Opinion: Article “State Plan to revamp high school curricula met with tough questions

Today I happened upon an article concerning the New Jersey Public Schools. There was a two hour meeting to unveil a plan that would change the current requirements for graduation. The Corzine administration has embraced a plan endorsed by thirty three states to raise the standards in mathematics, science and proficiency testing. This will effect the current minimum graduation requirements which will increase by 10 credits. It will also require students to take on-line courses for classes in foreign languages and economics.

The plan is still on table for discussion and according to state administrators it could take a full year before it is implemented. However, there is fervent objection by many educators and others whom are opposed to further testing and mandates limiting options.


Some believe that this is just window dressing for a college preparatory curriculum. It appears that they want more options for students who do not plan to attend college upon graduation. Maybe the revisions will take this into consideration.

A few recent high school graduates whom are attending Cumberland College were in attendance for this two hour meeting. All of them said that they found themselves in remedial classes for subjects in which they thought they had learned. One student from Elmer who took a math test stated that she didn’t have sufficient knowledge to take it.

This is one example of many issues that is affecting graduates state wide. While I do agree that there should be more options, it is unexceptable to compromise a students education.


In my view, while the plan may not offer enough options, it does address some serious academic issues that warrant action. I think it is impossible to introduce a plan that would be amiable to all.
It is my hope that the glitches will be worked out in this plan so that graduates attending college will not have to take remedial courses.

My Perspective: Here’s a Plan for Saving Urban Kids

A few weeks ago as I was searching for some urban topics of interest, I stumbled across an interesting article about a plan to save urban kids. The article is on a blog written by a principal from Ohio, Jawanza Kunjufu. He makes a good case about various strategies that could be beneficial to children and their futures. However, there is no mention of key players that form a sense of agency to buttress his suggestions. While the parents, educators and administrators understand the significance of agency in fostering quality education, he excludes it.

It could very well be that, Jawanza Kunjufu, excluded the sense of agency because it has not produced any tangible results from his perspective. I’m of course only making an assumption because there is nothing to support this premise. I have never read anything pertaining to education that he has written. Therefore I have no prior knowledge of his past ideologies but he does state in the theme of the article, “Here’s one plan for saving urban kids”, qualifying it with “one” may be the basis for non-exclusion.

With that said I think some of, Jawanza Kunjufu, list of suggestions are palatable and should be entertained in an effort to prepare children for bright and productive futures. Let’s face it, without any direction, children become educated by the media and they envision themselves in unrealistic future occupations such as, sport stars, musicians, and comedians.

I would like to analyze a few of, Jawanza Kunjufu, suggestions because I think they are worthy of mention and critique. I will list them in the order written in his blog, which are 3, 4, 6, and 10. They are the following:

3) Institute Looping

He favors looping which is keeping the same teacher with the same group of students. The teacher has the student from freshman to senior year.

He believes the student will form relationship with the teacher making the school seem or appear smaller.

4) Raise Expectations

Kunjufu says research has shown teachers lower expectations for
poor children, boys, minority children and kids who are unkempt.

He says schools must enforce high expectations for kids without
exception. If you expect kids to perform poorly, they will. If you
expect them to excel, they will too.

6) Reading must be treated as the most important subject

Whether you look at kids in special education or prison, you will
find a large percentage with major reading problems, he said.

In the majority of black schools, Kunjufu said too often the reading
materials are not targeted to the kids’ interests. He urges teachers
to consider the reading materials that they have and ask if they
would interest their students, especially black boys.

10) Teach kids capitalism

Urban kids tend to focus on unrealistic career paths, such as
playing pro basketball or becoming a famous rapper. Schools
should teach them tools for more realistic careers where they can
gain similar fortunes.

Schools, he said, should be teaching kids about the stock market,
entrepreneurship and real estate. These careers can gain similar fortunes.

He suggested making a senior project in which three student-
designed business plans would get $50,000 in seed money to
start the businesses. That sort of realistic incentive would
motivate kids to learn financial skills.

