforce needs and educational disparities, the report recommends boosting college enrollment and completion rates among students of color through improved college access and readiness programs.
This document provides an overview and analysis of charter schools in the United States. It discusses how charter schools emerged in response to failures and lack of funding in urban public schools. While initially intended to promote innovation, student choice and community empowerment, charter schools have also been criticized for exacerbating racial and economic segregation more than traditional public schools. The rapid expansion of charter schools has been driven by market-based reforms and privatization agendas rather than educational equity goals. Overall, the document examines the complex issues around charter schools and their impact on low-income students and students of color.
This document is a thesis submitted by William R. Hewitt to Chapman University in partial fulfillment of the requirements for a Master of Arts in Teaching degree. The thesis examines how schools can produce more civically involved students. It explores civic education practices in Japan, Australia, and Taiwan and compares them to the American system. The thesis argues that standardized testing has undermined civic involvement in U.S. schools by shifting the mission of education to career preparation over community betterment and participation. It aims to identify successful international programs that could benefit the American system.
The document summarizes key information about English to Speakers of Other Languages (ESOL) programs in Boston. It finds that while over 3,400 students are enrolled in ESOL courses funded by the Massachusetts Department of Education, over 4,000 additional individuals are on waiting lists due to limited capacity. The majority of ESOL students in Boston are female immigrants ages 25-44 seeking to improve their English skills for work and family purposes. Overall ESOL enrollment far exceeds the proportion of women and mid-range aged adults in Boston's immigrant population. The document concludes that more comprehensive data is needed due to the fragmented network of state-funded and independent ESOL programs in Massachusetts.
20100101 Murray (Alger) Race to the Top - Can We Compete Nebraska’s Charter S...Vicki Alger
This document summarizes a study on charter school initiatives in Nebraska. It finds that many Nebraska students are underperforming based on national and state test scores, with minority and low-income students faring the worst. Charter schools have been shown to improve outcomes for these disadvantaged groups. However, Nebraska is one of the few remaining states without a charter school law, putting it at a disadvantage for federal funding. The study argues Nebraska should pursue charter schools as well as other reforms to better prepare its students.
The document summarizes research on school diversity and integration policies in four cities: Houston, TX; St. Louis, MO; Berkeley, CA; and additional sources. It provides background on the demographics, political leanings, and responses to integration of each city. For Houston, it describes magnet school programs and a lawsuit that changed admissions policies. In St. Louis, it discusses a desegregation program and perspectives on integration. Berkeley is noted as a model of integration using neighborhood-based assignments. Unanswered research questions are also listed.
This document is a thesis submitted by Lucretia Witte to Georgetown University examining the impact of school integration efforts in Hartford, Connecticut on student achievement. It provides background on the Sheff vs. O'Neill case that required the state to reduce racial isolation in Hartford schools. As a result, Hartford implemented magnet school and transfer programs between 2008-2013 that increased the number of minority students in integrated schools by 20 percentage points. The thesis will use a difference-in-differences analysis to determine if this policy change had a positive effect on math, reading and writing proficiency rates in Hartford while controlling for demographic factors. If integration increased achievement, it could support integration as a strategy for reducing achievement gaps
Schooling Options For Muslim Children Living in Muslim-Minority Countries - A...Muhammad Nabeel Musharraf
Musharraf, M., N. (2015), "Schooling Options For Muslim Children Living in Muslim-Minority Countries - A Thematic Literature Review", International Journal of Social Science and Humanities Research (ISSN: 2348-3156), Vol. 3, Issue 4, pp: (29-62), Month: October - December 2015
A detailed overview of experiences and opinions of Muslim parents living in developed countries as minorities. A very comprehensive comparative analysis.
ALSO READ:
"Islamic Education in Europe - A Comprehensive Analysis" by Muhammad Nabeel Musharraf
This document provides a summary of a law school paper analyzing the evolution of school desegregation law in the United States. It discusses key Supreme Court cases like Plessy v. Ferguson, which established the "separate but equal" doctrine, and Brown v. Board of Education, which overturned Plessy and ruled that racial segregation in public schools is unconstitutional. The document also examines the legal differences between de jure and de facto segregation, and how the Court's focus on intentional discrimination led to re-segregation in many school districts over time.
The document describes a case study conducted by the author at a community center tutoring program for refugee students in Seattle. The author observed tutoring sessions to see how language acquisition and critical thinking skills were developed using techniques grounded in educational theory. Scaffolding techniques like assigning reading roles helped students access their zone of proximal development. Incorporating students' backgrounds and experiences made learning more relevant. Group discussions that encouraged critical questioning helped enable students' ideological development.
This document provides a summary of various websites that contain resources to help teachers improve their instruction of civics and government. It lists over 20 organizations and provides a brief 1-2 sentence description of each site and the types of materials available. These include lesson plans, primary source documents, videos, research studies and more. The resources cover a wide range of civics-related topics and are intended to help teachers plan effective lessons to enhance students' understanding of citizenship and government.
This document provides a summary of various websites that contain resources to help teachers improve their instruction of civics and government. It lists over 20 organizations and provides a brief 1-2 sentence description of each site and the types of materials available. These include lesson plans, primary source documents, videos, research studies and more. The resources cover a wide range of civics-related topics and are intended to help teachers plan effective lessons to enhance students' understanding of citizenship and government.
This document discusses the debate around implementing school voucher programs in Texas. It provides background on the issues with the current public education system and reviews previous school choice programs. The document then outlines the two sides of the voucher debate. Proponents argue vouchers will increase competition and school quality, while opponents argue they will reduce funding for public schools and could promote religious schools. The document aims to analyze the qualitative and quantitative impacts of voucher programs on education quality and taxpayers.
The document provides background information on a study conducted of school consolidation in three Tennessee cities - Nashville, Knoxville, and Chattanooga. It discusses the charge given to the research team by the Memphis City Schools to examine the historical context and impact of consolidation in these three cities. The introduction outlines nine research questions examined regarding educational quality, costs, efficiency, and other impacts. It also provides historical context on school consolidation trends in the US and Tennessee.
The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.
This document discusses affirmative action policies in Brazil. It notes that in 2010, 45 thousand students benefited from affirmative action, comprising 11% of public higher education students. A 2012 law requires all federal higher education institutions to implement quotas based on attending public high school, family income, or being indigenous, black or brown. This is projected to increase the number of quota students by 3 times the current amount. Although there is some opposition to quotas, policies based on class criteria like attending public secondary schools have become more widely accepted, accounting for 74% of quota students. The document discusses debates around affirmative action and its expansion to include labor market policies to address racial inequalities in Brazil.
This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
The Contribution of the Community in Supporting Schools in Dealing with Selec...paperpublications3
This document discusses a study on the role of the community in supporting schools in dealing with community-based problems in South Africa. It specifically looks at drug abuse and poverty.
The study used interviews and questionnaires with learners, educators, and community members to understand how the community currently supports schools and how that relationship could be strengthened.
The findings revealed that drug abuse is seen as both a school and community problem by educators. Learners felt that drug education and increased community/parent involvement could help address the issue. Overall, the study aimed to determine how the school and community can better work together to deal with shared problems like drug abuse and poverty.
President Obama introduced a $200 million initiative called My Brother's Keeper to help improve educational outcomes for African-American and Hispanic boys. The initiative focuses on six milestones from early childhood through college and career. Sixty of the largest school districts representing 40% of African-American and Hispanic boys in poverty pledged to expand access to preschool, track data to intervene early for struggling students, increase participation in advanced courses, lower suspension rates, and raise graduation rates. However, the eligibility rule requiring organizations to have chapters in 45 states excluded most black organizations from partnering opportunities. The initiative aims to motivate Americans to take action and change outcomes rather than accept current poor statistics as inevitable.
A report from the Department of Education found that the gap in educational achievement between Hispanic and white students has remained largely unchanged over the past two decades. While test scores in math and reading for Hispanic students have increased, they continue to lag around 20 points behind white students. The report examined data through 2009 and found the achievement gap persisted at both fourth and eighth grade levels nationally. Hispanic students face challenges such as poverty, language barriers, and lower expectations that contribute to the ongoing gap.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
The document discusses Latino education in the United States. It notes that while Latino high school dropout rates and college enrollment have increased dramatically in recent decades, Latinos still lag behind other groups in obtaining 4-year degrees. Only 15% of Latinos ages 25-29 have a bachelor's degree compared to 40% of whites and 20% of blacks. Reasons for this gap include that Latinos are less likely to attend 4-year colleges and more likely to attend 2-year community colleges. The document also discusses Latino participation and access to early education, STEM fields, and available grants and scholarships.
