Topic: RESPONSIVE POSITION PAPER - Structural Forces Impacting Equity

Order Description Assignment 1 From your perspective what has been gained and what has been lost in American urban schooling as result the changes from the village (one-room, rural school-house) concept of schooling to a system focus on bureaucracy, centralization and conformity? The American urban schooling system has seemingly led to the achievement of as much gains as it has lost from the adoption of the very system. These gains as well as losses are discussed in this paper. First, the One Best System achieved the abolishment of corporal punishment in schools which previously could lead to numerous unwarranted conflicts between parents and school administrations. Secondly, though the system and its apparent bureaucracies, women have generally become more empowered than they used to be. This has become possible since gender considerations have ensured that female students are equally elected into leadership positions in most American schools. The other most important gain from this system is the fact that every student regardless of their backgrounds or social status can access a standardized quality education (Tyack, 1980). As a matter of fact, their expenditures on education have been made equal so that both the wealthy and the less wealthy can spend equally on standardized education for their children. Despite the aforementioned gains, some scholars still find fault with the One Best System in America. One such fault is what Libert (2003) arguably calls, “the segregation factor.” According to him, this system entailed a lot of bureaucracy which turned out to be the real problem. These bureaucracies, he says, led to increased cases of racial discrimination, discrimination according to social class, and religious segregation as well (Libert, 2003). The centralization and conformity, for instance, ensured that a certain dominant religious group, race, or wealthier class generally dominates these bureaucratic ranks all through (Libert, 2003). An exception, however, is given to discrimination according to gender. References Libert, D. P. (2003). Rethinking the 'One Best System': A comparative analysis of charter and traditional public school governance in Delaware. Tyack, D. B. (1980). The one best system: A history of American urban education. Cambridge, Mass: Harvard University Press. Assignment 2 Given the reading, if you were a college-educated African-American in the mid-eighteenth century would you be more inclined to push for desegregated or segregated schooling and why? As a college-educated African-American in the mid eighteenth century, I would largely advocate for desegregated schooling. The reasons for my stance are discussed hereunder in details: First, segregated schooling disadvantaged African-Americans since they usually suffered from insufficient funding in comparison to the schools for the whites. In the early eighteenth century, the allocation of funds to schools used to be somewhat equal. As the mid-eighteenth century set in, however, the counties and cities got permission from the state allowing them to allocate school funds based on their own wisdom. This move led many county governments to into inequitably allocating huge amounts of funds to the ironically already wealthy white schools. The black schools ended up being extremely disadvantaged. Secondly, poor infrastructure was particularly a major concern in African-American schools. Due to the unequal allocation of funds in the segregated schooling system in America, black schools received very little funds which could not facilitate infrastructural development in their schools compared to their white school counterparts. As an African-American student, one would have no choice but to contend with the poor and out-dated infrastructure in their schools. Additionally, the only textbooks available for them were the obsolete ones previously used by their white counterparts. This was a disadvantage since it would consequently dig into the education standards in those schools. Finally, I would champion for desegregated schooling because of the racial intolerance of the segregated schooling system. As long as segregated schooling continued, neither the blacks nor whites could embrace each other irrespective of their racial differences. In conclusion, therefore, segregated schooling did very little to quench eliminate the inequality that rocked America in the mid-eighteenth century. Instead, it promoted massive inequalities that only helped in tearing Americans further apart. There was dire need for such a system, therefore, to be abolished for America to progress democratically and economically as well. References Ikpa, V. W., & McGuire, C. K. (2009). Narrowing the achievement gap in a (re)segregated urban school district: Research, practice, and policy. Charlotte, NC: IAP Information Age Pub. Reef, C. (2009). Education and learning in America. New York: Facts On File. Assignment 3 Tyack explains that Philip Boyer and his colleagues were concerned with the "Negro Problem", but their response was not to try to use the school to expose and correct the racism of American Society but rather to "adjust" the black child to the white middle class norms educators accepted unquestioningly. What evidence do we have in today's urban schools, overall, that this approach or thinking has changed? And if so, is it enough? According to Rothstein (2013), many black children still attend schools in racially and economically isolated neighborhoods. The statistics as taken by the US Census Bureau show that 39% of black children are from families with incomes below the poverty line, in comparison to 12 percent of white