Kozol, Chapter 9 & 10

The following quotes come from The Shame of the Nation (2005) by Jonathan Kozol.

“America has never made progress on racial issues unless there was enough agitation to force society to take action.” (Kozol, 216)

      Though I did not think about this until now, it does seem understandable.  The biggest issue I can think of in American History is the Civil War.  There was heavy debate on this topic and it even split the country at one point.

      There are issues with segregation in schools and the action being taken is generally local.  Bigger racial issues will tend reach more people.

“White had spoken also of the price that we as a society might have to pay for a new round of turmoil to revitalize the struggle[.]” (Kozol, 226)

      If we were to try to attack segregation in schools there would be a lot of uproar.  There are so many people that like the system(s) as is that they will not want to allow for much change.  The entire issue would involve a great deal of people at one time and many of these people have issues they are already dealing with.

“Public policy has largely turned its back upon the aspirations represented by these instances of school desegregation.” (Kozol, 228)

      This kind of belongs with the quote above.  Those trying to reduce segregation are trying slowly, but there is a decline in the number of people trying to do so.  Additionally, many people can foresee the outcome (also as listed above) and just do not want to deal with it.

“[‘]In an increasingly diverse society and an increasingly connected world, it is more important than it ever was.’” (Kozol, 238)

      Prior to this statement Kozol quoted “‘that integrated education creates better citizens for a democracy.’”  Democracy allows for many people to get a say… this should not be divided due to race and segregation.  Having everyone educated allows for wise and proper decisions to be made.

      If not everyone was educated, but still everyone got a say in the democracy, there would be more issues because the ‘uneducated’ are making ‘uneducated’ decisions.

“On Justice Powell’s observation that some experts questioned the connection between spending and the quality of education…” (Kozol, 244)

      In many cases this seems to be true, the more money equals the more opportunities available to the students.  Money is typically a big factor, but we must also account for the students’ interest and willingness to participate.  A teacher could have absolutely no money and supplies but could have a very successful class provided the students want to be there!

“If the federal government can hold a district or a state ‘accountable’ for demonstrating high performance by its students on their standardized exams, according to the reasoning of Mr. Fattah, the federal government should also have the power to hold states accountable for making sure that children in all district~ are provided with the resources they need to meet these high demands.” (Kozol, 249)

      Yes… it would be great for the federal government to support the schools that are fulfilling the requirements (as set by the federal government).  As it appears now, the schools have to pay to keep the test scores up.  If the federal government offered an incentive program as listed, there may be more schools achieving the standards.

Folder 12

The following quotes come from Revitalizing the Commons (2006) by C.A. Bowers.

 

“In short the commons include all of the environment that sustain human life.” (Bowers, 2)

 

      There are many items humans use that were produced naturally.  Thus, this line is very much valid.  It is great that humans are using what
nature produced, but a limit needs to be set or the commons will cease to
exist.

 

 

“The destruction of the commons, in both Western and non-Western cultures, needs to be understood in terms of what has become the dominant characteristics of the Western
approach to development.” (Bowers, 4)

 

      It sounds to me as though this is part of the reason the United State National Park Service (NPS) was developed. 
The NPS is setup to protect land that the country finds valuable and
should not be disturbed.

      With people taking over all of the commons, the commons would no longer exist.

 

 

“The industrialization of health care, education, production and preparation of food, play, entertainment, and even thought and communication now cost more than many individuals and families can afford.” (Bowers, 5)

 

      Everything today is all about making money. 
These services cannot stand if they were not industrialized.  Industrialization was able to convert these from being for certain people to now be for everyone.

 

 

“As the lives of people in the West become less centered on the self-sufficient possibilities of the commons, and more in the industrial culture that is beyond their control, their insecurity becomes more palpable.” (Bowers, 8)

 

      The world started in the commons and is progressing away from it.  We will never be able to fully get away from relying on the commons.  We use many natural resources from the commons such as wood for building houses and rivers for drinking water.

      The methods we use to obtain these natural resources has certain become industrialized, there is a great need for mass production.

 

 

“The industrialization of agriculture is a prime example of this trend.” (Bowers, 10)

 

      If agriculture was not industrialized, how could enough food be produced to feed everyone on the earth?  The industrialization of agriculture has made it not only quicker to produce food, but easier as well.

      I found that the movie Food Inc. explains this concept very well.

 

 

“The future of the automated workplace can be seen in recent developments” (Bowers, 11)

 

      Oh yes, technology is taking over.  There are many human jobs that can be taken over by autonomous robots that can automate the typical workplace greatly.  Human workers cost too much.

