Unequal Has Criticized the Educational

¶ … Unequal" has criticized the educational system practiced in the urban areas of the United States, and has cautioned the Educational Department of the country towards the deterioration of the educational standards of the country, in particular the urban areas. Kozol has warned against the emergence of the great extremes of racial isolation, and has supported this claim through the fact that schools which previously integrated and adored the admission of the students irrespective of their racial background, have segregated. The author has devised the terminology re-segregation which hints at the reversal of the school policy, and their discriminatory attitude towards the people with diversified ethnic and racial background.

Discussion

The author has supported his claims through statistics, and has revealed that during the period of 2002-2003 more than eighty seven percent of the Chicago-based public schools enrolled black and/or hispanic students, whereas the percentage of the enrolment of the white students has been slightly more than ten percents. Similarly the percentage of the enrolment of the black students is ninety four percent in Washington D.C, more than eighty percent in St. Louis, Philadelphia and Cleveland, and Los Angeles, whereas in Baltimore and Detroit the percentage of black students is around ninety percent. The author has referred to the admission record of several high schools including John F. Kennedy High School, Harry S. Truman High School, and Stevenson High School have recorded extremely low percentage of the white students i.e. around four percent. During the interview sessions with the teachers of the respective schools, it was revealed that the admission of the white students in the school has been rare occurrence; in one of the cases the teacher revealed that she had her first white student after eighteen years of her teaching service in single school. The author has condemned the presence of these schools in racially mixed areas, and deplored their absence in deeply segregated inner-city neighborhoods. The author has urged the authorities to reevaluate the status and performance of these schools, and assess that whether these schools are bastions of contemporary segregation.

During the dialogue with one of the students, the author was informed that changes in the racial composition is proportional to the budget actions and political events, and these factors formulate the underlying decisions which eventually result in the demotion of the educational standard and practices. The author has explained that low-class parents are discounted in the educational policy, and therefore there are no provisions in the budgets for the low-class students.

The author has evaluated the causes of the racial segregation, and revealed that 'any serious effort to address racial segregation openly is the refusal of most of the major arbiters of culture in the northern cities to confront or even clearly name an obvious reality that would have been castigated with a passionate determination in another section of the nation fifty years before and which, moreover, the possibility still castigate today in retrospective writings that assign it to a comfortably distant and allegedly concluded era of the past' (Kozol, 2005). The author has explained that those schools are considered diversified where around three to four percent of the students are either white, Southeast Asian or Middle Eastern origin. The attribute diversified has been regarded as inappropriate adjective, and has been declared 'euphemism for a plainer word that has apparently become unspeakable' (Kozol, 2005). The author has further criticized the educational policy of the country, and has accused the careless approach of the government towards public schools, the government has been accused of encouraging the concept of cheap schools and expensive schools, and the terms are applicable on the students of the respective students as well.

The author has criticized the educational department for restricting the 'opportunity for preschool education for no reason but the accident of birth and budgetary choices of the government, while children of the privileged are often given veritable feasts of rich developmental early education' (Kozol, 2005). The quality of the students and their performance has great demarcation on the basis of the financial capability of the families of the students. The rich parents are able to provide better education to their children at very young stage which is responsible for the development of 'social competence and rudimentary pedagogic skills' (Kozol, 2005). However such skills are lacked by the students who are the residents of deprived and poverty inflicted neighborhood. The economic spectrum has been responsible for the excessive differences between the students of the respective segments. The author has referred to the pre-schooling system of Milwaukee, where most of the students initiate their pre-school at the age of four, however in such urban areas the lower income families are denied opportunities to register their children for pre-school education.

The classroom management has been discussed by the author with reference to the practices adopted by different teachers. According to the author, one of the teacher has devised a technique named Taylor-ism, which is a model of industrial efficiency, another technique named primitive utilitarianism has been adopted through which the control and monitoring of the class emerged as comfortable task.