48% of students in my school district--the 5th largest in the nation--graduate high school. Less than 50% of the students at my Title I, urban school in Nevada at my school are proficient in reading, and nearly 80% receive free or reduced-price lunch and breakfast.
The majority of the students in my class last year were racial minorities, and a significant number were English Language Learners--many with parents who don't speak English. Many have broken families, or have too-personal experiences with gangs, violence, drugs and alcohol, hunger, and poverty. Others have parents who buy their children video games instead of books, or who are simply ill-equipped to parent well because of the ravaging effects of generational poverty: they simply don't know better.
Most alarming, these students lack motivation. Almost all fail to see the value of education in the world or in changing their circumstances. Or, more accurately, my school mostly fails to instill these values in them.
About my class
48% of students in my school district--the 5th largest in the nation--graduate high school. Less than 50% of the students at my Title I, urban school in Nevada at my school are proficient in reading, and nearly 80% receive free or reduced-price lunch and breakfast.
The majority of the students in my class last year were racial minorities, and a significant number were English Language Learners--many with parents who don't speak English. Many have broken families, or have too-personal experiences with gangs, violence, drugs and alcohol, hunger, and poverty. Others have parents who buy their children video games instead of books, or who are simply ill-equipped to parent well because of the ravaging effects of generational poverty: they simply don't know better.
Most alarming, these students lack motivation. Almost all fail to see the value of education in the world or in changing their circumstances. Or, more accurately, my school mostly fails to instill these values in them.
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