1) Morocco has made progress toward achieving universal primary education but still faces challenges, including high dropout rates, large class sizes, outdated curriculum, and gender inequality. Rural girls face financial hardships, long commutes to school, sexual harassment, and early marriage, all contributing to their high dropout rates.
2) Integrating more ICTs such as computers, internet access, and multimedia content could help engage students, motivate teachers, and improve education quality. However, most Moroccan primary schools still lack such technologies.
3) While Morocco has implemented education reforms and strategies to expand access and literacy, further efforts are needed such as increasing education spending, building more rural schools, training more teachers, and raising
Thirty years ago, many young people left Pittsburgh after the steel industry collapsed and jobs disappeared. Now, the flow is reversing as more young adults arrive in the region to attend college and take advantage of opportunities. Two such universities, Robert Morris and Point Park, have experienced significant growth over the past three decades, expanding from junior colleges to full universities. They have diversified their programs and carved out niches in certain fields, and now attract more full-time and out-of-region students seeking career-focused education and experiences in Pittsburgh's revitalizing economy.
This article examines whether schools in the United States have truly integrated following the landmark Brown vs. Board of Education Supreme Court decision that ruled racial segregation in public schools to be unconstitutional. It discusses that while schools initially integrated after Brown, they have become increasingly segregated again since the 1970s-1980s. The article proposes merging multiple high schools within districts into larger, more integrated campuses as a potential solution to reduce segregation. It argues that discussions around how schools have re-segregated are needed to determine how to fully achieve the goals of Brown and educational equity for all students.
This document lists various design elements and furniture pieces for a home including accessories from vintage master, design work by Nicole Renee Foxworthy, and furniture made by Stanley and Hooker as well as pieces from Northern Pines and LE-Coterie.
This document analyzes and summarizes shots from Sarah Drury's 2014-2015 music video. It discusses how various shots convey meaning through lighting, camera angles, positioning of subjects, and other cinematography techniques. Specific shots examined include the singer waking up feeling better, looking in the mirror at bruises, the boyfriend taking control of the remote and lyrics, and dancing in slow motion to convey her feelings for the boyfriend. The overall analysis focuses on how these shots create an emotional narrative of a troubled relationship with dominance and control by the boyfriend.
This document is a thesis submitted by Lucretia Witte to Georgetown University examining the impact of school integration efforts in Hartford, Connecticut on student achievement. It provides background on the Sheff vs. O'Neill case that required the state to reduce racial isolation in Hartford schools. As a result, Hartford implemented magnet school and transfer programs between 2008-2013 that increased the number of minority students in integrated schools by 20 percentage points. The thesis will use a difference-in-differences analysis to determine if this policy change had a positive effect on math, reading and writing proficiency rates in Hartford while controlling for demographic factors. If integration increased achievement, it could support integration as a strategy for reducing achievement gaps
Schooling Options For Muslim Children Living in Muslim-Minority Countries - A...Muhammad Nabeel Musharraf
Musharraf, M., N. (2015), "Schooling Options For Muslim Children Living in Muslim-Minority Countries - A Thematic Literature Review", International Journal of Social Science and Humanities Research (ISSN: 2348-3156), Vol. 3, Issue 4, pp: (29-62), Month: October - December 2015
A detailed overview of experiences and opinions of Muslim parents living in developed countries as minorities. A very comprehensive comparative analysis.
ALSO READ:
"Islamic Education in Europe - A Comprehensive Analysis" by Muhammad Nabeel Musharraf
This document provides a summary of a law school paper analyzing the evolution of school desegregation law in the United States. It discusses key Supreme Court cases like Plessy v. Ferguson, which established the "separate but equal" doctrine, and Brown v. Board of Education, which overturned Plessy and ruled that racial segregation in public schools is unconstitutional. The document also examines the legal differences between de jure and de facto segregation, and how the Court's focus on intentional discrimination led to re-segregation in many school districts over time.
The document describes a case study conducted by the author at a community center tutoring program for refugee students in Seattle. The author observed tutoring sessions to see how language acquisition and critical thinking skills were developed using techniques grounded in educational theory. Scaffolding techniques like assigning reading roles helped students access their zone of proximal development. Incorporating students' backgrounds and experiences made learning more relevant. Group discussions that encouraged critical questioning helped enable students' ideological development.
This document provides a summary of various websites that contain resources to help teachers improve their instruction of civics and government. It lists over 20 organizations and provides a brief 1-2 sentence description of each site and the types of materials available. These include lesson plans, primary source documents, videos, research studies and more. The resources cover a wide range of civics-related topics and are intended to help teachers plan effective lessons to enhance students' understanding of citizenship and government.
This document provides a summary of various websites that contain resources to help teachers improve their instruction of civics and government. It lists over 20 organizations and provides a brief 1-2 sentence description of each site and the types of materials available. These include lesson plans, primary source documents, videos, research studies and more. The resources cover a wide range of civics-related topics and are intended to help teachers plan effective lessons to enhance students' understanding of citizenship and government.
This document discusses the debate around implementing school voucher programs in Texas. It provides background on the issues with the current public education system and reviews previous school choice programs. The document then outlines the two sides of the voucher debate. Proponents argue vouchers will increase competition and school quality, while opponents argue they will reduce funding for public schools and could promote religious schools. The document aims to analyze the qualitative and quantitative impacts of voucher programs on education quality and taxpayers.
The document provides background information on a study conducted of school consolidation in three Tennessee cities - Nashville, Knoxville, and Chattanooga. It discusses the charge given to the research team by the Memphis City Schools to examine the historical context and impact of consolidation in these three cities. The introduction outlines nine research questions examined regarding educational quality, costs, efficiency, and other impacts. It also provides historical context on school consolidation trends in the US and Tennessee.
The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.
This document discusses affirmative action policies in Brazil. It notes that in 2010, 45 thousand students benefited from affirmative action, comprising 11% of public higher education students. A 2012 law requires all federal higher education institutions to implement quotas based on attending public high school, family income, or being indigenous, black or brown. This is projected to increase the number of quota students by 3 times the current amount. Although there is some opposition to quotas, policies based on class criteria like attending public secondary schools have become more widely accepted, accounting for 74% of quota students. The document discusses debates around affirmative action and its expansion to include labor market policies to address racial inequalities in Brazil.
This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
The Contribution of the Community in Supporting Schools in Dealing with Selec...paperpublications3
This document discusses a study on the role of the community in supporting schools in dealing with community-based problems in South Africa. It specifically looks at drug abuse and poverty.
The study used interviews and questionnaires with learners, educators, and community members to understand how the community currently supports schools and how that relationship could be strengthened.
The findings revealed that drug abuse is seen as both a school and community problem by educators. Learners felt that drug education and increased community/parent involvement could help address the issue. Overall, the study aimed to determine how the school and community can better work together to deal with shared problems like drug abuse and poverty.
President Obama introduced a $200 million initiative called My Brother's Keeper to help improve educational outcomes for African-American and Hispanic boys. The initiative focuses on six milestones from early childhood through college and career. Sixty of the largest school districts representing 40% of African-American and Hispanic boys in poverty pledged to expand access to preschool, track data to intervene early for struggling students, increase participation in advanced courses, lower suspension rates, and raise graduation rates. However, the eligibility rule requiring organizations to have chapters in 45 states excluded most black organizations from partnering opportunities. The initiative aims to motivate Americans to take action and change outcomes rather than accept current poor statistics as inevitable.
A report from the Department of Education found that the gap in educational achievement between Hispanic and white students has remained largely unchanged over the past two decades. While test scores in math and reading for Hispanic students have increased, they continue to lag around 20 points behind white students. The report examined data through 2009 and found the achievement gap persisted at both fourth and eighth grade levels nationally. Hispanic students face challenges such as poverty, language barriers, and lower expectations that contribute to the ongoing gap.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
The document discusses Latino education in the United States. It notes that while Latino high school dropout rates and college enrollment have increased dramatically in recent decades, Latinos still lag behind other groups in obtaining 4-year degrees. Only 15% of Latinos ages 25-29 have a bachelor's degree compared to 40% of whites and 20% of blacks. Reasons for this gap include that Latinos are less likely to attend 4-year colleges and more likely to attend 2-year community colleges. The document also discusses Latino participation and access to early education, STEM fields, and available grants and scholarships.