From my perspective these are valid proposals that should be evaluated from a pros and cons viewpoint. For instance, institute looping; may be good for students to develop bonds with the teachers over an extended period. The student will probably be less apprehensive about inquiry. At the same time the student is not being exposed to a dynamic environment, and therefore may develop a complex toward change. Nothing is as static as it was years ago and things change within our intellectual environment very rapidly. This may have some validity but there has to be some balancing so that the student learns to adapt to change.

Now let’s look at number 4, raise expectations, I think that this proposal is valid. Expectations should be the same for all children. They intuitively understand how they are being viewed. You should not vary intellectual material according to race, gender or ethnicity. Standardization for all is a must for equal education.

The next is number 6, reading must be treated as the most important subject. I concur with Kunjufu on this proposal. Literacy is the most important aspect of learning. If you cannot read then your level of understanding is diminished significantly. All content areas require a certain level of understanding for success. Students must read material of their interest to foster literacy. Reading, facilitates writing and language. Educators cannot over emphasize the importance of reading.

The last which is number 10, teach kids capitalism. It is important that students understand this because as he mentions, they can have unrealistic career expectations. Statistically the numbers are not in favor of most students becoming professional athletes. Educating students so that they are aware of real professional opportunities would clearly be to their advantage.

While I can appreciate some of Kunjufu s’ perspective it is not without flaws. Not once did he mention anything about parents, community, or extended family. It would be hard to foster this type of mindset without their involvement, from my perspective. Again maybe he intended to include them but assumed it was a given. He does make some good suggestions whether they are practical or not.

Kunjufu speaks of gender specific classes and that boys should start their education later than girls. He is contradictory because he states that everyone should have the same educational opportunity.

In a broad sense it is helpful to view the perspectives of educators on a national level. It can help shape and broaden your knowledge about the evolution of urban education.

Unequal Childhoods

There are some serious socio-economic issues that impact urban communities across the state of New Jersey. The real cost of living in New Jersey is the central issue for many families throughout the state but most importantly the urban centers. There are an astonishing number of families that meet the self-sufficiency standard whom are barely making ends meet. On the other hand there are families who are below or above the Federal Poverty Level (FPL), and many that are borderline-income is slightly above. Four out of the six families from unequal childhoods would have a tough time trying to maintain a lifestyle in New Jersey. This information is relevant to the urban educator because it will help with understanding the socio-economic dynamics of the community.

There are three families in Unequal Childhoods that would have a tough go at sustaining there families in Essex County, New Jersey. Take for instance the Taylor family, a single parent with an annual income of $20,000. According to the “Real Cost of Living In New Jersey” (NJRCL) they need an annual income of $39,000 just to be considered self-sufficient. There is a big disparity between the two, a $19,000 difference. To make things worst they can’t get any federal assistance. Keep in mind the FPL for a family of three was approximately $17,600.

Now let’s look at the two remaining less fortunate families the Brindles and the McAllisters, both receive public assistance. Neither of these families including the Taylor’s have any education beyond high school. According to “Not Enough To Live On”, households with in adequate income, 22% have less than a high school degree and only 36% have a high school degree. According to these reports there are families living in New Jersey that fit the aforementioned profile.

As for the Tallingers , the Williams, and the Marshalls they could live in New Jersey with there socio-economic position. There is only one family that lives in an urban area out of the three, the McAllisters and they have income which is double the self sufficiency standard for New Jersey with an annual income of $100,000.

This information will be useful for the urban educator because if gives him or her a point of reference. Being cognizant of the socio-economic issues within the community where you will be teaching can be a tremendous asset.

Unfortunately there are many problems associated with families who are socio-economically deprived. As an educator in an urban center, it is likely that I will be confronted with the 22% of families with inadequate incomes that only possibly have a high school diploma.

A concerned educator would want to have information that will help him or her develop the disposition needed to confront various issues. For instance, a student who you feel is genuinely interested in their academics becomes disinterested, maybe there are some mitigating factors which need to be implemented. It may require a call to the students home, to speak with the parents to get a gauge about their concerns. Whatever the issue may be having some knowledge about the community can help to resolve various problems.

In reality being an informed educator within the community will serve to help everyone involved, better understand each another. You can’t use the same approach for everyone in the community, especially in an urban city. It is so diverse that various approaches have to be adapted, to have an ameliorative effect.

