Savage Inequalities in American Education

Soc 001 Elizabeth Ortega 4/20/2014 Savage Inequalities Irl Solomons history class Irl Solomons class has four girls in his senior homeroom, all of whom are either pregnant or have babies. This situation is catalyzed by the fact that the diploma offered by the ghetto high schools does not count in the United States job market. It is worth noting that not all students are enrolled in academic programs, nor do they proceed with their college after graduation. Of the 55 graduates, about 20 percent go through four year colleges. 10 percent got to class while 10-20 percent gets to higher education and an equal number join the military. The students in the class complain of unequipped labs, fault typewriters, dirty toilets, inadequate teachers and ignorance by the state as compared to other parts of America. Jennifers views on schools in poor area (Bronx East St. Louis) Jennifer notes that schools in these poor areas are hell, and that is the reason they moved. She argues that people in such areas must take the initiative of changing their lives and the levels of education in their schools. She does not support the idea of taxes from the rich states being used to improve the education status in the poor areas because these areas considered as poor have capabilities to improve the educations standards in their schools. However, she supports the fact that students from both the poor and rich areas should have the opportunity to take the same courses. Schools in poor regions must be equipped with the same facilities as those found in wealthy regions to provide equal opportunities for students. Contrast East St Louis with the school in Rye, New York Schools in Rye, New York, are far much better than the schools in East St Luis both in terms of infrastructure and student composition. In East St Luis, all the students are blacks, while in Rye the students are from different races (White, Asian and Hispanic). Only one to two percent of the students are of Black origin. In Rye,