1) Morocco has made progress toward achieving universal primary education but still faces challenges, including high dropout rates, large class sizes, outdated curriculum, and gender inequality. Rural girls face financial hardships, long commutes to school, sexual harassment, and early marriage, all contributing to their high dropout rates.
2) Integrating more ICTs such as computers, internet access, and multimedia content could help engage students, motivate teachers, and improve education quality. However, most Moroccan primary schools still lack such technologies.
3) While Morocco has implemented education reforms and strategies to expand access and literacy, further efforts are needed such as increasing education spending, building more rural schools, training more teachers, and raising
Thirty years ago, many young people left Pittsburgh after the steel industry collapsed and jobs disappeared. Now, the flow is reversing as more young adults arrive in the region to attend college and take advantage of opportunities. Two such universities, Robert Morris and Point Park, have experienced significant growth over the past three decades, expanding from junior colleges to full universities. They have diversified their programs and carved out niches in certain fields, and now attract more full-time and out-of-region students seeking career-focused education and experiences in Pittsburgh's revitalizing economy.
This article examines whether schools in the United States have truly integrated following the landmark Brown vs. Board of Education Supreme Court decision that ruled racial segregation in public schools to be unconstitutional. It discusses that while schools initially integrated after Brown, they have become increasingly segregated again since the 1970s-1980s. The article proposes merging multiple high schools within districts into larger, more integrated campuses as a potential solution to reduce segregation. It argues that discussions around how schools have re-segregated are needed to determine how to fully achieve the goals of Brown and educational equity for all students.
This document lists various design elements and furniture pieces for a home including accessories from vintage master, design work by Nicole Renee Foxworthy, and furniture made by Stanley and Hooker as well as pieces from Northern Pines and LE-Coterie.
This document analyzes and summarizes shots from Sarah Drury's 2014-2015 music video. It discusses how various shots convey meaning through lighting, camera angles, positioning of subjects, and other cinematography techniques. Specific shots examined include the singer waking up feeling better, looking in the mirror at bruises, the boyfriend taking control of the remote and lyrics, and dancing in slow motion to convey her feelings for the boyfriend. The overall analysis focuses on how these shots create an emotional narrative of a troubled relationship with dominance and control by the boyfriend.
This document provides a room-by-room listing for the Bailey Residence home design in New Bern, North Carolina. The home includes a foyer, dining room, office/den, living room, family room, sunroom with bar, master bedroom and accessories for each room. The designer of the home is Nichole Renee Foxworthy of NRFCole Design.
1) The document provides updates on the filming and editing process for the film "The Ruin's Mist" over 4 days of filming and 3 weeks of editing.
2) Filming locations included a classroom, bedroom, and woods. Consistency in actors, lighting, and locations posed challenges. Extra lighting was sometimes problematic.
3) During editing, footage was arranged and transitions added in Movie Studio Platinum. Effects and filters were used to address mistakes and set atmosphere. Titling was created in Photoshop. Sound editing addressed volume, extraneous noises, and diegetic/non-diegetic elements.
This document describes the design and construction of a Linux-based surveillance robot that is controlled remotely through a web interface. The robot uses a Raspberry Pi single board computer to host a web page for control and display a live video feed from the Raspberry Pi camera. It also tracks the robot's distance traveled using an optical encoder. Major components include a Raspberry Pi, Arduino microcontroller, servo motor, lithium-ion battery, camera, WiFi dongle, and optical sensor.
This document provides information about RPH Hire, a family-run business that is a leading provider of furniture elevators. It describes the different types of machinery available, including truck-mounted, demountable, and trailer-mounted units with varying capacities and maximum heights. Case histories describe successful moving jobs involving delivering items to upper-floor apartments and penthouses. Details are provided about the rotating and adjustable platform. The document emphasizes that RPH Hire can help evaluate if jobs are possible and discusses common considerations like access, angles, and parking. It indicates they are able to handle high or difficult jobs even with short notice.
O documento apresenta os exercícios de eletrônica realizados por um aluno chamado Erol Castro, com número de identidade 10828152 e cursando engenharia de sistemas. Os exercícios realizados foram os números 5, 6, 8 e 10.
La mitosis consta de varias fases: la interfase, donde la célula se prepara para dividirse; la profase, donde los cromosomas se condensan; la metafase, donde los cromosomas se alinean en el plano ecuatorial; la anafase, donde los cromosomas hermanos se separan hacia los polos opuestos; la telofase, donde se forman los nuevos núcleos; y la citocinesis, donde la célula se divide en dos a través del estrangulamiento o la formación de un tabique.
Nichole Renee Foxworthy is a designer at Phillips Residential in Cary, North Carolina. She created a design called "Royal Touch" that redefined design standards. The design included a Lexington family room with lounge chairs, a fireplace, and mid-century drop-leaf table, along with a leather sofa, hickory white console, puzzle table side chairs, and accessories. A powder room featured a side table with storage and color inspiration.
Michael Kacprzak - Agile Project Management, doświadczenia z okopów na wesołoPMI Szczecin
Prezentacja z 8. Spotkania PMI Szczecin, z dn. 23 lutego 2016 r.
Michael Kacprzak - Agile Project Management, doświadczenia z okopów na wesoło
Michael jest współtwórcą Spotbeans oraz twórcą Switch2Agile. Pierwsze doświadczenia jako kierownik projektu zdobywał w projektach sektora publicznego w IBM. Do niedawna pracował jako lead agile coach w jednym z najprężniej rozwijających się startupów w Berlinie – Babbel. Od prawie roku zacumował ponownie w Szczecinie, gdzie jako współtwórca Spotbeans rozwija innowacyjną aplikację dla dietetyków TiqDiet. Ponadto jest doświadczonym mówcą i trenerem z zakresu lean i agile zarówno w Polsce jak i zagranicą. Jest pierwszą osobą w Polsce, która zdobyła certyfikat SPC (Scaled Agile Program Consultant) uprawniającą do akredytowanych szkoleń Scaled Agile Framework.
Amanda Clayton Walsh is an economist who received her Ph.D from North Carolina State University in 2016. Her dissertation focused on economic considerations in vector-borne disease management. She has taught various economics courses and conducted field research in Peru on the impacts of dengue epidemics. Her areas of interest include microeconomic development, global health, and the regulation of genetic engineering technologies.
El documento habla sobre los desechos electrónicos y los problemas relacionados con su gestión y toxicidad. Grandes cantidades de desechos electrónicos de países desarrollados son enviados a países en desarrollo como China, Ghana e India, creando serios problemas ambientales y de salud debido a los metales y sustancias tóxicas que contienen. La exposición a estos desechos electrónicos puede causar cáncer, enfermedades cardiovasculares y daños al ADN.
The Superintendent's Bulletin provides timely information about meetings, professional development, curriculum development, grants, and job postings. It also congratulates five employees for 25 years of service to the Wellesley Public Schools. Upcoming events include a deadline to complete a conflict of interest training, a school committee meeting, and holidays in April. The bulletin advertises professional development opportunities including SMART Board trainings and summer institutes on topics like ancient China, Latin America, and global understanding.
This document provides an overview and executive summary of an action plan to improve inclusive employment and career opportunities for Boston youth with disabilities. It notes that of the over 4,300 Boston youth ages 14-22 with disabilities, about 60% will follow a pathway that leads to disconnection from school or employment. The action plan aims to reverse this trend through goals like improving transition services, strengthening family and community supports, increasing employer capacity to hire youth with disabilities, and strengthening coordination across systems. It outlines strategies like promoting self-advocacy, ensuring necessary supports, increasing stakeholder knowledge, and improving data collection.
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docxwlynn1
Running head: LITERATURE REVIEW 1
MINORITY BOYS SCHOOL DROPOUT AND CONTINUATION SCHOOL 2
Literature Review
Literature Review
It is expected that every student enrolled in high school works hard towards the completion of their high school diploma. However, research indicates there was a 5.4% drop out among the minority groups, in which 6.4% of the overall status dropout rate is that of the male youth. Among the Africans, Hispanics, and American Indian Natives, the dropout rates among the boys are 8%, 10%, and 11.6%, respectively (Musu-Gillette, De Brey, McFarland, Hussar, Sonnenberg, & Wilkinson-Flicker, 2017). These dropouts often join continuation schools later in life with the hope that they will get an equivalent of their high school diploma. The theoretical framework of this research is based on the phenomenological approach, in which the aim is to examine the occurrence of school dropout among minority boys and their performance after joining continuation school.
