Asbury Park Media Reviews

The Asbury Park educational system has been in the press and on public’s minds a few times during the past few years. Most of the media and blogs written about the town’s school system describe a school where a large percentage of students drop out or are suspended. The rates are significantly higher compared to the NJ averages. Their standardized testing is also lower than the overall NJ scores, where none of the students scored in the advanced categories in math, and scored low on language arts.

Every article and blog I read discussed the money the school district in Asbury park receives and the “dismal “ results that are being output. One blog, written by Paul Mulshine, stated that the district spends $35,000 on per pupil expenditures, and in return have dismal testing results and statistics. The blogger was discussing how this district receives too much NJ aid compared to the amount of students in the school system, and should they be receiving that much money if they are producing good results. The second blog, written by Parth P, I read discussed aspects of the Asbury Park high school. Again, it stated how disappointing the standardized test results were, and how the school had improved in state rankings but a slow and insignificant increase. The football team, other sports, and choir were mentioned but the author thought they were ok but nothing that deserved merit.

On the other hand the two articles I analyzed were different than the blogs in that one only discussed violence in the schools but did not offer any suggestions as to why there is violence in the schools, police patrols are needed, and the other provided the students point of view.  The article that offered the student's point of views , written by Patti Martin from the Asbury Park Press, had a more honest and see through feeling than the others. It also took into account the feelings and thoughts of students and teachers in the community and did not focus solely on the negative aspects such as violence, money, or low test scores. Some of the quotes a couple of the students offered in the article, made me infer that the students are aware of the negative comments being made about the school, but they feel like change is being made for the betterment of them.

Both the blogs and the published articles I reviewed have strong messages they want to communicate to their audience. Every story we hear subconsciously impacts us in a way whether we want it to or not, they shape our understand and shape the way we view and react to things.  Our society and culture determine how we see, hear, and reacts to circumstances. We think that low test scores are fixed by throwing money at the problem, and if money does not fix it, then let's try to take the money away, which was the argument in one of the blogs. The Asbury school system is slowly improving, the data shows it and the students feel it. Society tells us that we should focus more on the scores of standardized testing than the feelings of the students actually attending the schools, which stated in the articles that now they have teachers who care if they succeed.  Society determines what is acceptable, and if as a society we feel that low test scores make a school subservient, it impacts the way we see the school, the teachers, and the students in that school. People pass judgment on them, as if they are less deserving because they are not performing to society's standards which affects they way they begin to see themselves, and could cause them to give up on their education, and stop believing in themselves.

Community Research - Asbury Park, NJ

         This week I started doing the research for the community project, and the community I have to research is Asbury Park, NJ. I chose to focus on the Asbury Park High school for my research. I found that most of the student body is composed of African American students, having more than four times more students of this ethnicity that the NJ average, and a very low number of White students.
         Half of the student body is living in poverty, and score low compared to the NJ percentage on the HSPA exam in Math. The scored for language arts are in the same range as NJ's, it is probably due to being composed of mainly African American students, and having a low percentage of LEP students.
         As for the community the median age is 34, which is an age where most people are settled and make a little more money. But, the percentage of people who completed a bachelor's degree is only 17.4%, and the median household income is $33,663, having 32.4% of families living below the poverty level. These statistics along with the NJ standard of living, make the information we have been reading more realistic. I can see how the numbers in those studies translates to people in a community and how this can affect test scores such as in HSPA test.  The numbers and percentages so far state that this community is for the most part poor, but when I looked at the town website, they made it a point to show beautiful buildings, and discuss the boardwalk, and it seems like the town is composed of many landmarks and fun things to do. The website does not communicate and idea or hint of a poor community, therefore I look forward to visiting the town and seeing the community how it really is.

Realabilities Film Festival

Last night I attended the realities film festival to watch 2 films called, Jazz Hands and The Importance of Tying your Own Shoes. These films have been the most educative and impacting moment thus far in the MAT program. I realized why all of the textbooks say that visual context is so important to learning, because it allows for a relaxed conducive learning environment. You think you are only watching a movie, but you are actually learning, and it makes a large impact because you see real people going through experiences and you sympathize with them. You become involved with the characters and identify with them.

