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The book's primary content involved politics related to school financing, including expenditures and taxation, with less emphasis going to changes in curriculum. [1] Mirel argued that the social classes and races need to come together and cooperate so that the Detroit school system can be properly funded and maintain its academic standards; the author makes this view known in the epilogue. [5]
Banks in the U.S. denied mortgages to people of color in urban areas, preventing them from buying a home in specific neighborhoods. ... Public schools have an average math proficiency score of 84% ...
A slightly lower percentage of college-age Americans from rural areas go to college: in 2015, 67 percent from suburban high schools, 62 percent from urban high schools, and 59 percent from rural high schools. The difference is even larger for higher-income schools (73% suburban, 72% urban, 61% rural). [130]
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
A near 70-year debate in Texas continues to heat up: Is the choice school vouchers give parents a good thing, or is it a poison pill for rural schools?
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Nationwide, high school drop-out rates are centered in a few hundred public schools that are overwhelmingly impoverished, urban, and non-white. [43] The 2000 Census noted that roughly 50% of high school dropouts are employed and earning 35% less than the average national income while college graduates make 131% of the mean national income with ...
The emphasis on creativity was reversed in the 1980s, as public policy emphasized test scores, school principals were forced to downplay art, drama, music, history and anything that was not being scored on standardized tests, lest their school be labelled "failing" by the quantifiers behind the "No Child Left Behind Act. [214] [215]