My concern is for the student’s education and how I can motivate them to strive for excellence. To have an understanding that they can succeed regardless of the obstacles that may confront them. That hard work, persistence, faith and perseverance can supersede any of the negative in which they have no control.

Perspective: Urban Schools: What is Happening to the Urban Public Schools in this Country?

I will begin with an article that I recently read, about an urban school, Cardozo High School, located in northwest Washington, D.C. This school has a rich history which dates back to the early 1930s. At one time this school symbolized the essence of a quality education; currently it has problems of unimaginable proportions. My mother graduated from this school as well as several other relatives in my family. As a young man growing up in D.C., I never heard or read anything negative about it. This school is now plagued with so many disparaging issues that would dwarf any adverse dream I could have about it.

The architecture of this school is spectacular. It is considered a historical landmark. It’s located up on a hill and from this vantage point there is a magnificent view of other landmarks such as the Capital, the Monument, and many other important structures. It was known for its sports, marching bands, and academics. Its very existence and what it stood for made me proud to be a Washingtonian.

It sickens me to see the neglect of this iconic historical structure. Students complain that it is hard to focus on academia because of the neglect and disrepair. Paint peeling from walls and lockers, holes in the gymnasium floor, inoperable bathrooms along with numerous other infrastructure problems which could cost millions to repair

Why was this allowed to happen in the first place? Has it gotten that bad in some urban communities that the people, politicians and policy makers just don’t care anymore? What happened to the dignity, and moral fiber by which this country was built? Should we continue to rely on the very people that we elect, to perpetrate this outrageous neglect? How can students get a quality education when the infrastructure of the building is falling apart around them? It doesn’t take a rocket scientist to figure out what the result of this will be. The students are the ones who will be most affected.

The people of the community need to take a firm stand and confront the policy makers from the top down, and demand action. Registered voters have power and the politicians need your vote. Make it known that your voice will be heard and that you have a vested interest in the schools within your district. This is the only way to salvage our school system, to enable our children to get a quality education to compete in this global diverse economy of the 21^st century and beyond.

Introspective: The Real Cost of Living in 2008: The Self-Sufficiency Standard for New Jersey

The information in this document has enlightened and educated me on several issues that are related to self-sufficiency as it relates to the real cost of living in 2008. It is of no surprise that my professor in a graduate course, “Education in the Inner City”, assigned this as a reading assignment. There are myriad of challenging economic issues that have an impact on education within the inner city. Also, there are inadequacies with how the federal poverty level is measured. The teachers in the urban, suburban and rural schools need to be aware of federal programs that can aid soci-economically challenged families.

This document details some startling information as to what constitutes a family or person, to be designated as economically deprived. It makes a comparative analysis on the local, state and national level. Charts and graphs delineate annual incomes and hourly wages to represent that which is considered sufficient or insufficient (Federal Poverty Level-FPL). There are charts that illustrate the national average of pay for various occupations at different levels, professional and non-professional.

As I began to read and think critically about the information, it became apparent that it is imperative to be knowledgeable about financial issues relative to the cost of living in New Jersey. Some families who need assistance may not be aware of the various programs available to them. People who are struggling to sustain their daily living are often times occupied with mundane issues just to stay above board. They tend to look for answers from professionals such as teachers.

There are arguably many inadequacies with how the FPL is determined, however I think that is for a separate lengthy discussion of its own. For instance, there are antiquated metrics used to make decisions as to who may be eligible for federal assistance. It doesn’t take much intelligence to understand that metrics which were adequate four decades ago surely are not today. Costs associated with housing and childcare varies significantly by state, county, and national levels. These are essential cost incurred by most families, and there has to be some amendments made to account for these disparities.

I will urge any professional educators to acquaint themselves with the information in this document. I feel that it is incumbent upon me to be aware these issues, which enables me to have an understanding about the dynamics of living standards throughout the state. As a teacher in an urban school, it is feasible that I may be confronted with some of these issues and will be in a position to help some families.

Some of the students we teach could conceivably be in a position to enact legislation enabling the revision of current federal standards that will better serve future generations.