      However, if humans are not being paid, who is going to buy the items that are being produced?  This will come full circle; humans make items to purchase with the money the earned (from making the items).  Robots make the items; humans cannot make purchases because of a lack of funding!  It’s quite ironic.

Kozol, Chapter 8

The following quotes come from The Shame of the Nation (2005) by Jonathan Kozol.

“The problem, as it soon turned out, was that the program had become too cheap to rapidly.” (Kozol, 189)

      Well is that a surprise?  Schools are losing all sorts of funding regardless of what program it is for.  The first, typically, to get cut are electives.  When a reading program is not being allotted much money this is a sure sign that the school is going downhill, if it is not already.

      School systems don’t want to spend money to improve programs, because the boards of education want the money for raises to ‘their people’.

“During the same period, another, somewhat more assertive series of reports and books and summit conferences and a national symposia began to promulgate a new set of pronouncements as to how to ‘fix’ our schools by codifying lengthy lists of school reforms that ‘work’[…]” (Kozol, 194)

      Reports that tell you how to ‘fix’ a school… that is funny.  There really is no one report that would tell someone how to fix a school because every school is different, from the students to the faculty.

      The documentation consisting of methods that ‘worked’ could very well be useful.  These documents could help steer a school in the correct direction but follow the documentation as it is written may be disastrous because the school is different.

“‘With lightning speed,’ the newly chosen principal has turned a failing school into ‘a place where students learn’ — ‘no ifs and buts’ — instructional time is ‘maximized,’ teachers are ‘utilizing more deliberate techniques’ and a poor-performing school is on the way to ‘a dramatic turnaround’[…]” (Kozol, 198-199)

      Impressive, a school principal took a failing school and turned it into a much better performing school and I’m guessing there were not issues from the board of education.  In fact, they probably appreciated that they did not have to do much to get the school to perform better.

      Additionally, I would imagine that the teachers enjoyed working for this principle because he or she made it work and it appeared to not be in a hostile situation!  I bet this principal is very much wanted by many other districts.

“And, indeed, before the president left office, many of his goals had more or less dissolved into thin air, and very few people that I knew could still remember what they were.” (Kozol, 202)

      Surprise, surprise… I feel like this happens in many cases.  Other situations arise leaving education on the back burners.

      This quote from Kozol refers to the presidency of George H. W. Bush.  This was the time of the Persian Gulf War… so I can see how the education issues were tabled.  It is upsetting to see that the education of the country’s youth is not important and there are many other issues that set education back.

“A former fifth grade teacher told The Morning News that teachers were ‘instructed…how to cheat’ by walking around their classrooms while the students worked on their exams, stopping behind students who had chosen the wrong answer to a question, and remaining behind such students until they selected the right answer.” (Kozol, 207)

      Now, I don’t like standardized test (or tests in general), but having the teachers cheat for the students?  This is terrible and is does falsify the test results and cannot be marked as valid.

      This is a disgrace not only to the teachers but the students as well.  I feel that the board of education is looking at the students as if they are stupid and cannot succeed on their own.  If the teachers cheat for the students, the students will never learn.  This is just embarrassing.

“Equal education, not surprisingly, was no more accepted as a plausible objective in that era than it is, in general, today.” (Kozol, 212)

      Equal education is tough because student learn differently.  It seems realistic that schools attempt to give students equal education but are unable to.

      Teachers need to rework the curriculum to fit the classes they teach, one method does not work for everyone.

Canestrari & Marlowe, Chapters 21,22 & 23

The following quotes come from Educational Foundations, An Anthology of Critical Reading, 2^nd Edition edited by Alan S. Canestrari and Bruce A. Marlowe.

“The message appears to be that teachers do not count when it comes to critically examining the nature and process of educational reform.” (Canestrari and Marlowe, 198)

      This is both true and false.  When you look at some boards of education, the board consists of CEOs and major company executives and, “They know best,” thus teachers do not count.  However, some boards of education do consider the opinions of the teachers.  This is awesome because the teachers can voice issues regarding the methods or curriculum implemented by the board.

“Instead of learning to raise questions about the principles underlying different classroom methods, research techniques and theories of education, students are of then preoccupied with learning the ‘how to’ with ‘what works,’ or mastering the best way to teach a given body of knowledge.” (Canestrari and Marlowe, 200)

      As a teacher it is important to question what the board of education is enforcing or supporting, yet at the same time one does not want to over step there bounds.  Teachers need to make sure that they are ‘allowed’ to teach using whatever method they see works best.

