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MSNBC’s Tamara Hall and Hill Harper and

MSNBC’s Tamara Hall and Hill Harper and Ebony Magazine partnership to take on education issues in Making the Grade. NOW! http://ht.ly/2pPnq

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Categories: Uncategorized
  1. August 17, 2010 at 10:58 am

    I watched the show that aired Sunday at 12 noon entitled “Making the Grade.” As a former teacher and now director of human resources and compliance, I would love to secure a copy of the show. Please let me know how this can happen. I am interested in every teacher and administrator having the opportunity to view this document in my school district. I look forward to your reply. I can be reached via email above.

    My sincere thanks are extended to the network, Tamara Hall and Hill Harper for such a wonderful and worthwhile document. We need to move and do something to help the children of this country.

  2. August 20, 2010 at 7:11 pm

    check out my comments on “Making the Grade” on “Msnbc and Ebony Magazine/ Paretnership to take on education issues. dated july 28, 2010.

  3. August 22, 2010 at 12:26 pm

    I previously stated on the website”Msnbc and Ebony Magazine partership to take on education” dated 7-28-2010, most commentators seemed to be sincere in expressing their viewpoints. Mike Fineberg, of K

  4. August 26, 2010 at 1:52 pm

    ,

    Lackawanda :I previously stated on the website”Msnbc and Ebony Magazine partership to take on education” dated 7-28-2010, most commentators seemed to be sincere in expressing their viewpoints. Some times the answers to some of our most pressing problems lay, right under our noses…Forty four years have passed since the findings of the “Coleman Report” were released in 1966. The report , among other things, pointed out that minority schools were not particularly unequal..The data showed that neither teacher-pupil ratio, nor per-pupil expenditures showed any relationship to minority academic achievement.. The findings of the study confounded the experts in educational social policy. Congress, educational social policy makers, as well as the authors of the study, had expected that unequal resources and unequal school outcomes were mainly in the Southern states..
    The Coleman Report data showed more than anything else, that minority students(mostly Black) were not, in large part, benefiting from the public school system….The longer they stayed in school, the dumber they become, if one measures dumbness by the distance behind the national norms. The study also showed that this phenomenon, the cumulative deficit, was in no way unique to Southern states.. According to the study, it was definitely nationwide! Unbelievable as it may seem, the Coleman Report was greeted with silence and indifference. Little concern wa shown by the Department of Health, Education, and Welfare, the professional educational community, or the Black community’s leadership organizations..In 1969, under the leadership of Daniel P. Moynihan, later a senator from New York, and Thomas Petttegrew, a social psychology professor, a faculty seminar was organized at Harvard University to re-examine the data on which the Coleman Report findings were based..The group was composed of distinguished professors inside and outside of the field of education. After three years of intensive study and analysis by the Harvard group, much of the original data was revised, but the primary conclusions remained the same..Black students were not substantially benefiting from attendance at public schools. The relative standings of Black students in relation to White students remained essentially constant in terms of standard deviations, but the absolute difference in terms of grade level discrepancies increased over time..The longer Black students stayed in school, the further behind they slipped…

    The Harvard study findings and analysis were published in a book titled”On Equality of Education of Opportunity”(Mostseller, F; and Moynihan, D.P.). The report found that two variables made a major difference for Black students; social class and”Sense of Control of the Environment”. The teacher effect, meaning teacher training and experience, etc. , also made a difference, but it was extremely slight..Socio-economic status was predicitive of school outcomes because Black students who scored high on these variables tended to have acquired more of the class values which schools are based on, including language, culture and interest.. Although they still displayed features of the cumulative deficit, their school outcome measures were significantly higher than those of Black students in the lower-socio-economic levels.. Considering the school as a cultural entity, the closer the students are to the culture of the school, the greater their outcome score will be!
    In the Coleman Report and the Harvard re-examination of all variables measured, including all measures of family backgrounds and all school and academic variables, one variable “Sense of Control of the Environment” showed the strongest relationship to students’ academic achievement..Black students who had a stong sense of control of the environment(school setting) scored better than Whites students with a weaker sense of control..Sense of control of the environment according to the Coleman Report follows :Achievement or lack of achievement of children from disadvantaged groups appears closely related to what they believe about their environment, whether they believe the environment will respond to reasonable efforts or whether they believe the environment is essentially merely random or immovable.. Children from disadvantaged groups assume that nothing they can do can effect the environment…Sense of control of the environment appears to be related to the cultural context of the environment… As one of the researchers and co-author of the new book”Between the Rhetoric and Reality” Lauriat Press;Simpkins&Simpkins, 2009; It is my opinion and that of my co-author, that the “Sense of Control of the Environment” variable, was the most significant finding of the Coleman Report and the Harvard re-examination of that report…Both Coleman; et al, and the Harvard group “missed the boat” however when it came to understanding the importance of these variables..They failed to recognize what the “Sense of Control of the Environment” variable was measuring in Black students(especially Black non-mainstream students), and why it correlated so highly with school outcomes..A number of critics of the reports believed that the sense of control variable pointed out the need for community control of the school, and , in part, they were right..But the real significance of the findings had more to do with the exclusion and often antagonism shown towards the students’ language and value system, family structure, and overall culture..The fact that the public school system is a product of mainstream society, designed by mainstream educators for mainstream students, was overlooked..The school system was designed to be the primary vehicle for socialization..It was believed to be a great”melting pot” wherein culturally different students could shed their ethnic imperatives and blend into American society..The problem was and still is. that for sizeable number of Black students, there was and is no melting pot..The students tenaciously held on to their language and culture.. What was needed was a recipe for vegetable soup. To further complicate things, it was, and still is believed by mainstream(those in power) that non-mainstream students and their families have no culture, only a distorted version of White American culture..It therefore follows that having no culture of their own; they could be measured or judged only by the degree to which they had or have acquired White mainstream culture..Few scholars and educators considered that the students’ failure might not reside in the students’ family, culture, etc, but in the school system’s inability to accommodate cultural differences among these students..

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