The previous night to watching the films, I was having dinner with one of my high school friends, and I was telling her that I had to take a class about how to integrate kids with disabilities in my class, and that I was nervous because I have never previously had contact with any children who have a disability. We were remembering when we were in high school that was not a factor, we never had anyone in out classes with a disability, or at least one that we could notice.  And that I did not know how much of a disability a child can have and be integrated into a regular classroom. Because of my not knowing, and lacking any previous experience it makes me nervous and gives me some anxiety, which is the reason that I did not inquire further about the STEM program that was offered to me when I entered the MAT program. The films made impact on me, because I realized that these situations it might be difficult to handle, but even though a child might have a disability, children are children and want to be looked at like everyone else and not like they are different. The characters in the film had serious disabilities but they still had feelings like any person, and wanted to feel normal, that they could do things. They liked Alex because he made them feel just like anyone else, he looked at them like people and wanted to make their lives to be easier and better, even though everyone kept saying “they think differently than you and I.” Alex realized that they could do things, and wanted to be treated and have fun like everyone else. The film made me more comfortable with the idea of having an integrated classroom, even though it might be difficult, I think that having some instruction on how to handle the situations that might arise, I will be able to have an impact on my students and even my students on me.

White Privilege Reading

            White Privilege has been the reading that thus far I have enjoyed the most, and where the author actually explained herself on why she thought racism does exist and white people just do not want to acknowledge it. Even though I only agree with very few of the twenty six points the author lists, I enjoyed this piece mostly because she spent time saying oppression does exist and this is why, and not just yes it does because I feel it, as in other readings. To me that is what made the point, because in any valid argument you have to list the reasons why someone should support or disagree with your argument, and her points went from something small such as the color of a band aid to politics. Something as small as the color of a band aid really makes us think and reflect because it is something so small that we overlook it all of the time, unless well we actually ran into the issue of the color not matching.

            Even though I did not agree with most of the explanation she stated in the article, I can accept that they may in some places. In my believe the amount of racism or oppression felt can depend on the area where you live, and it could be that i do not agree with most of the points because of where I live. Anyone in my area can go to a store and buy any card or Barbie they may wish, and can buy makeup that matches their skin, or band aid. But, this may be an access issue I live in a major metropolitan area and not everyone can have the same access. If a person lives in a smaller town and in an area where stores might be smaller, or an economically disadvantaged area they have less access to choices. Lack of choices might not be due to oppression but to other factors that may exist, such as location.

Curr 509 - The Silenced Dialogue

When i started reading the article, yes the first thing i noticed was the way the author was writing and referring to the "white" teachers. She went on to describe how white teachers were teaching, and I kept asking myself what does teaching style have to do with race or racism. Teaching is a matter of style and not race. I agree with the author in the fact that cultural differences do affect the way we handle and portray ourselves. I agree in that the way we speak and act are part of our culture, and that it is hard to communicate across cultures, especially when guidelines are not clear. I understand why she is angry at the white teachers, because she does have a point that no one should assume they know more about a subject or situation if they themselves have never been in that situation. But, instead of getting angry and shutting down, teachers who feel this way should find a creative way to communicate or enlighten the others. Or since she is so focused on power, and it made me feel like she was saying it was wrong for someone to be in power, then she should strive to reach that position of power to make a change. It is true that one of the ways to make change is to make waves, but the best way to make a change is not to complain about or get angry it is to put yourself in a position to have the power to make the change.

Another way to approach the issues raised in this article are to change the curriculum,  implement teaching guidelines, specify to teachers that they must give clear cut instructions, and everything must be taught. Obviously, I know everything cannot be taught, but when I say that I refer to the part she discusses not assuming children know certain things like the alphabet when they reach school. Culture affects us but it does not define us, according to the article white teachers would say things such as would you like to put the scissors way in a suggestive manner. But, not all white teachers speak this way, I know I would not because I like clear cut directions.

As for power, in every society there are people in different levels of power, we put people in that position because someone does have to be the gatekeeper. A gatekeeper is necessary because if there wasn't one we could have people who do not know how to do something such as read or write themselves teaching an English class, and that would be a disservice to the person and to their students. I do not think people are lying to themselves thinking that no one is in power, or that there is no gate keeping. People are very aware of these situations.

All students no matter race or class should be taught the "codes of power", we cannot assume that because a child is white they will already know certain codes. But, everything cannot be placed on the teacher, it is also the students responsibility to ask for her when they need it. A change could be made if everyone stopped looking at each other as a race or economic level and started thinking that all children deserve the right to the same kind of education, and that children should be encouraged to ask questions, communicate, and ask for help. 