      Additionally, teachers should just teach using the ‘easiest’ method because this doesn’t challenge them (as the teacher) nor does it challenge the students.  Teachers should vary the method too because not one method works for every student.

“First of all, any kind of teaching requires toughness.” (Canestrari and Marlowe, 205)

      I can sense that teachers need to be tough.  A teacher must keep control of his/her class.  In technology education (TE) classes, this is important because there is probably going to be dangerous equipment nearby, if the teacher is not tough in laying down proper safety rules there could be a serious injury.  Teaching is not something easy, it requires work and being tough.

“In each and every way that you work in the field, bring the best of yourself as a parent, citizen, and passionate learner into you work, and put ‘getting along’ in perspective.”  (Canestrari and Marlowe, 207-208)

      Teaching is a field that requires one to get to know everyone he/she meets.  Teachers have the chance to work one on one with students and parents along with other teachers.  Teachers have to be ready to face anything that may hit them.  These issues could be from a student not brining in his/her homework to one student starting a physical fight with another.

      It is important that a teacher be able to interact with everyone they meet in the appropriate way.

“To develop a critical voice, a teacher has to take the time to analyze directives, mandates, and messages from whatever the source and then use that analysis to speak up about issues willingly and strongly to the power sources.” (Canestrari and Marlowe, 211)

      A teacher’s voice is important.  Boards of education should be looking to the teachers to see what they are doing right and what they are doing well and what they could do better.

      If teachers do not help the boards of educations, education will never change and all of the same teaching styles and philosophies will remain the same (across the country.)

“Responsible citizens and especially teachers, given the power they hold in relation to hundreds of future citizens, must continually consider the source of the messages, the medium used to deliver the messages, and the recipients, often themselves.” (Canestrari and Marlowe, 212)

      In some cases teachers don’t have the opportunity to speak up, but in many cases there is a chance.  When given that chance, teachers need to take it to see that issues regarding the education of students are done correctly, effectively, and efficiently.

Canestrari & Marlowe, Chapters 9 & 11

The following quotes come from Educational Foundations, An Anthology of Critical Reading, 2^nd Edition edited by Alan S. Canestrari and Bruce A. Marlowe.

“Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor.” (Canestrari and Marlowe, 92)

            From what I gather out of this, students are not learning anything; they are simply being given information.  Students need to be able to ‘digest’ the information they are given in order to understand the given information.  Students should not just be considered ‘depositories’ I feel like this is relatively mean and not what student’s should be considered.

“The teacher’s thinking is authenticated only by the authenticity of the students’ thinking.” (Canestrari and Marlowe, 95)

            Without students a teacher wouldn’t be a teacher; there would be no one to teach.

            If a student does not believe or agree with what a teacher is saying, then the teacher is not authentic to that student.  Students need to agree with or believe what a teacher says.  Students’ thinking is just as important as the thinking of a teacher.

“In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process.” (Canestrari and Marlowe, 100)

            Technology Education (TE) classes always consist of problem-posing education.  These classes offer an opportunity to explore, specifically, explore technology.

            When making calculation prior to conducting an experiment in TE classes, most of the time you would account for the best possible conditions; making calculations for motion in a frictionless environment is a prime example of this.  We are calculating for the way we see best, not as it actually is.  Though the results would be very close, they would not be exactly the same.

“If you are planning to become a teacher, welcome, and prepare to be overwhelmed.”  (Canestrari and Marlowe, 112)

            Testing has an affect on everything.  Teachers need to be prepared to miss seeing their class during the time of standardized testing.

            In Technology Education (TE) there are no standardized tests for everyone, but there are tests for those in TE classes.  The TE standardized tests really only affect the TE department in the form of additional fund (in the form of Perkins Grant).

            Teachers need to be prepared to not only miss class time but also proctor standardized tests.

“While data from well-designed tests can help inform teachers as to their students’ mastery of content, those tests cannot provide help for teachers seeking to improve their teaching skills and qualities.” (Canestrari and Marlowe 114)

            Teachers can certainly assess a student’s knowledge through a test, but there are other ways as well.  Tests are typically the easiest to make and easiest to ‘grade’.

            A teacher can use the grades as a method to determine what he/she should emphasize more in class; this could also show what the teacher must review.  The teacher will be able to use this information to account for what they should include when they teach the content the following year.

