A Rotting Apple: Education Redlining in New York City
In New York City public schools, a student’s educational outcomes and opportunity to learn are statistically more determined by where he or she lives than their abilities, according to A Rotting Apple: Education Redlining in New York City, released by the Schott Foundation for Public Education.
Primarily because of New York City policies and practices that result in an inequitable distribution of educational resources and intensify the impact of poverty, children who are poor, Black and Hispanic have far less of an opportunity to learn the skills needed to succeed on state and federal assessments. They are also much less likely to have an opportunity to be identified for Gifted and Talented programs, to attend selective high schools or to obtain diplomas qualifying them for college or a good job. High-performing schools, on the other hand, tend to be located in economically advantaged areas. Continue reading >
Foreword by Dr. Pedro Noguera
New York is a city of contrasts and extremes. It is home to some of the wealthiest people in the world and some of the poorest. While some New Yorkers worry about the fluctuations of the stock market and the price of antiques and rare art for sale at Sotheby’s, others struggle to find an affordable place to live and barely survive on minimum wage salaries. Politicians from both major parties come to New York to fundraise, bringing home millions of dollars from a single dinner, while New Yorkers in neighborhoods like the South Bronx and East New York cope with high rates of homelessness, asthma, diabetes and infant mortality. Continue reading >
© Copyright 2011 Schott Foundation for Public Education. All rights res
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