The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
44. Urban Dropouts: Why Persist?
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Greg S. Goodman & Adriel A. Hilton
As we are all too keenly aware, the national educational statistics tell a very troubling and foreboding story about life for students within America’s urban classrooms (Banks & Banks, 1989; National Center for Education Statistics, 2006). African American students embody 17 percent of the total U.S. student population, but African American teachers represent only 6 percent of all teachers in the U.S. (Leaving Schools, 2004). For Hmong and other minority groups, the gap can be even more acute. African American male teachers comprise just one percent of America’s total teaching force. Underscoring those dismal numbers is the fact that there is no staff of color in 44 percent of the nation’s schools (National Center for Education Statistics, 2006). Based upon these demographics and the cultural mismatch they portray, is it any wonder that inner city schools are failing their students and continuing to fall further behind (Beachum & McCray, 2008)? This is failure by design (Duncan-Andrade & Morrell, 2008). Why persist? Indeed!
The Children’s Defense Fund reports the alarming fact that one American high school student drops out every nine seconds (Leaving Schools, 2004). In 2007 that statistic equated to 6.2 million students in the United States between the ages of 16 and 24 dropping out of high school. These data are further substantiated by the Center for Labor Market Studies at...
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