“Every classroom should have not merely a qualified teacher, but a great teacher.” (Canestrari and Marlowe, 117)

            This is one of the most logical things I have read.  A teacher that can teach is good, but if he or she is not willing to learn more about the subject then he/she will not be able to effectively teach the students.  This is very important in Technology Education (TE) because technology is always changing.  Teachers in this area need to update their own education so they can be one step ahead of the students.

            A great teacher is one who knows what they are talking about, but is willing to work with the students to give them the best education possible.

Spring, Chapters 6 & 8

“Traditionally, community members exercised their control over public schools by electing representatives to local school boards.” (Spring, 148)

      Ha!  This seems to be true for small communities, but I do not see this happening with big districts.

      As we discussed in class residence of New York City did not get a say as to who was on the school board back in 2002; Mayor Bloomberg simply appointed several CEOs to the school board back at that time.

      The other issue with a board of education is that they also do not always listen to the public.  This does not make sense because the public really does not get a say in the students’ education.

“Ask people in your community to name the members of the local school board.” (Spring, 150)

      This is just as funny as the first quote.  The book goes on to explain that most people will shrug their shoulders when asked this questions because, they don’t know.  In reality do the members of the community know who they are voting for when they get to elect the school board?

      The school boards typically get the final say in what happens in schools.  As a member of the public, I feel as though it would be good to know at least one member of the local school board because this way if someone wishes to make a suggestion he/she knows who to go to.

“Home schooling is one answer for parents who want to take charge of their children’s education.” (Spring, 155)

      This completely makes sense because school boards are not always making the best decisions for students’ education.  This takes many variables out of play and the parent’s know exactly what their child is learning.

      The issue with this is that the parents now have to put together a curriculum for their child(ren)’s education and this take a lot of time.  Simply sending a kid to public schooling is easy but he/she may not learn everything the parents wish for him/her to learn.

“If we assume that high salaries attract the best teachers, then difference in teacher salaries between school districts might reflect differences in equality of educational opportunity for students.”  (Spring, 221)

      This is upsetting.  Teaching should not be about the money but educating students.

      If teachers are going for the money then the better teachers are all going to end up in the same districts and the districts that cannot afford the better teachers are going to end up with the not so good teachers.  Without having the best teachers the students may not get a strong education.

      Unfortunately, districts cannot turn away and recruit teachers for their staff.

“A national study of teachers’ working conditions found that full-time public school teachers at both the elementary and secondary levels are required to be at school for an average of 33 hours a week.” (Spring, 221)

      So according to my calculations this averages to 6.6 hours per day.  To me, this makes sense.  Most school days are about 6 hours and teachers typically spend up to an hour afterschool grading papers and getting ready for the next school day.

      These working conditions do not seem to be that bad.  A businessperson typically works 40/week for almost all 52 weeks in a year.  So not only do teachers average a shorter work week but they also don’t work 52 weeks/year, they actually work around 36 weeks/year.

“The 2002 school year opened with its usual cycle of teacher strikes.” (Spring, 202)

      I never fully understood what a strike was but from what I do understand, these teachers were not happy with something.  In my opinion teachers have it really good and what are they always complaining about.  Most teachers even have tenure and it would take a major foul to lose their job.

      I do feel as though there are some issues with teaching but I believe these issues should be settled within the school.  It is not always necessary to get the public involved with teachers’ affairs.

Spring, Chapter 7

“What is the academic power of standards and tests besides supporting the high-stakes model of equality of opportunity?” (Spring, 178)

      There is no power at all.  Standardized tests take away from the typical classroom setting, and the teachers’ curriculums revolve completely around the tests.

      I cannot stand that these tests as they take over everything.

“President Reagan’s secretary of education William Bennett would use his office as a bully pulpit to harangue educators to change their educational practices.” (Spring, 181)

      This is a really annoying fact.  I do not like when people use their power over other to take advantage.  William Bennett was an attorney that became the Secretary of Education, while in office, he preached to educators to change their methods of teaching.

      Coming in as a lawyer, what does he know about education?  This position would be good to have an educator in because they know what is best for the students.

“Since testing required academic standards for measurements, state governments entered the business of establishing academic standards for each grade level.” (Spring, 182)

      Ah… the standards!  I do not recall ever seeing state standards in Technology Education (TE).

      In TE the ‘Standards for Technological Literacy’ are on an international level.  It is important that student get a chance to meet these standards.  These standards are set to check a student understands of technology: the past, the present, and the future.

      Technology is always changing and these standards need to change with it, thus it make the most sense to one set of international standards cover the entire world!

“No Child Left Behind Act of 2001 mandates a schedule, target populations, and reporting procedures for high-stakes testing and academic standards.”  (Spring, 186)

      I never fully understood what No Child Left Behind (NCLB) is and this quote seems to explain part of it.

