Internal And External Factors Of Minority Education

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The United States of America is known as the ‘land of opportunity’ where people can find a better future for themselves and their families. Even though we have progressed as a Nation, and have programs to help students excel in education, there are certain cities in the U.S., where an equal opportunity in education is not easily provided to all students. This summary of research will analyze the internal and external factors of minority education, and the importance of supporting minority education in the Washington, D.C. area. According to the National Research Council, “the District’s public schools have made promising improvements after seven years of intensive reforms, but many disparities persist in academic resources and performance between …show more content…
The National Center for Education Statistics provides information and statistics for minority students and their education. In 2012, the dropout rates for black students in the Washington DC was 6.8% and 5.4% for Hispanic students; the main factor for such high drop-out rates was due to low family income (Stark & Noel, 2015, p. 6). Jessica M. Dennis, Jean S. Phinney Lizette and Ivy Chuateco’s (2005) discuss the factors that affect minority students in their educational goals from middle school, high school and on to college and say that high school students that aspire for a college education are “may be less equipped for college due to poor academic preparation from high school and lower critical thinking scores prior to college” (2008, p. 223). Research also suggests that students face challenges in their education development because their parents, some that have not graduated from high school, cannot sit down with their students to help them with their school tasks (Dennis, Phinney, & Chuateco, 2005, p. 223).
The publication education campaign in Supporting Minority Education is of extreme importance. Various scholarly reports and assessments show that that we have grown as a country, but not to the extent that we should. An evaluation done
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“These challenges — less government support for education and the need to educate more citizens in a global competition for economic growth — have forced education leaders to think creatively about new cost-effective models of higher education and innovative collaborations to support minority student success” (Handel, S., & Montoya, J., p. 2012,). In addition, “Improvements in Latino student achievement are sometimes hampered by the fact that their parents only have a limited understanding of the U.S. educational system. While all parents aspire for a better future for their children, many Hispanic parents have not attended U.S. schools themselves and, as a result, are less able to guide their children through the intricacies of the system” (Handel, S., & Montoya, J., p. 2012). In efforts to help minority students, the DCPS school system commenced a program to empower males of color, and this has brought much questioning because a similar program has not been created for girls of color causing many legal and ethical disparities and possibly violations of federal anti-discrimination laws (Wexler, 2015). A report by the National Education Association’s Education Policy and Practice Department suggests that educators, school officials and DCPS policy makers say that most parents believe that teachers are solely responsible for educating students; however, educators believe that it

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