One of the theories that explain why minority boys drop out of school is the Critical Race Theory. The model argues that education opportunities are often affected by an individual’s race and racism (Colbert, 2017). Based on this theory, minority groups are often faced with issues such as poverty and racial discrimination in schools, which causes some of the male students to drop out of school. Racism victims in school feel inferior to the whites and sometimes feel like they do not deserve a quality education, and they end up falling behind in school.
Cultural production theory, on the other hand, explains why the dropouts choose to go back to school. The theory holds that the education system helps to level out the playing field so that people get equal opportunities to make their lives. The approach provides an essential perspective as to why minority boys dropouts join continuation schools and complete their learning process.
According to Bania, Lydersen, and Kvernmo (2016), non-completion of high school mostly results from different problems, most of which are health-related. In research in which the authors carried out among the youths in the Arctic, they found out that dropout rates were higher among males. Additionally, minority males often drop out due to mental issues. Based on the article, education affects an individual’s employment opportunities and income, as well as the quality of life, which explains why the dropouts choose to join continuation schools later in life.
Hernandez and Ortez (2019) undertake research in which they analyze the experiences of some Latinas who are enrolled in continuation school. Based on the writers’ claims, continuation schools have put in place strategies that enable the students to cope and realize that they have an opportunity to succeed just like any other individual. Additionally, due to the improvement in the prospects for quality education presented to the marginalized groups, the article indicates that there are .
This document summarizes a study that examined how 15 female school directors in Mexico understood their roles in serving their school communities. The study was motivated by two administrators who denied a proposed partnership between a US university and a Mexican university to help better serve Mexican immigrant students in the US. The study found that the Mexican school leaders emphasized the importance of developing meaningful relationships among families, schools, and communities to promote culturally responsive practices and policies that support student learning. They embraced concepts like familismo, which promotes family support and community-oriented school practices.
Schooling can contribute to social inequality in several ways according to the document. Standardized testing and tracking in schools often place students from disadvantaged backgrounds at a disadvantage. Additionally, inequality exists between public and private schools, as well as among public schools themselves that are unequally funded. This unequal schooling limits access to higher education, perpetuating social inequality. However, the expansion of community colleges in the US has increased access to higher education for many groups.
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
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The Superintendent's Bulletin provides timely information about school meetings, professional development, curriculum development, grants, and job postings. It is posted weekly on the school district's website. The Advisory Committee unanimously approved the FY11 school budget, increasing uncertainty about funding for the coming year. While the economic downturn has stabilized, many still feel financial anxiety which has increased the emotion around budget discussions. The approved budget represents a 3.28% increase to fund existing programs and increased enrollment while adding some new course options.
Assignment
Name
College of Affiliation
Date
Education is the social institution whereby the members of the society are equipped with skills, acquaintance, values, and the values needed to learn on how to be good, and industrious members of the society.
In early American society, education was barely formal.
Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to inform the parents on how to teach their children on how to read.
The cities were required to have elementary learning institutions to help children in learning how to read, write, and learn about religion.
To ensure that there was existence of unity after the revolutionary war, the textbooks with common spelling and pronunciation was introduced
The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups (Nodine, 2016).
The history of education In American Society
Education is described as the social institution whereby the society teaches it members about the skills, knowledge, norms, and the values needed to learn on how to be good, and productive members of the society. In the early American society, education was hardly formal. During the colonial period, the Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to teach their children on how to read. Large towns were required to have elementary schools to help children in learning how to read, write, and learn about religion. The schooling was not required in he colonies and only 10 percent of the colonial children from the wealthiest family went to school. Others became apprentices. To ensure that there was existence of unity after the revolutionary war, textbooks were written using common spelling and pronunciation and to make sure that patriotism and religious beliefs are instilled in students. The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups. In 1800s, free and compulsory education was introduced. Children from all social classes got the opportunity of getting free and formal education. The free education was further aimed at promoting national unity and to educate the immigrants the American values. The free education also emerged due to the industrialization since the industrial economy demanded reading, writing, and math skills as compared to the agricultural economy. The free and compulsory education was introduced to both primary and secondary schools. The number of individuals who joined college was not part of the practice until mid 1900s when few people started to join colleges and most of these people were from the fairly wealthy families. After the end of World War II, there was an increase in the number of people who enrolled for the college education. At present, many people are joining colleges than before even though the attendance of the college is related to the social class.
In 1800s, free .
Assignment NameCollege of AffiliationDate.docxbraycarissa250
Assignment
Name
College of Affiliation
Date
Education is the social institution whereby the members of the society are equipped with skills, acquaintance, values, and the values needed to learn on how to be good, and industrious members of the society.
In early American society, education was barely formal.
Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to inform the parents on how to teach their children on how to read.
The cities were required to have elementary learning institutions to help children in learning how to read, write, and learn about religion.
To ensure that there was existence of unity after the revolutionary war, the textbooks with common spelling and pronunciation was introduced
The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups (Nodine, 2016).
The history of education In American Society
Education is described as the social institution whereby the society teaches it members about the skills, knowledge, norms, and the values needed to learn on how to be good, and productive members of the society. In the early American society, education was hardly formal. During the colonial period, the Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to teach their children on how to read. Large towns were required to have elementary schools to help children in learning how to read, write, and learn about religion. The schooling was not required in he colonies and only 10 percent of the colonial children from the wealthiest family went to school. Others became apprentices. To ensure that there was existence of unity after the revolutionary war, textbooks were written using common spelling and pronunciation and to make sure that patriotism and religious beliefs are instilled in students. The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups. In 1800s, free and compulsory education was introduced. Children from all social classes got the opportunity of getting free and formal education. The free education was further aimed at promoting national unity and to educate the immigrants the American values. The free education also emerged due to the industrialization since the industrial economy demanded reading, writing, and math skills as compared to the agricultural economy. The free and compulsory education was introduced to both primary and secondary schools. The number of individuals who joined college was not part of the practice until mid 1900s when few people started to join colleges and most of these people were from the fairly wealthy families. After the end of World War II, there was an increase in the number of people who enrolled for the college education. At present, many people are joining colleges than before even though the attendance of the college is related to the social class.
In 1800s, free ...
This document discusses minority recruitment and enrollment at predominantly white institutions. It begins by defining predominantly white institutions as those mainly comprising white students with few students from other races. It then discusses the legal aspects of diversity in higher education, including the 1978 Supreme Court case Regents of the University of California v. Bakke, which allowed universities to give modest preference to minority students. This increased minority enrollment at predominantly white institutions. The document also discusses techniques for improving minority recruitment, such as considering ethnic and cultural factors in communication and using public relations to promote diversity. It concludes that innovative programming and policies are needed to assist minority students in dealing with academic and social challenges.
This document discusses Hispanic male retention at 2-year colleges. It notes that only 18% of Hispanic males have an associate degree or higher, despite 54.4% attending 2-year colleges. Hispanic males have among the lowest graduation rates and are the least degree-earning demographic. The document examines pre-college variables, demographic factors, and environmental pull factors that affect retention, and argues that colleges must address the unique challenges facing Hispanic males to improve their educational outcomes.
Osailan 1
Hussam Osailan
Ryan Scariano
English 201
February 25, 2016
Free Education as a Popular Issue
The idea of free education is quickly becoming a controversial and much debated political topic throughout the world. Social media and the internet have provided people with a platform in which to express their opinions about whether or not education should be free for all without compromising quality. This picture, which is from a website for the British Green Party, shows one side of the free education debate. This topic originally interested me because I come from a country where education is free and where everyone has the opportunity to go to college or university regardless of economic status. In fact, I am in the United States right now because the government of Saudi Arabia has a multi-million dollar scholarship program that gives Saudi students the opportunity to study in the U.S. and other countries free of cost. After being in the U.S. for 3 years I now realize how lucky I am to have free education.
Supporters of free education argue that education has become more of a business enterprise rather than a basic human right. In addition, the cost of learning and education is placing an unnecessary economic burden on students who end up owing the government large amounts of money. In addition, the right to education is quickly turning into a privilege for those who can actually afford it. For example, I recently learned that my friend had to take out over $100,000 to help pay for her master’s degree at Georgetown University. I asked her to tell me more. She said that she was able to pay for her bachelor’s degree through government grants based on her income and age. She also attended community college where she paid for tuition on her own by working full time. Her experience gives a prime example of how complicated the current U.S. education system is and also what works and what doesn’t work. She is in extreme debt and will likely be in debt or a large portion of her life because of the loans she was forced to take out for only 2 years of schooling. While Georgetown is considered one of the top universities in the world and quality of education was definitely not compromised with her decision to attend there, she has expressed concern about whether or not the debt she has was worth it.