      From my understanding, school systems are required to test certain groups of students and report the results of the test(s).  Does this at all entail testing those who are not supposed to be left behind?  I would think that NCLB means that everyone should be tested not just groups of students.

“Cheating is likely as high-stakes testing is used to evaluate teachers and school administrators.” (Spring, 192)

      Cheating on high stakes testing??  I thought this was against the rules.  How can someone cheat on these tests…?  I believe that the saying goes: if you cheat, you are only cheating yourself.

      Additionally, what does it mean that the tests are evaluating teachers and school administrators?  Are they testing to see if teachers can follow directions?

      This quote really doesn’t make sense to me which is partially why I picked it.

“State and federal politicians are increasingly involved in issues of curriculum, methods of instruction, testing, and teacher certification” (Spring, 202)

      Fantastic!  These politicians sometime do not understand how ineffective the policies they create are.  Politicians make policies without proper knowledge.

      It would be good to get some educators to help make these decisions because they are actually in the classrooms.  Teachers actually deal with students in the classroom and have the best position to make these decisions.  

Kozol, Chapter 7

“Many things have changed in inner-city schools since then, some remain the same.” (Kozol, 162)

      Change can be good, but it can also be bad.  This quote appears to be discussing physical changes to a school, in which case, most are good.  According to what the book said, inner-city schools tend to be in disrepair.  Anything that could improve the conditions, of a school, are typically well accepted.

      It is important that every student be able to sit in a chair without worry that it is going to break when they sit on it.  Teachers need to have some form of chalk board or white board to post information relevant to the class.  All schools need to have some form of change.

“Physical disrepair and squalor may not be as blatant in most districts now, although there are schools I visit were conditions are good deal more offensive than the ones my students faithfully describe.” (Kozol, 162)

      Schools have a tough time making changes to a school.  Any physical changes to the school are typically voted on by the town.  The schools have to listen to the residence of the town as it is their tax dollars that would be paying for the changes.

      Where I live, the school district, in the next town over, put a decision to a vote three times before it was accepted.  The item voted on was whether or not to build a high school for the town.  (Some high school students from this town attended my high school or another local high school; thus, the town I lived in lost out on the cost of educating these students our neighboring town had to pay.)

“Overcrowding in the California schools was legendary by this time.” (Kozol, 169)

      Overcrowding is a big problem.  It isn’t fair to the students and it’s not fair to the teachers.  As it is the teachers have to plan lesson for 20 to 25 students, but to tack on another twenty is severe.  Most teachers only have the capability of servicing only a certain number of students because of the activity and supplies.

      Sharing is good but it doesn’t allow students to get the full experience.  Especially in Technology Education, overcrowding can create a safety issue; because there are too many students, thus not everyone may get the proper instructions or students may be so tightly packed that they can’t use the equipment properly, as two examples.

      Overcrowding is a big issue that can easily be resolve however, the cost to resolve this issue is very great.

“Some of the most disturbing documentation I was shown by lawyers for the plaintiffs came children only eight or nine years old who were attending one of the many California schools that suffered rodent infestation.”  (Kozol, 172)

      Rodents, in a school?  This is terrible.  Schools should really be sanitary place were the students do not have to worry about a rat running across the table.  I’m sure that in some urban school systems, students worry about this at home.

      Additionally this is a health hazard that needs to be taken care of immediately.  If OSHA were to find out about this, the school would have fines up the wazoo.  It could be cheaper to fix the problem than pay the fines.

Finally, it is upsetting that something of this sort has to be taken to court.  Schools should know that this has to be fixed as to remove the unhealthy conditions.

“Unlike the staggered luncheon sessions I observed at Walton High, lunch was served in a single sitting to the students in this school.” (Kozol, 176)

      The following line goes on to say that the school consists of approximately 3,300 students.  The lunch staff here must go nuts every day.

      As it is, it is enough work to make lunch for 3,300 students; but to have to have it ready to serve to all of these students at the same time is crazy.  In addition, how much time is allotted for the students to eat lunch?  If it’s only 30 minutes chances are that not everyone will get a chance to eat.  The students at the end of the line will not make it to the serving station until after the bell has rung for the next class.

      At my former high school, the lunch staff was sometimes unable to serve all of the students in a single lunch wave (there were three lunch waves).  In these cases there were only about 250 students.