children (Rothstein, 2013). Also, Mickelsen (2015) adds that most urban schools are designed around the white child needs. She further notes that, despite the schools being made up of many colored children, their teachers are mostly white, and no black parents sit in the schools board or the union negotiating committees. As a result, many of the Black children are suspended or expelled on grounds of being mentally disturbed or mentally challenged compared to the white counterparts (Mickelsen, 2015). This happening only confirms what Tyack (1974) describes the white’s perspective on black children. It is clear that kind of approach has not changed given that the white children are preferentially treated compared to blacks. References Mickelsen, L. (2015 February 23). Forget about fixing black kids: What if we fixed white liberals instead? Retrieved from https://www.minnpost.com/community-voices/2015/02/forget-about-fixing-black-kids-what-if-we-fixed-white-liberals-instead Rothstein, R. (2015 August 27). For Public Schools, Segregation then, Segregation Since education and the unfinished March. Retrieved fromhttp://www.epi.org/publication/unfinished-march-public-school-segregation/ (Links to an external site.) Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, Mass: Harvard University Press. Assignment 4 Author Wilson calls the exodus of black middle class and working families from neighborhood ghettos as the "removal of a social buffer" for the underclass. Do you agree with this supposition and the potential implications he purports (particularly as it relates to schooling and education in the urban setting)? Also, do you agree with his position about supporting the usage of the word "underclass"? I agree with Wilson J. that the migration of middle class and working class families is the removal of social buffer for the “underclass”. The middle and working class supports the education system in the ghettos indirectly. By them working in the industries, they assist in boosting of the economy in the ghettos. Moving away also indicates that the children in the ghettos lack role models since majority of them who access education are in the middle and working classes (HEALEY, J. 1968). The current welfare policy emphasizes on work as the solution to curb poverty. The people who benefit from this policy are the working class and middle class. Indirectly, when they benefit from this policy, they will inject the benefits it into the ghetto neighbors. When they move, indirectly the “underclass” will not benefit from the welfare reform. In his intension to bring out the effect of working class and middle class migration, Wilson use of the name “underclass” is appropriate (Wilson, W. J. (2012). This helps the reader to see how the underclass is disadvantaged in the society through the factors they can control and others they don’t have control over. However, I object the idea of labeling a community since they to perceive themselves negatively as labeled. References HEALEY, J. (1968). INDUSTRIALIZATION, CAPITAL INTENSITY AND EFFICIENCY*. Bulletin Of The Oxford University Institute Of Economics & Statistics, 30(4), 323-339. http://dx.doi.org/10.1111/j.1468-0084.1968.mp30004004.x Loubert, L. (2012). The Plight of African American Women: Employed and Unemployed. The Review Of Black Political Economy, 39(4), 373-380. http://dx.doi.org/10.1007/s12114-012-9140-8 Rolison, G. (1991). An Exploration of the Term Underclass as It Relates To African-Americans. Journal Of Black Studies, 21(3), 287-301. http://dx.doi.org/10.1177/002193479102100304 Assignment 5 Wilson, in this week's reading, discusses joblessness, poverty, marriage and the family structure. He also shares insights from economists Bowles and Gintis about the way in which schools prepare and condition young people for the workforce. Do you think children from female-headed households in poverty can ascend academically and professionally to high-level white collar jobs in the workforce? Explain your position. Class structure and gender inequalities have significantly dominated the educational andworkforce sector. Educational success and the intake of joining the job market is higher inthe male-headed household than female-headed households with their children.According to Bowles and Gintis in 2002, children from female- headed households in poverty are not in a position to ascend academically and scoop the white collar jobs. This is because of theexistence of relative immobility from one stratification to the other. The disadvantagedposition the female-headed households are faced with compromises the child’s academicperformance which plays a significant role in the children’s scope of job acquisition later inlife (Smith, 2006, p. 19). Children from female-headed households and belonging to the underclass are subjected tothe cycle of deprivations dimming their hope for a better academic base and access to white collar jobs. (Wilson, 2012, p. 67). References: Bowles, S., & Gintis, H. (2002). The inheritance of inequality. The Journal of Economic Perspectives, 16(3), 3-30. Smith, J. M. (2006). Neighborhood and school context on extracurricular participation and educational outcomes. The Pennsylvania State University. ProQuest. from Written Response - CRITICAL QUESTION from Wilson Reading (Truly Disadvantaged book) Oct 5, 2015 9:28pm Fulwah Aldosari Teresa Reese I agree with Teresa Reese basis of the argument that children from the female-headed households can succeed in the two spheres. The validation and evaluation of points that act as limiting factors to academic and professional white collar jobs are wellresearched. The scope of the argument brought forward is broad, covering interrelatedconcepts. The