莫道克代写Essay:美国各地的学校系统

2018-04-13 21:19

美国各地的学校系统都自愿将学校和学校隔离开来，而今天的学校和学校的隔离程度可能比民权运动的高峰时期还要严重。有压倒性的证据表明,种族隔离是一种有毒的社会问题,有助于巩固歧视性的观点和态度,影响特定人群的人,天生就把黑人和拉丁裔学生处于不利地位,弱化的社会资本在这些学生的社区和进一步扩大终身成就这些学生和白人学生之间的差距。在标准化考试中，黑人学生的成绩继续低于白人学生，他们在高等教育机构中所占比例较低，并且获得了压倒性的较低的财富。本研究将评估种族隔离对学生学业成绩的影响,为本研究的目的将包括标准化测试性能以及社会流动的属性,以确定最好的模型对美国学校系统,促进股权获得资源和高的学生成绩。本论文对学校种族隔离学校的学习成果和学业成绩进行了研究。从这些个案研究的回顾中可以得出一个假设，即种族隔离对非白人学生，尤其是黑人和拉丁裔学生是有害的。以下文献综述论证并支持了这一假设。研究得出结论，主要参加少数民族学校的学生并没有做好接受高等教育的准备，这一成就差距与他们经历种族隔离的程度有直接关系。研究还表明，所有学生都能从学校的多样性中获益;白人学生也因学校的重新隔离而处于不利地位。
莫道克代写Essay:美国各地的学校系统
School systems across the U.S. are voluntarily segregating their schools and schools may be more segregated today than they were at the height of the Civil Rights Movement. There is overwhelming evidence that segregation is a toxic social issue that serves to fortify discriminatory viewpoints and attitudes that negatively affect particular populations of people and innately puts Black and Latino students at a disadvantage, weakening facets of social capital in these students' neighborhoods and further widening the life-long achievement gap between these students and their White counterparts. Black students continue to score lower than White students on standardized tests are underrepresented in institutions of higher learning and achieve overwhelmingly lower rates of wealth.This research will evaluate the affect of racial segregation on student academic achievement, which for purpose of this research will include standardized testing performance as well as attributes of social mobility, in order to identify the best model for U.S. school systems that fosters equity in access to resources and high student achievement. In the present paper, several case studies that investigate the learning outcomes and academic achievement in segregated schools are evaluated. From review of these case studies a hypothesis can be formed that states that racial segregation is detrimental to non-white students, particularly Blacks and Latinos. The following literature reviews demonstrate and support this hypothesis. The studies conclude that students who attend primarily minority schools are not as well prepared for post-secondary education and that this achievement gap is directly related to the degree to which they experienced segregation. The research also shows that all student benefit from diversity in their school setting; White students are also disadvantaged by re-segregation of schools.

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