“In the first pages of this book, I spoke of the sewing class for black fifth graders (female only) in the school in which I taught in 1964 and 1965 in Boston” (Kozol, 185)

      Well… if this isn’t racism, then I do not know what is.  I feel that a class like this is saying to the 5^th grade females of color, “this is all you’re good for.”

      I see this as racism because it is categorizing people.  The class is specifically for “black 5^th graders (female only).  Not only is this segregation, but this is sexism as well.

Kozol Chapter 6

“Even before this new phenomenon had been observed, many of the better elementary schools in major cities like New York already had in place admissions policies that clearly favored children of the ‘savvy parents,’ as the press in New York City frequently describes well-educated and well-connected people.” (Kozol, 135)

      How are the unconnected and uneducated people going to get an education?  It is sad that school systems deny students education because they don’t know anyone. 

“How do parents who are not so well-informed at first identify the schools that are considered really good?” (Kozol, 137)

Yes, how do they?  These folks appear to read local magazines written about schools that have good standings.  They want to give their children the best education possible.  Because students are being “out sourced” to other institutions to receive the better education, thus the local schools are not getting the opportunity to educate these students.

“Most of the children in the neighborhood have ended up at one of the large and low-performing high schools in the Bronx.” (Kozol, 142)

      ‘Large’ and ‘Low-performing’ don’t go together.  The combination of these status usually show downfall in a school.  Low performing schools are not good to have no matter what the size.  These schools typically receive poor score on standardized tests which is caused by student’s lack of knowledge.  Large, low-performing schools are worse because this means that there is a greater number of students who are not performing up to standards and the school is responsible for getting them to the standards.

“The steep climb to the top floor of the building was a challenge for the many students who had asthma.”  (Kozol, 143)

      This is a pretty intense fact.  These students appear to be not in that great of shape, could this be because the school is not providing enough physical education.  The schools are so focused on improving test scores that the schools remove these classes from students’ schedules.  Additionally, this quote speaks of ‘steep’ stairs; does this mean that the building itself is no longer to code, as it is so old.  School systems need to continue to update their buildings so students can work with some of the latest technology and learn about recent event/happening.

“The second elementary school I visited was cordoned off by signs that read ‘RESTRICTED AREA’ and ‘DANGER.’” (Kozol, 153)

      This is not good for a school.  How is the school supposed to issue all of the required standardized tests?

      Come to find out, the school Kozol wrote about was partially condemned already because the roof started collapsing and such.  Classes we combine in a section of the school that was still usable.  This means that classes were 2 or 3 times as large.  How is a student supposed to learn in these types of conditions?  The ratio of students to teachers needs to be minimal to give every student a chance at an equal education.

“‘Keep Roosevelt students out of East Meadow,’ residents were warned in flyers handed out kids and parents in East Meadow.” (Kozol, 158)

      The following sentences go on to explains that Roosevelt schools are failing with “rampant violence”, “drug sales”, “continual assaults”, and “wide spread violence.”  The folks in the community in which the students attend East Meadow schools, are assuming that if the students from Roosevelt join the district, East Meadow will now face these problems.  I feel at though this is racist because (though there is not a specific race) the East Meadow people are looking down on the Roosevelt folks.  This is not fair for the students in Roosevelt schools that may not be causing the listed issues.

Kozol, Chapter 5 & 6

“The debates about standardized examinations have been raging in this nation for several years.”  (Kozol, 109)

      Really, I did not see this coming.

      Of course standardized testing is a highly debated topic.  Teachers are being forced to drill examples into the students.  Most curriculums appear to revolve around preparation for the standardized tests.  Teachers are no longer given the freedom to teach the topic as they wish.  It is upsetting to see that most education revolves around standardized tests, which really are not an accurate method of assessment.

“A kindergarten teacher said she thought her job was to make children love to come to school.” (Kozol, 115)

      Yes her job is to rope children into going to school so that they could be tested… day in and day out.

      This quote was talking about a teacher’s feeling about giving standardized tests to kindergarten students.  I don’t remember taking a standardized test until I was in 2^nd grade (1997); and, this test was given for one week in October or November, thus not much prep time.  The great number of standardized tests is going to start turning students away from education and they’ll end up on the streets.

      On the other hand, maybe it’s good to start testing students in kindergarten.  Students will get used to standardized testing from the get go and know what they will have to face every year for the next 12+ years.

