The excerpts from the article below were published in the Upshot.
Money, Race and Success: How Your School District Compares
By MOTOKO RICH, AMANDA COX and MATTHEW BLOCH APRIL 29, 2016
Sixth graders in the richest school districts are four grade levels ahead of children in the poorest districts. (Subtitle)
“We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.
In some communities where both blacks and whites or Hispanics and whites came from similar socioeconomic backgrounds, academic gaps persisted. Mr. Reardon said that educators in these schools may subliminally – or consciously in some cases – track white students into gifted courses while assigning black and Hispanic students to less rigorous courses.
What emerges clearly in the data is the extent to which race and class are inextricably linked, and how that connection is exacerbated in school settings.”
It is not the child in the public school system that is disabled, it is the system.
From the statements above it is clear that our current system of education is racist, segregationist, standardizing, and dehumanizing.
For decades our country has convinced the American public that poor children are somehow not as educable as wealthy students and so the education provided poor children has been less than “proper”, poor children are classified more frequently and unjustifiably, and the financial resources of poor, inner-city public schools are spent on salaries and compensation for special education instructors.
The citizens of this country are well aware of the disparities that exist in our current system of education and have done little to correct the injustices inherent within it.
This can only be because the citizens of this country are “comfortable” with a racist, segregationist, standardizing, dehumanizing form of government that designates and denigrates American citizens according to their color and financial status.
Until we provide every child in America with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents, the will be no achievement in our moral attitude gap.
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