first assignment can be used for further studies in the assessing thedynamics of educational equity. References Bowles, S., & Gintis, H. (2002). The inheritance of inequality. The Journal of Economic Perspectives, 16(3), 3-30. Smith, J. M. (2006). Neighborhood and school context on extracurricular participation and educational outcomes. The Pennsylvania State University. ProQuest. Assignment 6 In the reading the author discusses the degree to which policies erected under the principles of equality of individual and group opportunity are incapable of comprehensively addressing the plight of the underclass. Consequently, he proposes a universal economic policy (strategy) as answer to not only addressing their needs but the needs of other groups. Do you think it makes more sense to put the author's proposal in place OR assemble and implement a policy under the principle of equality of life chances to address the needs of the underclass? Explain. I think it will make more sense if a policy under the principle of equality of life chances is assembled and executed as a solution to address the needs of the underclass. Firstly, a policy under the principle of equality will be a long-term solution as compared to the universal economic policy (Wilson, 2009). Secondly, a policy under the principle of equality of life will allow a clear discussion of the race and poverty matters. Normally, as a nation we shy off from discussing the topics even if they have proved to bring unending problems (Wilson, 2012). Thus, this will facilitate the awareness of the benefits that could accrue to the nation if the needs of the underclass are earnestly addressed and eradicated. Lastly, such a policy will also attempt to neutralize the racial biases that are common in our nation. The neutral races will be achieved through coming up with initiatives that are beneficial to all people irrespective of their race (Allard & Small, 2013). References Allard, S. W. & Small, M. L. (2013). Reconsidering the urban disadvantaged the role of systems, institutions, and organizations. The ANNALS of the American Academy of Political and Social Science, 647,1, 6-20. Newman, K. S. & O'Brien, R. (2011). Taxing the poor: Doing damage to the truly disadvantaged (Vol. 7). USA: University of California Press. Assignment 7 Which set of factors (in the More than Just Race book) carry the most weight as far as impacting the welfare of the underclass, cultural factors or structural factors? Explain. Cultural factors are more to blame than structural racism for the poverty of the minority groups especially black people in the American society. In the past, institutional racism confined Blacks to the poor inner cities that led to the development of ghettos and pathetic living standards as compared to the majority white population. These policies are the basis of major protests that led to the revolutions against racial separation (Wilson, 2009). However, since the great revolution that ended the separation, minimal progress in terms of social welfare has been attained by the black population. In fact, the policies that were enacted served as a good framework for the improvement of the conditions. Their success has only been evident on a few members of the black community who have taken the opportunities given by equity to progress in social fronts (Wilson, 2012). To the majority of the black population who still live in the inner-city ghettos, their poverty levels can be seen as a subject of cultural factors rather than the structural racism. References Jarvis, P. & Parker, S. (Eds). (2006).Human learning: An holistic approach. Routlege. Reader, C. (2013). Summary of exporting America. Cork: Primeto Digital. Assignment 8 Is there one key policy that you would develop and implement that could effectively address the sociocultural and/or structural factors associated with Black male joblessness and Black family fragmentation in contemporary inner-city contexts, as described by the author? If so, what would it be and what might be the impact relative to urban schooling? Yes, the key policy that can effectively address socio-cultural and structural factors associated with Black male jobless and Black family fragmentation is by providing pathways to organizations such as public schools, social service agencies, juvenile and criminal justice systems. Investing in education gives children from low-income families a chance to get enrolled in school. When they enroll in primary schools, low-income, inner-city black youths are more probable to take too long to graduate due to suspensions or even drop out of school. Giving black youth’s quality education will consequently make them competitive in the job market after graduation (Quane et al., 2015). Moreover, many governments’ institutions greatly impact on the lives of the poor blacks. Juvenile and criminal justice system should focus on preventing and rehabilitating the inmates rather than treating them harshly as witnessed in prior decades. The government can put up schools to cater for detainees. Enrolling the detainees in such schools enable them to get educated while others get a chance to continue with their education. When their detention period comes to an end while they are graduates makes them competitive in the job market (Inman, 2015). Secondly, investing in building high-quality public hospitals will guarantee quality services to the sick. Some black men are unable to compete in the labor force due to limitation by the high level of disability and health. According to John Wilson, a good number of African-American rely on alcohol and drugs to relieve anxiety and depression (Smith & Joe, 1994) Last but not least is ensuring that