Supporters also say that education is a political choice, not a necessity. In fact, there are several countries with a free education system that seems to be working. Several of these countries are located in Europe, where the quality of education is not questioned. From what I’ve read, governments are able to subsidize the cost of tuition fees at universities and colleges through higher income tax. Many who are against free education argue that if the U.S. were to adopt a free education system that the income tax rates would skyrocket. In considering the policies of Saudi Arabia one more time I feel that we, again, are quite lucky. Free education d.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
This document discusses leadership and change through analyzing the Brown vs. Board of Education case using Michael Fullan's eight laws of leadership and change. It summarizes each law and provides examples from Brown vs. Board of Education to illustrate how the case either supported or failed to achieve the principles of each law. Some of the key points made are that the ruling failed to adequately plan for integration or ensure equal power between racial groups, leading to continued segregation today. It also notes that ordinary citizens initiating change were important agents in the case.
Running head CULTURAL ANALYSISAnalysis4.docxsusanschei
Running head: CULTURAL ANALYSIS
Analysis 4
CULTURAL ANALYSIS
Name: Samantha Bonds
Date: August 18, 2017
CULTURAL ANALYSIS
In carrying out the qualitative research analysis, I used various qualitative design methods such as the use of questionnaires, interviews, and observation to collect data from different communities or races. For this entire process of data collection, it involved 50 participants from different race and communities. Firstly, the questionnaires were used to collect the data which had both open and closed questions. Through the use of the questionnaires helped in hiding the identity of the person participating thus guaranteeing reliable answers to the questions asked. Furthermore, the participants were also interviewed to explain what are the challenges facing the children at their early ages. There are two types of interviews that were conducted, namely: face-to-face interview and group interview. Moreover, the observation is another data collection method that I used in finding out the challenges facing all children from different communities. According to the findings, they showed that a large number of children are unable to read and there are different solutions that were proposed by the participants. After conducted analysis on the findings, it is shown that there is need to start a youth program which main goal will be helping the children to read since after observation I discovered that most of the children in different are truly do not know how to read. Furthermore, in terms of membership, most of the participants were willing to participate in the youth program and become the members to facilitate the entire process of offering services to the children at their reading level.
The public funding is a unique resource system which does not distribute according to different communities, but it is offered by the state government to facilitate social and economic development (Wilson, 2013). The public funding will aid in facilitating the youth program since it a non-profit group that aims at solving the social problem experienced. This unique resource system will improve the society since it will make sure that the number of children unable to read very well is reduced. This resources system will have a positive impact on the community since it aligns with a plan of government agencies to reform the community or society.
The diversity of the culture can have an effect on the collaboration process because of different values from different communities. In this case, it means that the black community will have its own unique values compared to the Whites. Thus, the way Whites take things may not be the same way Blacks takes things. In addition, there is this issue of superiority and inferiority that may affect the collaboration (Stahl et al., 2010). For instance, Whites may feel are more superior than Blacks. This kind of feeling will ultimately ruin the entire collaboration process. There is no ...
This document discusses the importance of multicultural education. It notes that the student population in the US is becoming increasingly diverse. Multicultural education is important as it teaches from multiple perspectives and represents all groups. It highlights specific examples, such as ensuring Native American perspectives are included when teaching about European settlement. The document also discusses a proposed bill in California that would repeal restrictions on bilingual education and help support the growing English learner population. Overall, it argues that multicultural education is critical to meet the needs of a diverse student body.
Racial and Ethnic Diversity in Undergraduate Social .docxDustiBuckner14
Racial and Ethnic Diversity in Undergraduate Social Work Programs:
How are Programs in Rural Areas Faring?
David L. Beimers
Brian Warner
Paul Force-Emery Mackie
Minnesota State University, Mankato
Abstract. Social work programs have a long-standing commitment to recruiting and educating
racially and ethnically diverse students. However, some programs in rural areas have greater
difficulty meeting this commitment. This study examined racial and ethnic diversity within
baccalaureate social work (BSW) programs, focusing primarily on student enrollment, faculty,
perceptions of diversity, and interventions to attract students. Program directors of BSW
programs from 10 Midwestern states were surveyed. Forty-two programs responded. The
results indicate that as a whole, social work programs differ in their levels of racial and ethnic
diversity. However, BSW programs in rural areas tend to have fewer students and fewer faculty
who are racially or ethnically diverse. BSW program directors recognize lack of diversity as an
issue, yet strategies that have been used to increase diversity have been only minimally
effective. Implications for social work programs and strategies to enhance diversity are
discussed.
Keywords: racial and ethnic diversity, recruitment, rural, social work education, students
The United States is becoming an increasingly racially and ethnically diverse society.
The populations in the United States that identify as Hispanic or Latino origin, as well as people
who identify as Asian each grew by 43% between 2000 and 2010 (Humes, Jones, & Ramirez,
2011). A change in diversity is also taking place on college campuses. Enrollment rates among
college-age Hispanics reached 15% of the overall enrollment of young adults in two- or four-
year colleges in 2010, representing a new high for the share of college students (Fry, 2011).
Attracting racially and ethnically diverse college students has long been desirous for
many academic disciplines on college campuses, including social work programs. A 1998
national opinion poll sponsored by the Ford Foundation’s Campus Diversity Initiative (as cited
in Smith & Schonfeld, 2000) reported that “over 90% of the public believe that diversity is
important and that higher education has an important role in fostering it” (p. 17). Having a
diverse student population helps to overcome historical oppression, enhance multicultural
practice, and benefits student learning (Denson & Chang, 2009; Terenzini, Cabrera, Colbeck,
Bjorklund, & Parente, 2001). Interactions with students who are racially and ethnically diverse
can lead to greater understanding of how social problems affect diverse populations (Luo &
Jamieson-Drake, 2009). Students of a different race or ethnicity can also bring a diverse way of
thinking to classrooms (Chang, Denson, Saenz, & Misa, 2006). Thus, student diversity can
enhan.
Running head Final Research Paper Outline Worksheet1Fina.docxwlynn1
Running head: Final Research Paper Outline Worksheet 1
Final Research Paper Outline Worksheet 4
Final Research Paper Outline Worksheet
Lori Almazan
Dr. Alfonso Barreto
POL201
01/06/2019
1. Introduction
Education has a changed with a great amount throughout the years and is always being changed or supplanted with new thoughts. The Every Student Succeeds Act (ESSA) falls into that classification. In 1965, the “Every Student Succeed Act” was organized under the name of The “Elementary and Secondary Education Act” (ESSEA). President Obama during his reign marked this Act meant to substitute the No Child Left Behind Act. President Obama was able to set up different amendments with the expectation that the national government will be considered responsible for underperforming understudies in their regions. Additionally, the Act will likewise pay little heed to English capability or pay, disability, ethnicity, race, each learner to perform. Also, some finances will be set aside for these underperforming schools to assist with the expenses of delivering quality education. The act as well will give proper resources and tools to guarantee a legitimate learning accessible to every pupil.
2. Thesis Statement
Bearing in mind that uninformed individuals are as well profitable, each learner has an equal chance to perform well in school in light of the fact that the eventual fate of future necessities lies on resilient, productive persons. A person’s ethnicity, financial background upbringing supposed not to interfere and decide their success. Every pupil possesses an equal chance to do and accomplish everything they desire.
3. Historical and Constitutional Background
The ESEA was enacted in 1965 during Lyndon B. Johnson's government. While lecturing in Texas back in 1930s, Lyndon realized the destitution that was disturbing him. As argued by Pedro, an educator at California College, Los Angeles, the first ESEA ratification was a social equality law formed as a reply to indigence and disparity in educating the nation over (Black, 2017)
a. Every pupil ought to have indistinguishable opportunity to prevail from any other individual (Black, 2017).
b. Johnson the head of state supposed that "full educational opportunity" ought to be "our first national goal."(Gayl, 2018)
4. Checks and Balances
a. Consistent evolving - Albeit across various organizations, Congress dependably re-approved the ESEA, yet constantly beneath various titles (Kravtsov, 2015).
b. Enacting the novel version – following the last sitting the Congress had re-approved the ESEA return in 2001 when head of state George W. Bush marked the “No Child Left Behind Act” (Klarreich, 2002). Following quite a while of fizzled talks, in December of 2015 Congress at long last ratified another form which was the “Every Student Succeeds Act” (Kravtsov, 2015).
5. Policy relating to public policy
Meanwhile the policy has been presented back to the power of the gover.
