White-less Public Schools in White-ful Communities: Dejected or Segregated?

Autor/in	Gahungu, Athanase
Titel	White-less Public Schools in White-ful Communities: Dejected or Segregated?
Quelle	86 (2008) 2, S.2-25 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Public Schools; Poverty; Academic Achievement; Public Relations; White Students; Low Income Groups; Public Education; Urban Schools; School Community Relationship; African American Students; Minority Group Children; Low Achievement; Educational Environment; Racial Composition; Illinois + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Armut; Schulleistung; Public relation work; Öffentlichkeitsarbeit; Öffentliche Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purpose of this paper was to explore issues in resistance to the public school system in urban communities, and in particular, Chicago, Illinois. Data from the Chicago Public Schools' (CPS) School and Citywide Reports (CPS, 2007) were analyzed to assess the disconnect between urban communities and public education. Although the city is 42% white, white students account for a mere 8.1% of its public school enrollments. In a city where only 16.6% of families and 19.6% individuals live below poverty level, over 85% of public school students come from low-income families. The predominantly black and minority schools, which make up the majority of public schools, have fewer than 50% of their students passing standardized tests at grade level. It was recommended that initiatives to reinvent a more effective urban public school system will only work if educators become better public relations agents, and make schools "less dull" places to learn. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10