“The banishment of recess from the normal school day is perhaps the ultimate penurious denial.” (Kozol, 120)

      No recess?!?!?!  This is inhumane!  I realize it is important for students to do well in school, but they also need a chance for physical activity too.  If there were no recess, the students would be bored because of all of the testing that probably replaced recess.  I recall watching and episode of Disney’s Recess in which they did this.  The episode started in bright color, and faded to dull color (almost black and white).  The students became robot like when they took a test every day; initially, the test scores were up but they went down the longer amount of time they went without recess.  By the end recess was reinstated and test scores went back up.  This proves that the removal of recess may not be as successful as administrators may think.

“Even before this new phenomenon had been observed, many of the better elementary schools in major cities like New York already had in place admissions policies that clearly favored children of the ‘savvy parents,’ as the press in New York City frequently describes well-educated and well-connected people.” (Kozol, 135)

      How are the unconnected and uneducated people going to get an education?  It is sad that school systems deny students education because they don’t know anyone. 

“Most of the children in the neighborhood have ended up at one of the large and low-performing high schools in the Bronx.” (Kozol, 142)

      ‘Large’ and ‘Low-performing’ don’t go together.  The combination of these status usually show downfall in a school.  Low performing schools are not good to have no matter what the size.  These schools typically receive poor score on standardized tests which is caused by student’s lack of knowledge.  Large, low-performing schools are worse because this means that there is a greater number of students who are not performing up to standards and the school is responsible for getting them to the standards.

“The second elementary school I visited was cordoned off by signs that read ‘RESTRICTED AREA’ and ‘DANGER.’” (Kozol, 153)

      This is not good for a school.  How is the school supposed to issue all of the required standardized tests?

      Come to find out, the school Kozol wrote about was partially condemned already because the roof started collapsing and such.  Classes we combine in a section of the school that was still usable.  This means that classes were 2 or 3 times as large.  How is a student supposed to learn in these types of conditions?  The ratio of students to teachers needs to be minimal to give every student a chance at an equal education.

Kozol, Chapter 4

“Work-related themes and managerial ideas were carried over into almost every classroom of the school.”  (Kozol, 90)

      Schools appear to be trying to get kids into the work force quicker than ever.  The “jobs” schools give students allow them to feel successful.  Though they actually have assigned tasks, these are mostly titles.  All of the titles given have “manager” in the name.  Though it is important for students to feel like a manager, not all students will become a manager.

“Turning a corner, I encountered a ‘Help Wanted’ sign.” (Kozol, 91)

      ‘Help Wanted’?  It is certainly odd for a sign of this nature to appear in the hallway of an elementary school.  According to the book, this sign was a request for ‘managers’ as listed in the first quote.  These positions are giving students responsibilities they may one day see in ‘the real world’.  These jobs were given based on applications which required recommendations.  It is odd that schools would be getting students to ‘apply’ for ‘jobs’ at such a young age.  The other half of the matter is that these ‘jobs’ require a recommendation to accompany an application.

“In the Columbus schools, as we have seen, children are actively ‘incentivize’ (this is another term one hears in many inner-city schools) by getting reimbursements for the acquisition of a skill in terms of simulated cash.” (Kozol, 96)

      This is one of my favorite things to hear and read about.  It bothers me that students are being rewarded for learning.  In the real world the reward for learning is the knowledge gained.  I always feel rewarded when I learn something new because I know something I didn’t before, it is especially rewarding when I share what I learned with someone else.  In the workforce you may receive a bonus or a raise for completing a task that you know, but, chances are that, that task may not involve learning something new.

“In the olden days, he said, ‘public schools prepared students for the workplace by teaching them to come to the same place every day,’ to ‘stay there for a prescribed number of hours’ and to ‘follow the teacher’s (boss’s) instructions.’” (Kozol, 105)

      When you think about this, it is really sad.  This is what many people end up doing with the remainder of their lives; waking up at 5:00 a.m., jumping on the train to New York by 6:00 a.m., into work by 7:30 a.m.—it is a repetitive schedule that takes place 5 days a week for most individuals.  I don’t believe that schools should be ‘training’ students for this because they could get jobs that don’t have a schedule like this.  I remember being in school and disliking the fact that I would have to wake up to be into school by a certain time, though as I look into my future, this will be a part of my daily activities for the next 35+ years.

“It is not unusual these days to come into and urban school in which the principal no longer even calls herself ‘the principal’ but chooses instead to be described as the ‘building CEO’ or ‘building manager.’” (Kozol, 107)

      This quote show how schools are turning into businesses.  Everyone, including the students, is given a title that is related to managing.  Not all students are going to go into business.  Additionally as a teacher, I would be offended to be called the Classroom manager’.  Sure managing the students in the classroom is a part of my responsibilities, but my main goal is to educate my students.  Schools are not businesses meant to make money, they are put in place to educate the youth of the communities.