Running head Final Research Paper Outline Worksheet1Fina.docx
A Society Divided
1. 1
A Society Divided: The METCO program in 2015
Erica Katz, MSW, PhD
Bay State College
Christopher Bach, Student
Bay State College
2. 2
Abstract
The METCO program formally began in 1966, and was designed as a way to improve the
opportunities for students who attended Boston public schools and to diversify the suburban
schools while preventing racial isolation. While the program was intended to be a short term fix
of the problem of segregation in the public school system, the program remains in place almost
30 years later, and is thriving. Indeed, the METCO program currently has 3300 participants and
a long waiting list of Black and Latino students in Boston who want to attend a suburban school
to improve their chances of attending a good college and having more opportunities to succeed.
For the children who remain in the Boston public schools, they are reported to have less
opportunity for academic and professional success. This paper provides an extensive
examination of the literature on the METCO program and on the experience of attending inner
city schools. An extended example is provided of a METCO student who was attending a
wealthy, suburban high school. This study utilized informal interviews, naturalistic observation
and a review of the literature to gather data. This data served to illuminate some of the issues at
work here and to highlight the psychological impact of participating as a METCO student.
3. 3
Introduction
In 1954 the Supreme Court came to a landmark decision in the case of Brown versus The
Board of Education that separate was, in fact, unequal, and thus the racial segregation of schools
was a violation of the fourteenth amendment (Lee, 2004). In 1974, Boston schools were
officially ordered to be desegregated following years of protests. Today, Boston public schools
and those in the suburbs remain largely racially segregated, with very little racial diversity or
integration in either the schools or the communities (Lee, 2004). Indeed, white children are
overwhelmingly located in the suburbs of Boston, while Black and Hispanic children are
disproportionately concentrated in the city of Boston. This segregation continues to be a major
impediment to equal opportunity for the children who reside in the city of Boston (Logan,
Oakley, and Stowell, 2003). “Even more than the national average, segregated minority schools
in Boston are also high poverty schools. Ninety-seven percent of the intensely-segregated-
minority schools (those over 90% minority), have a majority of students who are eligible for free
or reduced lunch, compared to only one percent of low-minority schools (those over 90%
white)” (Lee, 2004, p.3). Only 45% of students in high poverty, high minority schools graduate
on time, if at all, compared to 79% of students in low poverty, primarily white schools (Lee,
2004).
Since its inception there have been several studies conducted on the METCO program.
Most focus specifically on the educational outcomes of METCO students (Murnane, 2014; Lee,
2004; Eaton, 2001). Others have focused on the impact of METCO students on the suburban
schools, on the teachers in those schools, and on the suburban students (Angrist & Lang, 2004).
What seems to be missing from the research, then, is the psychological impact on the students
who currently participate in the METCO program. To that end, this study seeks to identify the
4. 4
psychological and social impact of participation in the METCO program by examining the
literature and utilizing an extended example of a METCO student attending a wealthy suburban
high school.
Literature Review
Boston, Massachusetts has the oldest public school system in the United States and it is
currently one of the most academically competitive cities in the country (Rutenburg, 2005).
Boston Latin School, the first public school, opened in 1635 and separate schools for black
students were opened in 1820. In 1854 the laws that called for segregation in schools was
aborted, yet by 1960 the schools in Boston remained almost entirely segregated (Rutenburg,
2005). During the 1960’s and 1970’s Southern states pointed out that racial segregation in
schools was not a problem limited to the South, and only 13 of the largest school systems in the
North had more than a 50% enrollment of minorities (Ladenurg, 2007). At that time, the city of
Boston had only a 37% minority enrollment in their school system. The city of Boston itself was
racially segregated at the time as well, and there was almost a total lack of racial diversity in the
various neighborhoods in Boston. Those who defended the segregation stated that it was simply
the result of blacks and whites choosing to live in their own communities surrounded by only
those who resembled themselves (Ladenburg, 2007).
The Metropolitan Council for Educational Opportunity - METCO - is considered one of
the most successful and the longest running busing programs for children from the city of Boston
(Haberstroh, 2003). According to the Massachusetts Department of Elementary and Secondary
Education (2013), the stated purpose of the METCO program is twofold: “The METCO
program is a state-funded grant program that promotes diversity and educational opportunity for
5. 5
more than 3,300 Boston and Springfield school students, as well as thousands of students in the
METCO receiving school districts. The METCO program was started in the 1960s to provide
enhanced educational opportunities for participating students, to reduce the racial isolation of
suburban school districts, and to reduce segregation in city schools” (p.1).
In 1961 the NAACP published a report on the Boston public school system outlining the
“de facto segregation” (Rutenberg, 2005, p.86). From 1963 to 1964 Black parents organized
boycotts of Boston public schools in protest of their failure to integrate (Angrist & Lang, 2004).
Hearings were held in 1963. “Ruth Batson, chair of the Boston NAACP’s Education Committee
outlined the organization’s demands, including newer buildings, more African American
teachers and administrators, and the busing of children to obtain racial balance” (Rutenberg,
2005, p.86). In 1965 the Kiernan Commission was formed and concluded that the racial
inequality was directly related to inequality in opportunity. The Commission report proposed
busing children as a way to fix racial imbalances in public schools (Rutenberg, 2005).
The METCO program was subsequently started in 1966 by Black parents and activists in
Boston who were seeking a temporary fix for the Boston schools which were predominantly
Black and underperforming (Eaton, 2001). The program initially experienced a warm reception
because the state of Massachusetts had enacted a Racial Imbalance Law the year before in
response to the boycotts that wanted to abolish segregation, and provided monetary incentives
for schools that had a student population with a racial make-up of more than 50% minorities.
From the beginning parents voluntarily signed their children up for the program with the idea
that they would be getting a better education. The METCO program was expected to last only
three years until Boston became more integrated (Eaton, 2001). In 1966 the METCO program
6. 6
officially began with 220 Black children from first grade to eleventh grade being bused to 7
participating suburban schools.
The METCO program itself has two levels of administration. Their central office is
located in Roxbury, Massachusetts. This is where Jean McGuire, the Executive Director of the
program, is located along with the Association Director, the Business Manager, and several other
key administrators. Policy decisions are made at this office location along with school
placements; transportation to and from the schools is overseen, and special programs such as
college tours are organized (Eaton, 2001). Administrators at this site work directly with state
officials and act as advisors to parents and students who are interested in the program. The
second level of administration for the METCO program is located at various suburban locations
that participate in the program. In each participating suburb there are METCO directors,
assistant directors, counselors and tutors (Eaton, 2001). Their offices are within each of the
suburban schools participating in the program. In addition to these supports, students in the
program are assigned to a “host family” who act as a contact and a guide to the community, and
they provide transportation to the student if needed as well (Eaton, 2001). “The annual budget of
the Massachusetts METCO program, which serves 3300 students, is roughly $20 million or
$6000 per student” (Murnane, 2014, p.13).
The METCO program is partially motivated by a stated desire for racial integration, but
the other more important aspect of this program is that it offers a public school choice for Black
students living in Boston who wish to go to more desirable schools. The parents of these
children sign up for the program voluntarily, believing that they are providing their child with a
greater opportunity than they would be if their child attended a local school (Eaton, 2001).
Parents and their children are convinced that a suburban school offers them a better education
7. 7
and therefore a better opportunity for success. Former students assert that they got a better
education at the suburban schools, which they measured by the improvement needed in their
school performance in the suburbs just to keep up with their peers and to get the same grades that
they were getting in the Boston public schools.
“One refers to the more immediate educational experience and the academic preparation
a suburban education might provide for college. The second meaning refers to the potential
future value of obtaining the type of education that American society’s gatekeepers – college
admission officers, employers, even potential colleagues and clients are work – perceive better”
(Eaton, 2001, pgs. 30-31). Indeed, attending a well-regarded high school can open many
academic and professional doors that would otherwise be closed to these children. Many of the
previous METCO students that Eaton (2001) interviewed assert that their friends from their
neighborhoods who weren’t in the METCO program did not fare as well in terms of employment
and financial success, and some could even be found idly hanging around the neighborhood,
seemingly not doing anything productive. .
According to Murnane (2014), educational equality is more of an ideal than a reality in
our society. Children who live in poverty and in neighborhoods that are predominantly Black
and Latino are frequently concentrated in low performing schools with lacking resources
(Murnane, 2014). Many of these children do not finish high school and, of those that do, they
simply cannot compete with their peers who received a superior education at neighboring
schools. In many ways these children are set up to fail or simply achieve less than their affluent
peers.
