Every day I see intelligent and gifted students wear away at the hands of society. These very students yearn for education, but are not given the tools and support that I am given in order to be successful. Like me, these students are considered to be in the “lower quartile”, which entails students who don’t receive the best education and are not fully prepared to achieve to and through college. However, this is due to the quality of the school’s education given. Low-income students are less likely to graduate from college and more likely to be unequipped for the next steps for their education. Therefore, low-income students are not given the same opportunities as wealthier students. Students shouldn’t be held back and not given equal education.
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In the article “Who Gets to Graduate” by Paul Tough, a writer, speaker, and journalists. In this piece he describes the graduation gap and what causes this division to occur throughout the educational system. Tough acknowledges, “... quarter of college freshmen born into the bottom half of the income distribution will manage to collect a bachelor’s degree by age 24… 90[%] of freshmen born families in the top income quartile will go on to finish their degree.” Finishing college with a bachelor’s degree exemplifies higher education, although many students “born in the bottom half of the income” in role in college but do not go on to finish. Furthermore, In the article “Graduation Gap Widens” by Jake New, New emphasizes how more minority students …show more content…
In essence, No Child Left Behind, law made to ensure that every student in a public school meets certain learning goals; has influenced students and teachers into thinking that they were not capable of graduating and any further success. In the article, “Wrong Answer” by Rachel Aviv, The New Yorker’s bestselling author. Explains a specific experience of a teacher and his middle school, Parks Middle School, and how they struggled with meeting state requirements due to the area they lived in and the hardships of the children attending the school. She includes the race of the students and teachers in order to explicitly identify them as minorities. Often times, minority people are associated with not going to college, let alone finishing high school and obtaining any further success. In addition, Tough thoroughly describes a “Graduation Gap” between wealthy students (majority race) and less fortunate students (minority race). Tough explains, “...Rich kids graduate; poor and working kids don’t.” Lower income students show great potential, although they are held back from furthering their knowledge because they do not “acquire” the same materials as wealthier college students. This just puts others who hear of this notion down and make them feel as though they cannot and will not
In the article “Who Gets to Graduate” by Paul Tough, a writer, speaker, and journalists. In this piece he describes the graduation gap and what causes this division to occur throughout the educational system. Tough acknowledges, “... quarter of college freshmen born into the bottom half of the income distribution will manage to collect a bachelor’s degree by age 24… 90[%] of freshmen born families in the top income quartile will go on to finish their degree.” Finishing college with a bachelor’s degree exemplifies higher education, although many students “born in the bottom half of the income” in role in college but do not go on to finish. Furthermore, In the article “Graduation Gap Widens” by Jake New, New emphasizes how more minority students …show more content…
In essence, No Child Left Behind, law made to ensure that every student in a public school meets certain learning goals; has influenced students and teachers into thinking that they were not capable of graduating and any further success. In the article, “Wrong Answer” by Rachel Aviv, The New Yorker’s bestselling author. Explains a specific experience of a teacher and his middle school, Parks Middle School, and how they struggled with meeting state requirements due to the area they lived in and the hardships of the children attending the school. She includes the race of the students and teachers in order to explicitly identify them as minorities. Often times, minority people are associated with not going to college, let alone finishing high school and obtaining any further success. In addition, Tough thoroughly describes a “Graduation Gap” between wealthy students (majority race) and less fortunate students (minority race). Tough explains, “...Rich kids graduate; poor and working kids don’t.” Lower income students show great potential, although they are held back from furthering their knowledge because they do not “acquire” the same materials as wealthier college students. This just puts others who hear of this notion down and make them feel as though they cannot and will not