By Kalen Truong DMPS are not setting students up for success. Period. There are only a select number of students who are anticipated to succeed, but they most likely attend the magnet school, Central Academy. Central Academy consists of students from all five DMPS high schools and some out of district schools, and these students must show above average skills than their peers to be chosen to attend this prestigious school. This means that only gifted and talented students are predicted to successful. This especiAlly makes it harder for people of color because they struggle more in a dominant Caucasian society. Statistics show a huge gap in literacy proficiency between minority races and Caucasians.
Speaking from first-hand experience, at my home school, North High, I see students on their cell phones minding their own business while the teachers are teaching. However, some but not all, do not react to this absent-minded tradition causing students to further their hindrance in their education. Meanwhile, at Central Academy, a few to none are on their phones at all in class because teachers 1) collect them or 2) make them put it away or 3) put up rigorous lessons in which not paying attention could hurt them dearly or 4) students know not to take their phones at during their learning. We need more motivation from teachers, like at Central Academy, who care about their students’ education. Des Moines Public Schools is without a doubt, failing African Americans. The National Assessment of Educational Progress (NAEP)’s average score for African Americans in Iowa is 195, while the national average is 206. The NAEP is the largest national representative, and assesses what students know in various subjects, such as mathematics, reading, etc. Elementary school Moulton Extended Learning Center, which I also attended, is one of the microcosms of Iowa that reveals the problems in education for minorities. Not only are these results appearing throughout all of the Des Moines Public Schools, but in other well-known Iowan cities as well. Johnston, for example, has a 95% literary proficiency for White third graders, while Black third graders have 61%. Coincidence? I think not. The state of Iowa may be on one of the top tier of education, but there are still problems that students of color face. It has been stated that a third grader's literary proficiency will determine their entire high school career, therefore, the idea of holding students back in third grade to better prepare students due to the educational turning point, which applies a demanding curriculum in fourth grade. However, this concept does have some flaws. Determining a future student’s ability to read proficiently using their third grade scores does not make sense because people change over time. It’s what we do. A solution that I think could work to prepare our students for the future is to propose an educational curriculum that begins early, with strict demands . Right now, the “rigorous” education program is only occurring in high school, to prepare students for their after school career. However, implementing a rigorous education course early will begin to make students think analytically, and could help students more ready for high school and life. The standard right now for some students is close to zero and this can play a reason in why students skip/ do not pay attention. The students that do this probably think that their classes are a breeze and gets boring, therefore there is no need to listen. The students struggling right now might not be if they started a strong learning habit early. Starting early at a young age sticks to students and will continue to use their skills throughout life. This is one plan out of many that could prepare many students for the future. Sources: http://www.desmoinesregister.com/story/news/education/2016/05/14/iowa-schools-failing-black-students/83491048/ https://www.dmschools.org/about/facts-figures/
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AuthorSirena Backham Archives
March 2018
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