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Is schooling in the United States unequal?

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Is schooling in the United States unequal?

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After spending a lot of my time reading the assignments required for this class and viewing the videos assigned, I come to realize how truly unequal the United States education system is. The following readings will support why I strongly believe the United States school system is unequal.

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Week 5"Keeping Track: Structuring Equality and Inequality in an Era of  Accountability."

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Week 5"Keeping Track: Structuring Equality and Inequality in an Era of  Accountability."

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In the reading race and class of the students related to the tracking placement of each child. Tracking for many is viewed as fundamentally inconsistent with having all students meet the same high academic performance. In the United States the policy elites as well as the press, go on to treat tracking as the "default" method. This would be used for organizing students from the beginning of their school careers.
The reading mentions how tracking in diverse schools results in the layers of racial segregation and eventually inequalities.
No Child Left behind Policy to me is also completely unfair.

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 Week6 “Social Class & School Knowledge.”

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 Week6 “Social Class & School Knowledge.”

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This reading spoke about the difference between the four types of schools

Working class, The middle-class, Affluent professional schools, and Elite schools.
These schools were so different from one another and this article only supports how I believe schools in the United States is unequal since some students have more opportunities to have a much better education than others. Throughout the reading, you can clearly see how the Elite schools excelled in academics and the quality of teachers are a lot better than those in the working class system. Its just shows how unequal the schools are from one another.

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Week 7  “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools."

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Week 7  “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools."

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In Ladson-Billings reading, she shows evidence that suggests the current policies that create mixed-income schools are trying to reduce inequality in education and housing for the majority of low-income people of color. Through this concept called The mixed-income strategy. In the reading, Ladson described the many ways they are trying to fix the inequality in the schools' systems. Ladson stated that none of these helped the poor and only benefited the wealthy people. Although there are attempts being made to try and reduce inequality in education it hard to solve and this only supports why I believe even if we try to solve this issue it will still remain a huge problem in our schools.

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Week 9 "“Learning Silence,” “Toeing the Line,” and “The Danger of Desire.”

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Week 9 "“Learning Silence,” “Toeing the Line,” and “The Danger of Desire.”

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In the Danger of Desires chapter, they mostly addressed the desires both male and females have and what many young people view as taboo for a girl. Young girls just like young boys go through puberty and at times have desires. For boys, they are viewed as “studs” while girls who express their desires and act upon them they are viewed as “sluts”.

In Learning Silence, three girls were asked why they didn’t like to answer questions they all had similar responses. One of the responses from Evie I believe stated that she believed girls care what people think while boys don’t really care. The girls in the group seem hesitant to try and be involved in the classroom due to not wanting to be obnoxious like the boys.

Toeing the Line, In the teacher's experience, the girls were a lot more obedient than the boys. in the past around late 1980’s, Liz Muney the person who directs the schools gifted program, discovered that boys were referred to her twice as much as often as girls for special testing mostly likely due to the fact the giftedness was viewed as an aberrant and girls always strived to conform.

Sexuality most definitely relates to and impact educational inequality

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Oakes, Jeannie. “Keeping Track: Structuring Equality and Inequality in an Era of  Accountability.” Teachers College Record 110, no. 3 (2008): 700-712.

Anyon, Jean. “Social Class & School Knowledge.” Curriculum Inquiry 11, no.1 (1981): 3-42.

Ladson-Billings, Gloria. “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools.” Educational Researcher 35, no.7 (2006): 3-12.

Orenstein, Peggy. “Learning Silence,” “Toeing the Line,” and “The Danger of Desire.” In Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap, 3-21, 33-38, 52- 59. New York: Random House, 1994.