Principal Perceptions over Student Aspects towards Literacy of African American Students in Title I Schools
The rising cases of inequality stand out to be the most challenging societal and economic problems in the United States. Dating back in the 1980s, the income received by the below 90 percent of Americans has continued to decrease while much of the income gains ending to the top 1 percent. The numbers would not take such directions if the education sector compensated all the inequalities issues by assisting the students to rise beyond their birth backgrounds (Kaestle, 2016). This paper will analyze the perceptions related to literacy surrounding the African American students who are in Title I schools, the research problems present, the evidence of the problem, deficiencies of the evidence, and the issues that bring forth poor performance and their effects.
This topic shows that Americans of all backgrounds view that the allocation of opportunities in the community relies on knowledge where education turns out to be the central hub for anxiety and concern. Educational results for the minority students tend to be more operational to their unequal access to the primary resources required for education that involves quality curriculum, and skilled educators.
The research problems associated with this study are;
How can the principal views affect African American students reading in low-income schools?
What are the reasons behind African American students lagging in the area of reading?
According to the principal’s views concerning the main issues that make the African American students in Title I schools lag behind in the area of reading is poverty. School preparedness showcase the student’s ability to prosper in studies and socially in a learning environment. The right factors required for a student to succeed academically is having a positive mindset and new experiences and skills, having a proper motor development, social knowledge, emotional health, competence, cognitive skills, excellent language skills, and physical well-being. Poverty lowers student readiness. This is brought by factors such as the neighborhood the child is living, health, learning environment, and home life. There are several other factors related to poverty that interferes with child development and school preparedness in general. They include; the level of poverty, age of the child, community and school characteristics, duration of the poverty, and its impacts on child and parents’ social network.
Evidence for the Existence of the Problem
This topic shows that Americans of all backgrounds view that the allocation of opportunities in the community relies on knowledge where education turns out to be the central hub for anxiety and concern. Educational results for the minority students tend to be more operational to their unequal access to the primary resources required for education that involves quality curriculum, and skilled educators. The US educational system is ranked as one of the most unequal is the current world compared to the European and Asians countries where the school funds are allocated equally in respect of their social status (Kaestle, 2016). It is also noted that 10 percent of the wealthiest US school districts have a budget around ten times more than the poorest, where the ratio stands at 3 to 1. The way forward to address issues of the color line is that there is a need to deal away with inequalities (Kaestle, 2016).
The US government should invest heavily in Title I schools in order to address the equality needed in the education sector (Rothstein, 2015). Also, it is noted that most disadvantaged students, especially African Americans, go to schools that are in poor, segregated neighborhoods. These neighborhoods are miles away from middle-class neighborhoods. Living under needy and insecure environments creates a challenge when it comes to achieving academic success (Logan & Will, 2016).
Deficiencies in the Evidence
The academic performance is mostly achieved at different levels depending on the IQ of the student. Poverty alone cannot be associated with the poor performance of African American students in Title I schools. Economic and social disadvantages, apart from poverty, depress the student’s academic success. Such conditions include drug addiction and the rate of class attendance.
The target audience of this paper is the federal government and the department of education, who will be requested to come up with strategies to uplift the learning standards of Title I schools to be of the same level to those schools of middle-class and the rich. Also, the teachers, parents, and students will be the audience because they are the primary victims of poor performance.
Kaestle, C. (2016). Federalism and inequality in education: What can history tell us?. In The Dynamics of Opportunity in America (pp. 35-96). Springer, Cham.
Logan, J. R., & Burdick-Will, J. (2016). School segregation, charter schools, and access to quality education. Journal of Urban Affairs, 38(3), 323-343.
Rothstein, R. (2015). The racial achievement gap, segregated schools, and segregated neighborhoods: A constitutional insult. Race and social problems, 7(1), 21-30.