no discrimination in the job market. Chafe 2015 recommends an expansion of such things as employment opportunities, improvement of education plans, better housing facilities, and the expansion of income increments to end inequality. Reference Chafe W. H. (2015). The Moynihan Report then and now. Retrieved from https://contemporaryfamilies.org/wp-content/uploads/2015/03/2015_Symposium_Family_Structure_PDF.pdf Inman .A. (2015). Social science. Retrieved from http://phys.org/news/2015-01-sociologists-state-black-families-years.html (Links to an external site.) Quane (Links to an external site.), J., Wilson (Links to an external site.), W. & Hwang (Links to an external site.), J. (2015). Black Men and the Struggle for Work.Retrieved from http://educationnext.org/black-men-struggle-work/ Smith, R., & Joe, T. (1994). World without Work: Cause and consequences of Black Male joblessness. New York: Russell Sage Assignment 9 You've spent the last few weeks reading Wilson's work typically as it relates to the degree to which cultural and structural forces create and reinforce inequalities and inequities for the underclass in terms of employment, schooling, housing etc. What stands out as the most poignant notion, concept, idea or piece of evidence? And how will that shape your thinking or approach, to policy-making, as a future school, district or university administrator? The most poignant concept in Wilson’s readings is the convergence of poverty and race. In these readings, it is clear that race is a factor that determines the emergence of an underclass society. Wilson examines the relationship between employment, education and race and makes surprising findings. He asserts that it is common to find some races and not others inner city ghettos populated by the underclass (Wilson, 2009). He argues that one of the solutions to inner city poverty is tackling the issue of racial inequality. He insists that structural and racial factors combine with each other to produce an underclass society (Wilson, 2012). Therefore, it is important for policy makers to look at the relationship between poverty in the inner cities and race and create frameworks to ensure that race in no longer a factor in the emergence of an underclass (West, 2003). References Kasarda, John. (2009). Inner-City Poverty in the United States. New York, NY: OUP West, C. (2003). Race Matters. New York, NY: Vintage Books. Wilson, W. J. (2012). The truly disadvantaged: The inner city, the underclass and public policy, (2nd ed.). Chicago, IL: University of Chicago Press. Wilson, W. J. (2009). More than just race: Being black and poor in the inner city. New York, NY: W. M. Norton & Company Publishing. Assignment 10 A few weeks ago you were queried as to which factors had the greatest impact on Black-male joblessness and Family Fragmentation of the underclass (as coined by Wilson): Structural or Cultural Factors? This week's required reading-from Rothstein-examines some of the same factors but juxtaposes them against the Black-White achievement gap dynamic. Has your original position, in terms of which factor has the greatest impact relative to this new variable (Black-White achievement gap) changed in any way or is/has it been reinforced? Explain. Rothstein reinforces the structural factors affecting the Black-Americans in a society with multicultural integration. It is these structural factors that affect students' performance in class. For instance lack of good housing exposes students to lack of a good place for studying and often change schools and teachers and schools due to migration (FTaylor, D. 2005). Furthermore, due to less access to hospitals and other healthcare services, absenteeism becomes the order of the day. The matter becomes worse when schools with more disadvantaged children are isolated. Schools in areas with low income black Americans, mostly consists of a high population of the black children. Integrating black students into schools that are dominated by privileged students narrows the black-white achievement gap (Rothstein, R. 2004). I believe integration of students is not the only solution to reduce the gap between the underclass and the white families. Other factors such as housing should be put into consideration. I agree with Rothstein statement that schools with a population of disadvantaged students have indiscipline and violence cases. I tend to believed that this is the case in Atlanta where it has been reported rampant cases of cheating in exams. Students from the underclass have less time for learning and therefore cannot do very well in class (Ralph Ellis and Elwyn Lopez, C. class 2015) References Ralph Ellis and Elwyn Lopez, C. (2015). Sentences reduced for 3 in Atlanta cheating scandal-CNN.com.CNN.Retrieved9November2015,fromhttp://edition.cnn.com/2015/04/30/us/atlanta-schools-cheating-scandal/ Rothstein, R. (2004) Class and schools: Using social, economic, and educational reform to close the Black-White Achievement gap. Washington, DC: Economic Policy Institute. Taylor, D. (2005). Class and Schools: Using social, economic, and educational reform to close the Black–White achievement gap. School Effectiveness And SchoolImprovement,16(4),445-449. http://dx.doi.org/10.1080/09243450500333716 Assignment 11 CRITICAL QUESTION - SIMULATION: As the new Superintendent of Atlanta Public Schools (APS), what top two (2) policy reforms would you advocate for and how would they be funded? Note: You have a flat budget going into the school year, meaning no new funds for new initiatives b/c everything's been allocated already. You may have to eliminate or cut back on something to support a new reform. The first policy reform of the new Superintendent of Atlanta Public