“It is as if they’re looking back at an ideal of education that they valued deeply when they started on their career, and value still, but they feel they have to set aside in order to respond to the realities before them in the neighborhoods they serve and to deliver those empirical results that are demanded of them.” (Kozol, 108)

      Teachers are hired for schools to teach.  They are the one’s educating the youth of America.  As I look at toward the future I feel that the students are the most important thing in the classroom, and that I need to do everything I can to help them learn.  Unfortunately ‘doing everything I can’ will create some expenses; this leads to one of the example ideals I have.  The expenses required for the students to learn should be covered by the school, but sometimes teachers must draw finances from their own pockets to assist in the education of their students.  Though I don’t wish for this to happen, it is inevitable and something I will have to deal with.

*The above listed quotes are from:The Shame of the Nation by Jonathan Kozol.  The opinions of the blog author are only opinions and are not meant to offend anyone.

Kozol Chapters 1, 2, & 3

“Racial isolation and the concentrated poverty of children in a public school go hand in hand, moreover, as the Harvard project notes.”  (Kozol, 20)

      When you look at schools, there was a lot of racial isolation.  Schools were even separated by the color of students’ skin.  In addition to separate schools, within the schools there was much poverty with some families have more money than others.  According to the next line from the book, 15% of the segregated schools have over 50% of the students in major poverty.  It is unfortunate that this great number of students can qualify for free or reduced meals.

“If you want to see a really segregated school in the United States today, start by looking for a school that’s named for Martin Luther King or Rosa Parks.” (Kozol, 24)

      WOW!  I did not see not realize this, though it does seem accurate.  Martin Luther King and Rosa Parks both stood up for people of color, thus it would make sense that they would attend schools with these names.  According to the next line of the book, a school in San Diego named after Rosa Parks has a population where 86% of the students were people of color.  The name and situation seem to go hand in hand.

“In another elementary school, which had been built to hold 1,000 children, but was packed to busting with some 1,500 boys and girls, the principal poured out his feelings to me in a room in which a plastic garbage bag had been attached somehow to cover part of the collapsing ceiling.” (Kozol, 41)

      This quote is from the second chapter, which begins to talk about the conditions of the schools Kozol visits.  The quote demonstrates the need for more schools because our population is growing so fast.  Many schools are overcrowded with students who are not getting the best education possible because the student to teacher ratio is too great.  The second part of the quote talks about the school’s structure.  Many school systems don’t have sufficient funds to make repairs.  Schools with building damage often mean that the school does not have the latest and greatest equipment for education.

“‘There are cheap children and there are expensive children,’ writes Marina Warner, an essayist and novelist who has written many books for children, ‘just as there are cheap women and expensive women.’” (Kozol, 49)

      As much as this quote of a quote seems true, it really comes down to what the students put into their education.  Generally, the cost of a student’s education is going to be the same across an entire school system.  Most of the cost is the salary of the teachers.  However, the “more expensive” students cost more because they want more.  These students would participate in extracurricular activities and sports, which do cost the schools.  It is important to note that students need to put an effort into educations if they want to succeed and be the best they can.

“New vocabularies of stentorian determination, new systems of incentive and new modes of castigation, which are termed ‘rewards and sanctions,’ have emerged.” (Kozol, 63)

      It is crazy that schools now have to rely on a reward system to get students to stay interested.  Additionally, schools do have to watch what they say as they could say something legitimate that may offend someone.  There are particular ways to phrase certain topics.  It is sad that students now longer want to get an educations to benefit themselves but to obtain a reward for going to school.

“Teachers who are forced to spend so many hours in compiling these lists and charts and matching mini-skills with numbers for each lesson that they teach have told me that they sometime feel reduced, as one Massachusetts teacher worded it, ‘servile tabulation’” (Kozol, 76)

      According to the book, schools that use Skinnerian curriculum require the teachers to post signs for the students.  Some of these signs include ‘Meaningful Sentences’, Active Listening’, and ‘Best Workers’.  The signs appear as though they are supposed to help students give the students the answers, meaning that is the students can’t think of what to say, they can refer to the signs.

      The other half of this quote is that the TEACHERS are required to gather these signs, the issue is that the teachers have enough to do with planning lessons and all.  If these signs do help the students great, but it is the teacher’s lessons that are educating them.

*The above listed quotes are from:The Shame of the Nation by Jonathan Kozol.  The opinions of the blog author are only opinions and are not meant to offend anyone.

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