When families move into an area, one question asked is, “What is the school district, and specific school my child will attend?” In many areas throughout the United States, one’s zip code determines the answer to this question. The purpose of this paper is to compare Highland High School (zip code 87108) to La Cueva High School (zip code 87122) to determine first, the population’s social stratification and second, the effect the zip code has on the population’s education at each school. Social stratification, as defined by Gollnick and Chinn (2013), is one’s rank, based on income, education, occupation, wealth and power, in society. The data collected for this paper reflects these details.
Data Collection
Table 1 reflects data collected …show more content…
Additionally, they suggested that social stratification notably reflects one’s income and, ultimately, his level of education. Evidence of this suggestion is confirmed in Table 1. The neighborhood surrounding HHS identifies significant poverty with 29% of the population earning less than 15K annually. This significant poverty is evidenced by the very low percentage of jobs in management (8%). Furthermore, the lower income directly affects the overall education level of the area as noted by the percentage of 2-year college graduates versus master degree graduates in the same neighborhood. When the same data is compared to the LCHS neighborhood, it is clear that Gollnick and Chinn’s claim that occupation ultimately determines income and education determines occupation education is a valid …show more content…
Unfortunately, qualifying school zones by zip code encourages inequalities and segregation (as evidenced in the area of Population in Table 1). In the case of LCHS and HHS, an extreme difference in the percentage of Hispanics versus White races also exists at these schools. Some may suggest that charter schools eliminate the inequalities that zip codes create. Others may suggest that bussing provides enough population mixture to prevent the inequalities established by zip code zoning. The data in Table 1 indicates that except in the area of student-teacher ratio, occupation and subsequent income levels define a student’s future educational
Data Collection
Table 1 reflects data collected …show more content…
Additionally, they suggested that social stratification notably reflects one’s income and, ultimately, his level of education. Evidence of this suggestion is confirmed in Table 1. The neighborhood surrounding HHS identifies significant poverty with 29% of the population earning less than 15K annually. This significant poverty is evidenced by the very low percentage of jobs in management (8%). Furthermore, the lower income directly affects the overall education level of the area as noted by the percentage of 2-year college graduates versus master degree graduates in the same neighborhood. When the same data is compared to the LCHS neighborhood, it is clear that Gollnick and Chinn’s claim that occupation ultimately determines income and education determines occupation education is a valid …show more content…
Unfortunately, qualifying school zones by zip code encourages inequalities and segregation (as evidenced in the area of Population in Table 1). In the case of LCHS and HHS, an extreme difference in the percentage of Hispanics versus White races also exists at these schools. Some may suggest that charter schools eliminate the inequalities that zip codes create. Others may suggest that bussing provides enough population mixture to prevent the inequalities established by zip code zoning. The data in Table 1 indicates that except in the area of student-teacher ratio, occupation and subsequent income levels define a student’s future educational