Schools is to adopt the inclusion of the physically challenged students in the learning needs into the curriculum. Many students who face various physical challenges, particularly the crippled have not received adequate support services towards their learning. Such child exclusion goes against the state’s policy of education for all initiative (Rothstein, 2004). There is a need to sensitize the teaching force to accord such students adequate care and inclusion in the learning syllabus. A particular area of interest would be the teaching of physical education classes where the children would need teachers unwavering support in developing an effective learning need. The other policy that the Superintendent of the Atlantic Public school would roll out is the parents for learners programme. Through this initiative, parents would be required to support their children fully during the learning process. By collaborating with the particular teachers who handle the special case’s needs, the parents will be given the mandatory roll to identify and provide any special needs that their physically handicapped children would need. The involvement would go a long way in supporting the children need to learn in the school (Israel, 2013). References Israel, N. B. (2013, November 8). Brown eyes and blue eyes Racism experiment (Children Session) - Jane Elliott. Retrieved October 3, 2015, from Youtube: https://www.youtube.com/watch?v=gRnRIC9JQTQ Rothstein, R. (2004). Class and schools: Using social, economic and educational reform to close the Black-White Achievement gap. Washington, DC: Economic Policy Institute. Assignment 12 Rothstein details a myriad of potential reforms that could or would address closing the achievement gap. Of those mentioned which one policy reform would make the greatest impact on Atlanta Public Schools (APS) and why? It may prove quit challenging singling out the most effective reform strategy, in regards to closing the achievement gap, considering that various reform strategies are complementary and reinforces each other. For priority purposes, however, the most possibly effective reform strategies of those suggested by Rothstein (2004) is to focus on more practical teaching methodologies and assessments while reducing extensive theoretical teaching and assessment approaches, right from early childhood education (ECD). In Atlanta Public Schools, Teachers need to adopt this strategy, as a way of molding children capabilities to comprehend abstract theoretical concepts taught in schools (Rothstein 2004). The type of tests that are attached to the current education system is largely theoretical, and have the consequence of exerting too much of a constraint to pupils/students. Research indicates that education with more practical assessments is more sensible to one that is more theoretical (DiGaetano, 2015, p.325). A practically oriented teaching and assessment helps learners to relate theory to practice, thereby making learning easier and more enjoyable. It also builds multiple intelligence, as learners strives to put various senses during practices. If the concentration is lost in the ECD then children will be proceeding from a weak foundation (Marsh, Strunk & Bush, 2013). Therefore, the number of continuous assessment tests should be reduced for the learners to have lessons that are more practical. Conclusion Technology is the root of education. Most educational practices are based on research for improvement in terms of delivery and content. Therefore, effort should be directed toward enforcing policies that will yield better educational system. Most importantly, the number of assessment tests need to be reduced for students to have more time in implementing what they learn in real life. To conclude, education curriculum needs some review after a specified duration to suit its applicability in reality. References DiGaetano, A. (2015). Accountability school reform in comparative perspective. Urban Affairs Early Implementation findings from the Los Angeles Public School Choice Initiative. Journal of Educational Administration, 51(4), 498-527. Marsh, J. A., Strunk, K. O., & Bush, S. (2013). Portfolio district reform meets school turnaround: Review, 51(3), 315-357. Rothstein, R. (2004). Class and schools: Using social, economic and educational reform to close the Black-White Achievement gap. Washington, DC: Economic Policy Institute. Assignment 13 Using the enclosed rubric develop a position paper contrasting the GA Equity Plan with that of another state of your choosing. Position Paper Comparing and Contrasting Georgia and Maine Equity Plans Equity plans were born out of the American government’s desire to provide education access to children whether from poor or rich background. The United States is held together by the value of equality. It, therefore, does not make sense why some children in the country should attend schools that are ill equipped with instructional materials. Georgia and Maine developed Equity Plans to address this issue of inequity. The intention was to develop a plan that would ensure effective educators teach all children. The plans have been made pursuant to section 1111(b)(8)(c) of the Elementary and Secondary Education Act (ESEA). This paper compares and contrasts the Georgia and Maine Equity Plans by highlighting major themes discussed in the plans. Georgia’s equity plan focuses on the following themes; teacher hiring and teacher preparation, effectiveness of the teacher and principal, retention and professional growth and improving conditions of work. Teacher hiring and teacher preparation considers what kind of teacher to recruit and how those teachers should be trained. Georgia has been having shortage