A Quote by Clint Smith
While the most disadvantaged students - most often poor students of color - receive the most considerable academic benefits from attending diverse schools, research demonstrates that young people in general, regardless of their background, experience profound benefits from attending integrated schools.
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By climbing a steeper road, the value and appreciation Delaware State students took and continue to take from their education and their experiences is just as great, if not greater, than students attending ivy league schools.
Less than one percent of U.S. college students attend Ivy League schools, and these students don't necessarily reflect the world's brightest and most capable thought leaders but, rather, the people who've been afforded the most opportunities to succeed.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
Students of color who attended integrated schools in the decades immediately following Brown were more likely to graduate high school, go to college, earn higher wages, live healthier lifestyles, and not have a criminal record than their peers in segregated schools.
Cutting NASA education funds would most severely affect students from low- to middle-income families and students from non-Ivy League-level schools.
College has become unaffordable for most of the kids who attend, and, while most of the population won't ever graduate from college, our high schools don't prepare students for that reality by providing vocational and occupational training.
When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.
Integrated schools help students achieve academic success in the present and personal success in the future.
Evergreen is arguably the most radical college in the country - and while it does lean far to the left in a political sense, it is the school's pedagogical structure to which I refer. Rather than placing students in many separate classes, most of our curriculum is integrated into full-time programs that may run the entire academic year.
The social science on the impact of desegregation is clear. Researchers have consistently found that students in integrated schools - irrespective of ethnicity, race, or social class - are more likely to make academic gains in mathematics, reading, and often science than they are in segregated ones.
It has been nine years since the Supreme Court decision outlawing segregated schools, yet less than ten per cent of the Negro students in the South are in integrated schools. That isn't integration, that's tokenism!
The future is built on brains, not prom court, as most people can tell you after attending their high school reunion. But you'd never know it by talking to kids or listening to the messages they get from the culture and even from their schools.
Ideally, schools should be supportive environments for students. Unfortunately, zero-tolerance policies tend to funnel vulnerable students out of schools and into prisons, low-income jobs, and poverty.
Most students are presented only with the evolutionary belief system in their schools, and they are censored from hearing challenges to it. Let our young people understand science correctly and hear both sides of the origins issue and then evaluate them.
Too often, our most vulnerable students - English-language learners, immigrants, poor kids, teenage parents, students with behavioral problems and learning disabilities - fall through the cracks.
Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.
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