Journal 3

While reading chapters 10 and 11 we came across a couple of passages that had a huge impact on us. One passage is on the middle of page 277. Kozol is talking about the difference between students’ accomplishments in school according to race. Kozol also brings up how students of a different race are plagued by schools with high turnover rights, which hinder the students’ potentials of learning. The passage that emphasizes this states, “The 97 percent black and Hispanic school continues to be plagued with a colossal dropout rate. Out of a freshman class of about 250 students in 1999, only 45 survived to enter twelfth grade three years later.” This passage shows the success rate for these ethnicities is becoming lower at an impressive rate. If this epidemic would be happening with students in a middle or higher class, the government, teachers and parents would be doing something to change it. The media and the public are less informed about this because of the stereotype that different ethnicities would never accomplish what they are capable of. This thought continues on page 283 where the education trust is quoted saying, “But, certainly, the widening gulf in math and reading levels between minority high school students and their white contemporaries-a devastating five-year gap between the races.” This emphasizes how minorities are falling further and further behind the average for white students that are at their grade level. Once again, this is not widely known to the public due to the low standards given to students of other ethnicities. We were shocked by these statistics because the government does know about these issues but does nothing to better the students’ education. The government sends off a vibe that states they could care less about the problems that are occurring in education that contribute to racism and helps the stereotypes continue.

Another passage that we thought was significant appears on page 124 where Kozol writes, “Numbers become everything. Live by the rubrics; die by any accidental dip in yearly scores. And to the winners go the extra $15,000.” Kozol is presenting several disturbing realities and is doing so effectively through the use of his specific language. These occurrences clearly upset this author; this can be easily recognized by Kozol’s short and choppy sentences and also his use of satire. He’s making the education seem like a game to be played by school officials and politicians, rather than something that is highly important and valued. This passage emphasizes the importance that has been put on standardized testing scores and how they have the potential to either make or break a school. This is a major issue discussed throughout Kozol’s book and this passage illustrates the author’s apparent frustrations about such testing very well.

There are many options to improve public education and provide America’s teachers and students with the help they need; we as a nation just aren’t utilizing these resources. As a consequnce, children every day are stripped of this opportunity due to our own inability to enact change. Kozol provides a good illustration of this which is found on page 263 when describing a letter he got from a little girl saying, " 'We do not have the things you have,' the third grade child named Alliyah told me when she wrote to ask if I would come and visit at her school in the South Bronx. “Can you help us?” America owes that little girl and millions like her a more honorable answer than they have received.” If we were to take the next necessary steps to help our collapsing education system, we may be able to help out children like this little girl and give her the right to a good education. As a result this will allow them to accomplish their dreams, succeed, and prosper in the world.