Structural and Organizational Issues in Schools_Matrix

8/14/2019 Structural and Organizational Issues in Schools_Matrix

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Structural and Organizational Issues in Schools

School or

Classroom-based Policy

& Practice

How does the Policy or Practice

Contribute

To Educational Inequality

Does your Policy or Practice

target certain groups? If so,who

How Would you Change the Policy

or Practice to Ensure EducationalEquity?

Tracking (1) Segregates students according toperceived academic ability.(2) Indirectly

segregates students according to language.(3)

The most experienced teachers are generally

given to the high ability 'tracks' while the

newer, less experienced teachers are given to

the students who need it the most.(4) "If

innovative methods and appealing materialsexist at all... they tend to be found at the top

levels. Knowledge becomes yet another

privilege of those who are already

privileged" (119).(5) Evidence suggests that

only high achieving students benefit from

tracking.(6) Poor and high risk students are

often placed in lower track classes where

there is more emphasis on

memorization/repetition, making school

seem irrelevant and encourages them to drop

out.(7) Even if students are academically

capable for a higher 'track' may bediscouraged from moving up of self image

issues caused by tracking.

(1) Students with learning disabilities.

(2) Non-native English speakers.

(3, 4, & 5) Academically average/below-

average students.

(6) Low income students and students

with behavioral problems.

(7) Students who are in low-track classes

and are capable of moving up.

-Limit the amount of time students spend in these

'track' classes.

-Have students do other group activities where the

groups are purposely different (mixed) with regard

to their tracking group.

-Spread the highly experienced/skilled teachers

among ALL tracking groups.

Retention -Holding back an underperforming studentmakes that student 40 - 50% more likely to

drop out of school.-"Children who are retained actually learn

less than they would have had they been.

promoted" (122)

-This policy targets more children of

color.-Lower socioeconomic status.-Children who speak a language other

than English.

-Knowledge of student's educational

history/abilities early in the school year to lead to

timely and appropropriate support for that student.- Tutoring/mentoring for one-on-one help-Create new activities that all s tudent and their


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-Social promotion when the student is not

ready in the expectation that they catch up on

their own perpetuates inequality.

families can enjoy together for educational and

community benefit.

StandardizedTesting

-have been used as a basis forsegregating and sorting out students- Non-English speaking students will

have a harder time on the test.-in lower economic schools there is

an inequality in instructional quality,

resources and other support services- socio-economic status is highly

correlated with test results

YES, Because:-those who do not have english asthier first language are at an

immediate disadvantage-those with a higher economic

status have greater access to

resources and therefore do better

-Offer free support for parents ANDchildren in preparation for test- look into alternatives for/or alter

standardized testing- have the same resources available for all

students

TheCurriculum

The curriculum is bias and does notcover a broad stectrum of diverse

cultures."The curriculum involves the

knowledge, attitudes and traditionsvalued in society." What is valued in

our society is dictated by the

dominant group.The curriculum writers are only

offering a portion of history that they

feel is necessary. Protraying differentdiverse groups in the light they wantto protray them in.

It is targeting all those in thesub.group because they have

a hard time finding themselves ortheir community in the

curriculum. If they do seethemselves it is often through a

distroted lens of others.

Changes would be providingsupplimentary curriculum that would

highlight the students and their ideals.Allowing students to learn a variety of

issues, concepts, and problems from avariety perspectives and points of view.

Providing all the facts in history without

bias."Another way to transform curriculum is to

use students' own experiences and

identities to help frame it."

Pedagogy It contributes to inequality becausestudents basically learn what theteacher wants them to think. They sit

back and take in information without

Yes, it targets the subordinate

groups such as the Hispanics,Blacks etc. and those from low

socio-economic status because it

Teachers can value the students' culture,

linguistic and experiential backgrounds.Teachers can recognize that human

relations are essential to effective


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being independent thinkers. Studentsare forced to follow directions and

spit back what is told to them. They

basically memorize and report back

what they were taught. Students loosecreativity and critical thinking thusthey do not question those in power

and this contributes to educationalinequality.

forces those who already lackpower not to question authority.

They are also not challenged to

learn and think outside the box.

instruction. Go beyond the textbooks andmake the curriculum more inviting to

students(ex. camcorders, cameras, guest

speakers, alternative reading materials.)

Engage students in their learning,challenge them, and teach them materialthat is meaningful to their lives.

Physical

Structure

Higher income schools have more

money, more resources, smaller classsizes, better school safety, etc. which

gives lower income schools less

opportunity to advance. Lowerincome schools are not considered a

"safe haven," students less likelyto want to attend and learn. Run

down schools not taken as seriousbecause students are not prideful of

it. Poor climate and physical structure

take away from the educational goalsof the students and teachers.

Targets lower income schools,

these usually includeminority groups, subordinate

groups. Lower income

schools usually lackoutside funding, little help from

student's families.

Advocate for more funding towards these

schools, more resources, more teachers toreduce class size. Administrators having

clear expectations of the students and their

role in respecting school property.Allowing students to be a part of proactive

projects to improve the school'sappearance.

DisciplinaryPolicies

Aggravates the sense ofalienation.Interpretation of students

behaviors may be culturally or class

biased.Meaningless rules that onlyapply to certain cultures.

Targets minorities. An examplegiven was an African American

student was suspended for 10 days

for wearing overalls unsnapped.Which common style in his

culture.In Seattle, Black studentswere 2.5 times likely to get

suspended or expelled than other

Investigate how disciplinary policiesAffectstudents of different race. Change brunt

rigid school policies And deal with issues

case by case.Make sure there are nodouble standards.


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students.

Limited Role

of Students

The practice is adictatorship organizedaround issues of controlNo collaboration fromstudents

Rigid philosophy;

essentialist approach

banking education;teachers depositknowledge

Students are powerless intheir role in their education

(learning)

While all students are targeted andhave a limited role, students of

color have an even more limitedrole in their education. A 2004

study showed that when student'sof different ethnicities and social

class backgrounds were given the

resources to be "criticalresearchers" of their education,

they became more passionatelearners.

Allow students to becomedirectly involved in theirlearning so they have abuy in in their educational

journey

Involving students in schoolorganizations, such as PTSA(Parents, Teachers, StudentsAssociation)

Allow students to help planpolicies/curriculum (add oneor two items that they wantto learn during the year)

Encourage questions and

critical thinking about theireducation

Limited Roleof Teachers

less input into curriculumtherefore less time for multi-

cultural curriculum less inclined to promote

empowered critical thinkers

no power to change

administrative policies which

the policies especiallytarget students

of subordinate groups

permit teacher's input into thecurriculum especially in

an interdisciplinary manner with afocus on multiculturalism

recruit more teachers from

subordinate groups

structure the school within the

framework of a multicultural


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Structural and Organizational Issues in Schools_Matrix

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