Education Infrastructure
Infrastructure Observation Proposal: How well does the College Station School District provides accessibility to a quality education to its residents?
As the world transforms into a more complex society, the demand for quality education is increasing for the rising youth population. Especially within Texas, where President George Bush’s “No Child Left Behind Act” failed Latino children in terms of education accountability. (Angela Valenzuela. The Accountability Debate in Texas: Continuing the Conservation. Austin, TX: Leaving the Children Behind.). Does the current education system provide children necessary skills needed for the future: Effective bilingual language education? Vital knowledge and encouragement needed for democratic participation? Perspective, understanding, and secular humanism? Does the College Station School District (CSSD) provide this sort of quality education?
Another question that rises in mind: How accessible is quality education, especially high school level, in areas such as impoverished communities? Educational outcomes may be determined by background characteristics (culture, language, gender, and social class) which students have little or no control. (Freire, P. 1995. Pedagogy of the Oppressed. New York: Continuum.) Schools within these economically degrading and diverse neighborhoods may lack the education adaptability needed for different cultures and mindsets made possible by Anglo-American thought processes and teaching techniques. Does the school district perform well by placing well-qualified teachers in these areas?
How efficient, not effective, are schools in providing quality education? Schools may be able to be effective in providing basic education, but the problem may be placed in the efficiency of education. If schools are more efficient, will it be possible for the schools to go beyond the bare minimum and teach critical concepts, such as the aforementioned secular humanism, to their young citizens?
As the world transforms into a more complex society, the demand for quality education is increasing for the rising youth population. Especially within Texas, where President George Bush’s “No Child Left Behind Act” failed Latino children in terms of education accountability. (Angela Valenzuela. The Accountability Debate in Texas: Continuing the Conservation. Austin, TX: Leaving the Children Behind.). Does the current education system provide children necessary skills needed for the future: Effective bilingual language education? Vital knowledge and encouragement needed for democratic participation? Perspective, understanding, and secular humanism? Does the College Station School District (CSSD) provide this sort of quality education?
Another question that rises in mind: How accessible is quality education, especially high school level, in areas such as impoverished communities? Educational outcomes may be determined by background characteristics (culture, language, gender, and social class) which students have little or no control. (Freire, P. 1995. Pedagogy of the Oppressed. New York: Continuum.) Schools within these economically degrading and diverse neighborhoods may lack the education adaptability needed for different cultures and mindsets made possible by Anglo-American thought processes and teaching techniques. Does the school district perform well by placing well-qualified teachers in these areas?
How efficient, not effective, are schools in providing quality education? Schools may be able to be effective in providing basic education, but the problem may be placed in the efficiency of education. If schools are more efficient, will it be possible for the schools to go beyond the bare minimum and teach critical concepts, such as the aforementioned secular humanism, to their young citizens?