Last updated: March 19, 2019
Topic: EducationTeaching
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1Left BehindDana Goldstein’s Left Behind? article discusses Ossining High School’s targeting programs at a time when public opinion was geared against race-based school experimentations.

  After reading the article, I would say that there’s a chance that Ossining’s school administrators and teachers would be successful in helping to lessen the achievement gap between white and black male students by implementing race-based support programs.While most communities in the country believe in integration to increase the achievement success of the minority groups, Ossining for its part adopts the system but implements various programs that would seem opposite what the state advocates.  According to Goldstein, the school’s administrators work on the premise that providing a race-focused programming system provides a higher degree of making more black or hispanic adolescents proceed to college.

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  For instance, Goldstein cited the Project Earthquake group as an example of a minority group in the school.  Members of this group are given enrichment and social support that they won’t get elsewhere.  These activities include career planning and group discussions.  Goldstein quoted an Earthquake member Jamal Rodney as saying that after he joined the group, his performance became better.The school’s programs to provide segregated support programs to at-risk minorities, Goldstein continues, gets support from middle-class parents.  The Ossining Matters was established in 2003 as a foundation that takes an active part in closing the achievement gap among students.  The group’s board is mostly comprised of whites but it has already made large contributions to support the school’s programs to help at-risk Hispanics or African-Americans.

Goldstein notes that the foundation has made it possible to redistribute the wealth of the affluent whites to the less fortunate minorities.  The foundation is in fact, in support of Project Earthquake.  It donates thousands of dollars to help uplift the morale of its members and help them achieve better graders in order to raise their chances of winning scholarships to different universities and colleges in the country.  More notably, Goldstein relates, the foundation funds the Guidance Discretionary Fund, which pays the college tuitions of poor but deserving students.While Goldstein was able to demonstrate the success of Ossining’s programs, the author was also careful to include the skepticisms and the challenges that are facing the school.  For one, the author cited the complaint filed against the school by the New York Civil Rights Coalition that views the Ossining’s innovations as segregationist programs.

  Other critics pointed out that the programs could make other white students feel discriminated because these programs are mostly targeting African-Americans and Latinos.  Goldstein also noted that some parents of gifted students might feel that their kids are being used as teaching assistants because there are programs that call for the bright, white students to help their struggling classmates.Despite the hurdles facing the school, the students, and the community as a whole, Ossining continues to move forward.  The school’s future success won’t be measured in weeks, or months.  It would take years for the programs’ participants to make their marks in the world.

  Should they succeed, that’s the best way that Ossining could continue with its liberal programs.  Goldstein ends her article by describing two high students walking for home.  One is black, while the other is white.  The white female student said that because of Ossining’s program, she got to know many people and their different cultures.  According to the author, the white, female student said that integration is the best thing she likes about Ossining High School.