ECE 673 Early Childhood Education Advocacy Policy Social Justice

ECE 673 Early Childhood Education Advocacy Policy Social Justice

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ECE 673 Early Childhood Education Advocacy Policy Social Justice

 

Lucinda Chavez sat silently as Father Michael Lewis approached the microphone to address the Centerville Board of Education. Lucinda had been superintendent for only a few months, but she already knew much of the history of Centerville School District (CSD). Until the 1960s, Centerville had been a dual school system composed of the Lincoln Schools for African American children and the Centerville Schools for White children.

After considerable encouragement from the state government, the schools were consolidated in 1968. Since that time, CSD had been officially integrated. Lucinda knew that Father Lewis planned to use anecdotes to support his claim that racial inequalities in educational opportunities and discipline practices remained commonplace at CSD. Unfortunately, from what Lucinda could ascertain, Father Lewis had a legitimate concern.

Father Lewis spoke eloquently as he told the story of 12-year-old Alejandro. Alejandro’s parents had come to Father Lewis’s church for help. They finally admitted that they were in the country illegally and told of the hardships they had endured to finally reach Centerville. Now broke, hungry, and desperate for work, the parents had tried to enroll Alejandro in school.

According to Alejandro’s parents, Centerville Middle School counselors and administrators had requested proof of citizenship, which of course they did not have. Administrators were reportedly rude and threatened to call the police. Afraid of deportation, Alejandro and his parents fled the school and into Father Lewis’s church.

Father Lewis told the story of Michael. Michael was a bright African American youth whom Father Lewis knew well. By the time Michael was in the ninth grade, he was being watched closely by several college basketball recruiters. Unfortunately, Michael was not always teacher friendly and, in spite of his repeated request for placement in college prep courses, he was placed by his high school counselors in lower-track courses and study hall.

As graduation approached, it was obvious even to Michael that his dreams of playing college basketball had ended when his course work did not meet NCAA Clearinghouse requirements. By age 22, Michael was wealthy, feared, and dead. His mother and Father Lewis blamed the Centerville High School faculty for denying Michael the opportunity to take college courses.

Father Lewis than spoke of the number of African American and Latino children in “dumbed-down” classes, the lack of access to advanced placement courses, the harsh discipline of any child of color who happened to cross the line, and the discrimination in numbers and value of scholarship awards to children of color.

Father Lewis ended his speech: “Ladies and gentlemen of the board, these are our children, and with them go all of our hopes and dreams. In all fairness, the insidious discrimination in Centerville School District must end.” As Father Lewis sat down to thunderous applause, the board chairperson thanked him and moved to appoint a committee to study the problem. Lucinda knew it would be a difficult challenge to lead the board to a reasoned discussion of Father Lewis’s claims.

Regarding the case of Michael…

1. Why would counselors place Michael in lower track classes even after he requested that he be placed in college prep courses?
2. Is this a form of discrimination?
3. Why would these types of incidents be difficult to confront?
4. What is one resource that you could share with your peers to support best practices working with students of color who may be victims of silent tracking?

Resources may be from yearly conferences, websites, leaders in the field, peer-reviewed journal articles, blogs, etc., that support the issue at hand. Be sure to include any relevant information including the full APA reference entry and a brief description of how the resource supports leaders/administrators in that issue.

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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