of qualified teachers. They have been employing unqualified or out of field teachers. Therefore, the plan seeks to map out preparation programs that are going to produce teachers that have ability and knowledge, which can boost success of every student. On the second theme, effectiveness of principals and teachers, the state plans to establish high-quality, relevant as well as job-embedded professional training aimed at enhancing student learning constantly given to all teachers as well as leaders at the induction, professional phases and even beyond. The third element, which is retention and professional growth, will be tackled by consistently ensuring that effective teachers are the ones put in classroom and effective leaders are put as heads in Georgia’s public learning centres. Georgia also plans to improve working conditions. Schools that have children from poor background are known to have very poor working terms for the few teachers that they have (Wilson, 2012). Having good working conditions improve teachers’ morale and improve the overall academic performance of students (Tryack, 1974). Tryack (1974) asserts that improving working conditions entails enhancing security around the work place, increasing vacations and ensuring the teachers’ welfare is improved as well as equipping the school with adequate play and learning resources. No doubt this will improve learning. On the other hand, Maine’s plan focuses on mentoring new teachers and teachers who have been in the system, improving teacher training programs, eliminating shortage of teachers and rewarding teachers who are assigned in poverty stricken areas with financial incentives. Maine plans to introduce induction programs to mentor teachers. The state also plans to create professional centres to prepare teachers both for classroom and leadership roles. This will help in eliminating the rampant teacher shortage. Rewarding teachers in low-income areas is also important for the state as evidenced in the plan. Many scholars such as Rothstein (2004) always wondered why teachers would not want to teach in low-income areas yet the employer was the same for all teachers in a state. It was found out that teachers are concerned about their lives. Teachers who go to schools at the city centres are not risking as teachers who are assigned to rather rural and poor areas. Therefore giving them incentives to encourage them is welcome. Similarities Most of the states have got similar goals or they suffer from similar problems. They both focus on improving teacher preparation and hiring. This features prominently in both plans because success of education sector depends on good quality of the teachers. It is necessary to build capacity of teachers in order to reform education sector completely. Good preparation of teachers will result in competent and learner ready educators who can perform both class work and leadership tasks. Another theme that both states give weight is the improvement of working conditions. Maine intends even to provide incentives for teacher assigned to poverty zones. Georgia wants to have data bank. This will help locate teachers and how they are faring. It will also make it easy to hire effective teachers. It helps improve the working condition because the state can easily plan for the welfare of its teachers. Differences There are no major divergences. Difference in Georgia and Maine Equity plans lays in the methodology or the approaches that Georgia and Maine will use to reach their goals (Wilson, 2012). This means that even though these two states want the same thing, their approaches are distinct. Small deviations are found in their definition of terms and probably mechanisms through which they would like to achieve the set objectives. For example, Georgia Equity Plan defines inexperienced teacher as a teacher who is in the first year of college while Maine’s definition of an inexperienced teacher is that teacher who has taught for less than three years. Georgia is forming Committee of PR actioners to advise and coach the teachers and principals, Maine’s plan entails creating online platforms where teachers as well as principals can get coaching on leadership skills. Therefore these two plans may look the same but different. Critique Both Georgia and Maine equity plans are good when viewed critically. These plans show how far the U.S. wants to go in order to unify her citizens through equitable distribution of resources. No doubt the elements contained in the plans such as hiring and retaining teachers, enhancing data reporting systems, formulating good policy and improving conditions of work will lead to better delivery of education services. There is strong belief that with the equity plans the states of Georgia and Maine are going to scale new heights in education. The elements contained in the plans show that they were made with public participation. However, in discussions of these plans, a controversial issue is the way schools have been classified as minority schools. Most scholars argue that the idea to bridge the gap between the superior race and minority races is long overdue. References Rothstein, R. (2004). Class and schools: Using social, economic and educational reform to close The Black-White Achievement gap. Washington, DC: Economic Policy Institute. Tryack, D. B. (1974). The one best system: A history of American urban education. Boston, MA: Harvard University Press. Wilson, W. J. (2012). The truly disadvantaged: The inner city, the underclass and public policy, (2nd ed.). Chicago, IL: University of Chicago Press. Wilson, W. J. (2009). More than just race: Being black and poor in the inner city. New York, NY: W. M. Norton & Company Publishing.