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Education and Equality of Opportunity

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Title: Education and Equality of Opportunity


1
Education and Equality of Opportunity
  • Ben Hylla

2
Equal Opportunity?
  • Equal opportunity does not mean that everyone
    will have the same income and equal status.
  • Only that each person has the same starting
    line

3
School Models for Equality of Opportunity
  • Common School Model
  • Sorting Machine Model
  • High Stakes Testing Model

4
The Common School Model
5
Common School Model
  • Insures that everything is on equal footing by
    placing rich and poor in the same school
  • Does this hold true in the real world?

6
The Sorting Machine Model
7
Sorting-Machine Model
  • Attempts to overcome family background by testing
    and examining student and placing them into areas
  • Competition takes place within the schools
  • Tested in Middle School
  • Nature v. Nurture?(intelligence test or biased
    testing)

8
High-Stakes Testing
9
High-Stakes Testing
  • High stakes test are given for each course in the
    core classes
  • All test will select a right position and test
    scores will show employers qualifications

10
Education, Gender, and Income
  • There is a close relation to income and education
    but also in social factors
  • P.46,47,48,and 49 show mens earnings outweigh
    womens earning on the same levels of education
  • Although higher education generally means higher
    income, equality depends on equality of
    opportunity in the labor market

11
Education, Race, and Income
  • White non-Hispanic earnings are highest accept in
    advanced degrees
  • If we want to achieve equal opportunity we need
    to remove gender and race bias in the labor
    market
  • What steps have been taken to do this, and what
    else could we do?

12
Cultural Capital Child-Rearing and Equality of
Opportunity
  • Cultural Capital- the economic value of a persons
    behaviors, attitudes, and knowledge
  • Middle class family childrens parents involve
    their children in many activities that help them
    to have things such as better punctuation and
    increase their chances of getting a higher class
    job
  • working class childrens parents let the child
    do things without much intervention

13
Cultural Capital Preschool and Equality of
Opportunity
  • What is troubling about the following facts?
  • Strong factors of childrens math scores
  • Owning a home computer
  • Exposure to performing arts
  • Preschool
  • Weak factors
  • educational expectations of family
  • Frequency of reading
  • Number of tapes, records, or CDs
  • Sports and clubs
  • Arts and Crafts activates
  • Strong factors of childrens reading scores are
  • Frequency of reading (includes parent reading to
    child)
  • Having a home computer
  • Exposure to performing arts
  • Preschool
  • Weak factors
  • educational expectations of family

14
Schooling Why are the Rich Getting Richer and
the Poor Getting Poorer?
  • High educated, high paid jobs that need to remain
    in America do but companies moving overseas
    because labor is cheaper results in less work for
    lower educated, lower paying jobs

15
Shopping for a Public School Education, Social
Class, and School Districts
  • Schools in high income areas have high college
    attendance rates but housing and cost of living
    is also much higher making it hard for middle and
    lower class to enter into them
  • On the U.S. Department of Education web-site they
    have a guide to finding a good school for your
    child in the areas around you
  • http//www.ed.gov/parents/schools/find/choose/inde
    x.html

16
Central City Schools
  • Poor academic performances in central city
    schools are because of
  • Large enrollments
  • High rate of teacher absenteeism
  • Safety problems
  • High discipline rates
  • Transferring schools
  • Single parent homes
  • At least 3 hours of TV a day
  • High rates of teen-age pregnancy
  • Exposure to crime

17
Social Class and At-Risk Students
  • At-Risk Student- identification of a potential
    academic problem
  • Factors that go into at-risk students(the more
    factors they have the more likely to drop out)
  • Lowest socioeconomic status
  • Changing schools two or more times between grade
    1-8
  • Average grade of C or lower in grades 6-8
  • Being in a single parent household during grade 8
  • Having one or more siblings who did not complete
    high school
  • Being held back one ore more times from grades 1
    to 8 greatest factor if they will drop out or
    not

18
Tracking and Ability Grouping
  • Tracking- separates students into different
    curricula such as college preparatory,
    vocational, and general.
  • Ability- places students in classes according to
    their abilities this is mainly the United States
    grouping method
  • Higher incomehigher ability

19
Should Tracking and Ability Grouping be Abolished?
  • Yes
  • Allows high achievers to progress faster
  • No
  • Fosters social inequality

20
Social Reproduction
  • Social reproduction- schools play a role in
    maintaining differences in social class
  • Ex. Low income families live in a low income
    neighborhood with poor schooling therefore
    receive lower education and end up living back in
    low income areas.

21
Conclusion/Discussion
  • Can schools provide equality of opportunity?
  • If no, what can be changed?
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