The in standardized test scores is a clear

The history of United States, even
up to this present day, was never about equality, even after endless attempts
to promote the “all is equal” doctrine into society, the legacies of inequality
have been too internalized and remain. Education is believed to be one of the
fundamental right of all citizens, founding on the principles that it
establishes a basis for citizenship, public governance and happiness. However,
gaps in income, educational outcomes, and achievements have been reflected through
race, and inequalities spur.

            United States, since the 1970s, has
been witnessing an increasing trend of increasing achievement test score gap
between high and low-income children. (Duncan & Kalil & Ziol-Guest,
2017) Education, even from the earliest point in our development, can have a
meaningful and everlasting impact on our future growth. Growing inequalities in
income and wealth have contributed to more communities suffering from poverty,
family distress, and deprivation of stress. These symptoms translate
significantly into emotional and physical deficiencies in forms of decreased
lifelong health and opportunity (Sparks, 2013). These early life adversities
can severely shape the growth of children., The wide difference in standardized
test scores is a clear indication of the educational “poverty” suffered by
impoverished communities within the United States. Community is the root of the
problem.

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            Racial inequality has persisted long
after the emancipation of races. As a result of intended housing discrimination
and zoning laws, racial discrimination is translated into communities
surrounded by impoverishment and turmoil, particularly in the form of gang
problems, constant violence outbreaks and persistent racial inequality. Disparate
communities, separating in terms of races and socioeconomic status has placed
the lower status children under immense pressure and disadvantage. Those who
were born into low-income families encounter difficulties entering the middle
class (DeLuca & Clampet-Lundquist & Edin, 2016). Moreover, Judge
Mehrige (Bradley v. Richmond Board of Education) pronounced that “either we
deal with racial inequality and foster stable integration or just allow the
continuing outward spread of segregation by race and poverty.” Though less than
obvious, racial discrimination in communities has a more significant impact on
education than one would think.

            The research areas of education and
race, ethnicity, immigration has strong ties with one another, their
intersection are some of the most profound inequality that happens in the
United States. The widening gap in income, achievements, and educational
outcomes are highly correlated with increasing poverty within Black, Hispanic,
immigrant communities. Poverty is arguably the biggest contributor to the
development of young children. Poverty relays both physical and emotional
damages as a result of financial insecurity, lack of nutrition and inability to
access other resources to guide the student’s education. The Stanford Education
Data Archive has pointed out the black-white gap in test scores, and the long
term impact of poverty on the student. However, there has been endeavors by
both the public and the private sector in attempt to reduce the gap in academic
performance. As indicated by the State of Union Address in Education (Reardon
& Fahle, 2017), “average academic performance improved for students of all
racial and ethnic groups, but grew fastest among black and Hispanic students.”

            Government attempts such as the
offering of after-school tutoring program could potentially uplift the students’
success to a limited degree, but the source of the problem requires an external
program targeted at fixing poverties at the community level. Achievement disparities
between communities and their respective schools are the result of bifurcation
of our economy. Therefore, a long-term constructive plan is to implement
economic policies that sought to decrease the inequality gap, diminishing the “culture
of poverty” overall (Reardon, 2013). The school is a reflection of their
respective community, in order to have students be successful and become a
positive force in the society, we need to provide supportive communities that
promotes lifelong learning.

 

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