The METCO program is funded by the Commonwealth of Massachusetts. It enables
3300 students to attend schools in other districts than their own. It has been shown to improve
8. 8
the reading levels of students who participate in the program. Currently, interested parents have
to place their children on waiting lists to get into the METCO program (Murnane, 2014). It is
reportedly easier to get into the program if you have a sibling and/or a parent who was also in the
program. In general, applicants are chosen on a first come, first serve basis and they do not have
a say in where they are placed except that they can refuse the placement if they so choose
(Murnane, 2014).
Research Question
What is the psychological experience of a METCO student in a predominantly white, suburban
high school?
Methodology
For this study an extensive review of the literature was conducted. In order to utilize an
extended example of a METCO program participant, an informal interview and naturalistic
observation were used to gather data. The student, his parents and the school administration
all signed consent forms allowing the student to participate in this study. Following his initial
interview, this student was shadowed at his high school in the suburbs of Boston for two
consecutive school days.
METCO student
In March, 2015 we met with a METCO student. Going forward, in the interest of maintaining
confidentiality, this individual will be referred to only as “student”. Student came in for an
informal interview, in order to get preliminary information about him and establish rapport prior
to shadowing. Student presented as friendly, open and highly social. Student seemed uniquely
motivated, and is in fact a member of several programs and committees in his school. Student
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was 17 years old at the time of the study, a senior in high school, and a participant in the
METCO program since the 1st
grade. Student reports that he has resided in both Mattapan and
Dorchester. At the time of this interview he was living in Dorchester with his father. Student’s
parents divorced before he was born and he was raised by his single mother in Mattapan until the
age of 12, when his father got custody of himself and his sister. He has no other siblings.
Student’s sister is also a participant in the METCO program. Student was placed in the METCO
program by his mother who was also a participant when she was in school. Student’s stated
reason for participation in this study is to take advantage of any opportunities that come his way.
One way that Student said that the METCO program could be improved was if the schools did
more to foster the METCO community so that there was a sense of comfort and cohesion
amongst this group of students. Student initially stated that he had a great experience in the
METCO program and that it provided him with great opportunities. He later reported that when
he first went into the program he felt “weird” and that he tried to stay away from white kids.
According to Susan Eaton (2001) more than half of the sixty-five previous METCO students that
she interviewed stated that at some point in their experience they wanted to drop out of the
program. For some this was due to the fatigue of commuting to and from the school, while for
others they reported feeling a sense of isolation and frustration with the ignorance of their
classmates (Eaton, 2001). Our student identified some of these feelings as well although he
reported that many of this initial apprehensions and discomfort changed over time. He went on
to describe how he has often felt “caught between two worlds”. More specifically, Student
reports that kids in his neighborhood in Boston looked down on him and are jealous of METCO
students in general. In fact, he was not able to identify any friends or even acquaintances from
this neighborhood that attend Boston Public schools. He reports being isolated from other kids
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in the neighborhood who refer to METCO students as nerds and suggest that somehow they are
smarter because they are in the program. Student also reported that there are strained relations
between METCO students in his school and the Black students who come from the same town.
He describes a desire on the part of the Black students from the town to distance themselves
from the METCO students so that no one will think they are affiliated in any way.
Observations
Student was shadowed at his suburban high school on a consecutive Monday and Tuesday during
the month of May. In the interest of gaining greater insight into his experience at the high school
he was shadowed from the beginning of the school day until the end; including each individual
class and during his lunch period as well. The school where the shadowing took place is
immense and includes both a significant football field and an indoor pool. The teachers in the
school dress casually (some were seen wearing jeans, sandals, and even sweatpants). The
student explained the dress code by stating that the school is very “unconventional”. Classes
also seemed to be somewhat unconventional as student’s schedule included a class on “Hip
Hop”. The student was dressed casually in a manner that the researcher observed “didn’t cause
him to stand out from his peers”. Student seemed to have a substantial social life, and had
several acquaintances around him and/or approaching him throughout the day. It was observed
that he spent the majority of his free time with the other METCO students, including his sister
who was also in the program. Indeed, during a break before the start of school and during lunch
the student spent time with the other METCO students. At one point during a class the student
was asked by a non-black peer what his thoughts were on a black rapper. The student responded
by asking, “why you asking me?” He did not express his discontent any further than this
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question. At another moment in the day, another student remarked about the dangerous
conditions of Washington, D.C., without acknowledging that in fact, the student lived in a
relatively dangerous area of Boston. Again, the response from the student was minimal. In a
brief interview after the shadowing, the student reported that he didn’t think much of the remarks
made by the other students and that he felt that their words were “innocent”. During the first day
of shadowing, one of the student’s teachers remarked to the researcher that the student had
assimilated into the culture of that high school and town. Later the student received an award for
being the “best METCO senior” student. The second day of observation was similar to the first.
Student attended all classes and was an active participant in these classes. His clothing was
similar to his peers and again, spent his free time with other METCO students.
Black Students in Inner City Public Schools
There has been an endless amount of research focused on the limited access to resources in inner
city and impoverished areas. The messages that children receive about race when they are young
becomes fixed by the time they are between the ages of 9 and 12 (Thompson, 2002). When
children feel valued and appreciated, they succeed academically regardless of race. However,
when Black children are placed in advanced classes they are sometimes accused of assimilating
and “acting white”. This creates a source of conflict for students who want to simultaneously
succeed and fit in with their peers. Stuart Buck (2010), believed the use of the term “acting
white” transitioned from white use to black during the time of desegregation, where ”black
schools” were destroyed, which “reduced the number of black principals and teachers who could
serve as role models” (p. 3). At this time, blacks were forced into environments where they were
very uncomfortable and were almost always viewed as being “white”. The “acting white”
occurrence was a post-desegregation phenomenon that affected most “traditional centers for the
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black community; the school” (Buck, 2010, p.3). It was in black schools where blacks saw
fellow blacks learning in the classroom. Teachers and principals were black, the role models for
the young learners.
The mainstream defines success in terms of the behaviors of white, middle-class students.
Thus, being successful becomes a class and race issue that is related to being white and middle-
class (Andrews, 2015). Obviously, this is in conflict for those who are nonwhite. Conforming to
“white” success can be seen as rejecting your own racial affiliations, and therefore, becomes
“adversarial” in maintaining group acceptance. One way nonwhites resolve the issue is to be
successful in school as a form of “resistance”. It has been described by scholars as: “conformist
resistance,” “positive resistance,” “prove them wrong,” “academic resilience,” and
“transformational resistance” (Andrews, 2015, p.298). Some argue that “acting white” was a
form of resistance to reclaim rights that were afforded only to whites
Wilson (2009) identifies two structural forces that impact racial outcomes: social acts
such as discrimination and stereotyping and social processes such as "laws, policies, and
institutional practices that exclude people on the basis of race or ethnicity" (p.5). Very little
attention was brought to the issues facing those living in poverty. In the 1960's there was greater
attention and not until Hurricane Katrina, was attention brought once again to the issue. In fact,
many of the people who were stuck in New Orleans during that hurricane didn’t have the
resources to get out before the storm hit. "One of the effects of living in racially segregated
neighborhoods is exposure to group specific cultural traits that emerged from patterns of racial
exclusion and that may not be conducive to factors that facilitate social mobility" (Wilson, 2009,
p. 17)
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Certainly, inner-city children face obstacles and hardships that children in affluent
suburbia often do not experience. Inner-city children are reported to have high rates of illness,
poor nutrition, neighborhood isolation and exclusion, neighborhood violence and crime, and
residential instability (Neckerman, 2007). Violence has been associated with inner-city
conditions for quite some time. Given the conditions of these neighborhoods, the statement
“making the school a safe haven” suggests to students that their neighborhoods, or even their
homes, are simply not safe (Neckerman, 2007, p. 182). According to Neckerman (2007),
“black… students are more than twice as likely as white students to fear being attacked on the
way to and from school or on its premises” (p.182). This fear does not encourage participation
in schools, and may in fact create a seemingly viable reason that children in these neighborhoods
skip school or simply drop out altogether.
Low skilled, poorly educated black men have a significantly harder time getting a job,
and therefore a harder time making money. In fact, there is a significant relationship between
education, employment, and race. Black men who were high school dropouts had an
employment rate of 33% while those that completed college had an 86% employment rate
(Wilson, 2009). White men, on the other hand, who were high school dropouts, had a 53%
employment rate, and an 88% employment rate for those that finished college. For Hispanics,
high school dropouts have a 57.6 percent employment rate and a 80% rate of employment for
college graduates (Wilson, 2009).