Not Enough to Live On and Poor Kids

After reading Not Enough to Live On I understood a little better what some families are going through, but it did not make much impact because in reality when reading a document like that one you are just looking at rates and numbers. Then you read about the recommendations for proposed policies to hopefully close the gaps that one may or may not agree with based on your ideals and background knowledge. Then I listened to the segment on Moth Radio and I was not too impacted. Growing up in a very diverse town such as North Bergen, and next to other towns that are on a lower socioeconomic level, that was a story I have heard before from it occurring to people I know. Back when I attended school North Bergen was a town where you had people who were poor and did not want to show it, and people who had a lot more than they needed to live. But, after watching the Poor Kids movie, and putting faces and names to the descriptions and numbers in the reading it was shocking. It stirred up mixed feelings of sadness, guilt because I have always had so much, worry because I hope to never have to go through that, and others such as hope that maybe someone or something can make a difference in the lives of any children that have to experience things like this. The video was a real eye opener. It made me really relate to the kids, and wonder what if it was me or someone I know going through something like this. These kids are not having the chance to be kids, one of the little girls was saying how she was happy her family was happy, and she did not care if she was. That is not something a child should have to think about. 

Economics and poverty are directly correlated. A family’s economic level dictates the level of life they can lead. I was glad and surprised to hear that at such early ages most of the kids in the video understood that education is the step they need to have the opportunity to make a better living. In the classroom sometimes it is difficult for teachers to teach if the resources they need are not available, and a lot of times teachers have to put their own money to buy supplies they kids may need. As for the school, the Nutrition club shown in the video was a good start, although it could have been handled a little different because it singles the kids out to have to walk out in the middle of lecture to get the food while the others stare at them. It is enough what they are going through, to also be put in a situation where other kids can pick on them. In NJ, there was a proposed program where low income children could not only get lunch during the school day, but also breakfast. That is a policy that is much needed and helpful, how can children be expected to come to school and learn, and then display that knowledge in a standardized test when they are overwhelmed and hungry. A child can forget for a minute the situation they have at home, but they can’t forget their body asking them for food. 

I don’t believe policy or teachers buying supplies is enough to close the gap, the community needs to be more involved also. If you see your neighbor needs help and you can help them, do it. In my opinion there needs to be more community involvement, more community programs where kids can get a book if they too, get some used clothes, a plate of food, etc. Communities can do this by being more involved and doing more fundraisers. As far as the schools, there needs to be something extra to instill in the kids that education and drive are imperative to success, so that they can break the cycle.

Curr 509 - Self Sufficiency Standard

The real cost of living in NJ was an eye opener as to the struggles that a lot of families have to go through. These struggles do not only affect the adults in the family, but also the children and their everyday activities. Children should not have to worry about factors like money until they become adults; they should have the opportunity to be children for as long as possible. Unfortunately, their family structure and economics affect the way they feel and function. Children's circumstances affect them because they can be hungry, lack clothes, somewhere to sleep, or lack a place to do their homework. Something that some of us take for granted such as having breakfast can affect a child's ability to focus and learn. They may not have a parent present at home to help with homework or instead may have to take care of their siblings. Some families are not able to make enough money to meet the self sufficiency standard. If they are not able to meet the standard they either have to lack some of the necessities they need or receive help such as food stamps or welfare.

The self sufficiency standard is a measure of a wage that a family needs to meet their basic necessities without receiving outside help, such as from the government. This standard is better, but not perfect, than the federal poverty level of the amount of money a family needs to live. I do not know how the government is using a forty year old model to determine what a family in today's society need. This is not very appropriate when the model and cost of how a family lives has changed greatly in the last few decades. Nowadays, most likely both parents must work to make ends meet, and children do not have the opportunity to have a stay at home parent always tending to them. The self sufficiency standard is more realistic to today's society because it takes into account geography and the children's age because age correlates to the cost of childcare, where the FPL does not.

As a teacher being aware and sympathetic to our student’s circumstances are the most important things we can do to help them. Teachers need to consider the student’s religion, family structure, economics, social structure, culture and combine those considerations with teaching content. Sometimes children just need someone to listen to them and care about what they might be going through.