Adolescence is a time of significant biological change as well as normative
developmental stress. These stressors are often exacerbated for those adolescent aged students
living in urban environments and attending inner-city public schools. According to Kenney et
al., (2002), compared with affluent suburban high schools, high schools in inner cities are
14. 14
generally characterized by higher rates of behavior problems and academic failure. This is due
to several factors including lack of school resources, lack of parental involvement, lack of
consistent and invested teachers, the absence of activities and after school programs, and/or a
lack of funding. Indeed, students who are “attending urban schools often experience a number of
environmental risks, including lower parental education, single parenthood, minority group
status, and negative, stressful life events, that often accompany low levels of economic
resources, and contribute cumulatively to psychiatric disorders, behavioral problems, academic
failure, and low emotional and social competence” (Kenney, et al., 2002, p.161).
Discussion
Assimilation
While observing the student in his school setting, the researcher was told that that the
student was the “cream of the crop” and that he had assimilated well within the suburban school
setting. Assimilation is defined as “the process by which immigrants remake themselves as
Americans through the acculturation of our values, norms, and beliefs; new immigrants are
socialized to believe in the value of equality of all men and women, the norms of freedom and
the pursuit of liberty in America” (Shaw-Taylor, 2011, p. 61). In this case, assimilation refers
simply to a Black student from a predominantly black populated city of Boston trying to fit into a
predominantly white populated suburban school setting. Perhaps, then, assimilation manifests
in the way the student dresses “so he doesn’t stand out”, and how he dismisses the offensive
remarks that are made to him by other students instead of more aggressively confronting them.
15. 15
According to Gordon (1964), in order for one to achieve complete assimilation they must
have undergone seven stages of assimilation: (1) adopt cultural patterns of host, or otherwise
known as acculturation, (2) entrance into primary group institutions, (3) intermarriage, or
otherwise known as amalgamation, (4) develop an identity based on host, (5) receive no attitude
of prejudice, (6) receive no behavior of discrimination, and (7) avoid civic conflict with host
values and power. Douglas and Yancey (2004) assert that exposure to a majority group often
improves opportunity and status for minority groups, and that distance (perceived and actual)
may hinder assimilation. The student reported that at one time he only interacted with METCO
students, but over time he began to branch out and spend time with the other students at the
school. By lessening the “distance” between himself and his peers, the student was able to
become extremely successful at the school, both socially and academically. His teacher’s
remarks about assimilating suggest that his success at the school is related to his ability and
willingness to assimilate.
Social Supports
The obstacles and hardships that exist for black students in inner city high schools are
well documented in the literature. Certainly, the students in the METCO program do not
experience these same hardships, at least while they are in school. Suburban schools that
participate in the METCO program have an abundance of resources for students, teachers that
are extremely invested in the students, either by their own free will or as a result of parental and
administrative pressures. These suburban schools provide a host family for METCO students,
who exist as a built in support system for the students while they are in the suburbs. The head of
the METCO program at the school may be a support for the students in the program as well.
16. 16
However, there are other stressors for these students. First, students in the METCO
program are somewhat isolated in both their school settings and their neighborhood settings.
Indeed, the student reported that he was initially isolated from the other students at school and
that it wasn’t until his junior and senior year of high school that he started to hang out with
students who weren’t part of the METCO program. The student also reported that there was a
stigma associated with the METO program, both from students. He stated that black students
who were from Newton would often distance themselves from the METCO students so that no
one would confuse them as being affiliated with the program. He reported as well that Boston
students were offended by the METCO program and therefore they wouldn’t speak to METCO
students and even engaged in a verbal battle on social media at one point. The student also
reported that he didn’t know any of the kids in his neighborhood, which may have created a
sense of social isolation and a lack of neighborhood cohesion.
Stigma and the METCO program
Riley (2010) asserts that the definition of stigma is “an attribute that is deeply
discrediting” (p. 233). In the context of educational stigma among black students in inner cities,
this is quite relevant where “privileged” opportunities are afforded to some, but not all (Riley,
2010). When a student in a lower-income community, for example, is offered to attend a better
school, an unexpected event occurred that needs an explanation for those not afforded the
opportunity. The stigma at play is not aimed at the perceived “traitor”, but rather at one’s self,
those who were left behind so to speak, and eventually manifests as aggressions towards those on
the way to bettering themselves (Riley, 2010). The animosity between METCO students and
Boston public school students may be a result of this perceived defecting of those who choose or
17. 17
are forced by their families to participate in the METCO program. Education is not in and of
itself a discrediting attribute.
If groups are made aware of the “stigma” before participating in any event, they become
threatened and may not be as successful. A group may develop a “sense of group loyalty,” and
those specifically targeted within the group will feel more responsibility “for representing the
group” itself (Riley, 2010, p. 236). Stigma and group divisions usually occur at a young age. In
Boston in reference to educational opportunity, there is one group of African-American students.
However, there is division in the group where some are afforded an opportunity to attend better
schools, either through METCO, or in a charter or private school. These students represent “the
haves” (Riley, 2010). The “have-nots,” on the other hand, are members of this core-culture of
African-American students in Boston that are left behind. These two divisions live within the
same communities in Boston, however, are “fighting” or “bullying” each other over this division.
This fighting and bullying usually occurs through social media. Indeed the student referred to a
past incident where METCO and non-METCO students were fighting on Twitter. He mentioned
the incident casually during his informal interview, but certainly this animosity points to a bigger
issue at play.
Implications for the Classroom
The 1954 Brown versus Board of Education Supreme Court decision determined that
racial segregation in the school systems was a violation of the United States Constitution (Lee,
2014). While there was some initial resistance to the findings of the court, schools slowly began
the process of desegregating. Approximately 60 years since the outcome of this landmark case
there are legal and social expectations nationwide that our school systems are no longer
segregated. The very existence of the METCO program, then, indicates otherwise. In fact, the
18. 18
program itself serves to remind us that at least the state of Massachusetts remains racially
segregated and that our school systems in this state are very much separate and unequal. Indeed,
parents of Boston based children would not be vying for a spot in the METCO program if the
Boston public school system itself held the same academic and social opportunities as the
suburban schools.
The implications for the classroom are limitless. In American Diversity, for example, a
class that explores discrimination, racial and social injustice, a discussion about the METCO
program would be beneficial in allowing students to explore the existence of racial segregation in
the state of Massachusetts, such that there is a busing program that was specifically designed to
“eliminate racial isolation”. In other words, we currently move students from one location to
another in order to prevent racial segregation, a problem that could potentially be fixed by
diversifying neighborhoods. Students would also have the opportunity to dialogue about
solutions to educational inequalities, not dissimilar to the examples provided by the sociologist
Jonathan Kozol (1991) that are discussed in class. In his book, “Savage Inequalities” Kozol
(1991) identifies the significant differences that exist in schools in neighborhoods that are
impoverished and occupied by predominantly Black and Latino families versus schools in
affluent neighborhoods that are largely occupied by white families (Kozol, 1991). A comparison
could be drawn between the findings of Jonathan Kozol in 1991 and the METCO program today.
Students would have the opportunity to advocate for changes to this program as well.
In Race, Ethnicity and Criminal Justice class, students would have the opportunity to
identify a correlation between those that attend public schools in Boston and those that end up in
the criminal justice system. Indeed, there is a long identified relationship between inadequate
education and crime. Students who drop out of school are much more likely to engage in illegal
19. 19
activity especially as a way to earn money (Kozol, 1991). Students who remain in school are
exposed to education and career opportunities, or ways to earn money in a legal manner; they
may be encouraged to pursue a college education as well. If some children do not have access to
schools that encourage participation and success, perhaps these children are being set up to fail.
This is especially true in areas that are predominately Black and Latino, and where there is little
money (Kozol, 1991).
This topic is not limited to these two classes. In an Introduction to Sociology course, the
topic of the METCO program could be introduced as an example in the weeks when race,
ethnicity, education and/or social class is reviewed. In fact, an exploration of the METCO
program would be appropriate for several Sociology courses offered at the college.
In the Justice Advocacy, students could use the example of the METCO program to
advocate for a change in the school system in Boston, thereby eliminating the need for the
program altogether. Again, there are several Criminal Justice courses offered where students
could actively advocate for changes to the educational system in Massachusetts.
Limitations
This student utilized an extended example of one METCO student and compared this
experience to the literature on students with vastly different experiences. In order to generalize
the findings of this study, more students would need to be observed, both in and out of the
METCO program.
20. 20
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