Societal Structures and Education in Grand Rapids
April 2012
The area of the project that I was specifically responsible for, while researching West Elementary, was exploring the mission statement and values of the school, as well as looking into the amount of funding and its effects on school life. To understand more about how these areas fit into the governance of the entire school, I was able to go to a school board meeting and observe how its mission and the effects of funding were specifically carried out. I was also responsible for entering the information I gathered into a PowerPoint. My last step was analyzing how the data contributed to the school's society and how it impacted, or was in relation to, the society surrounding West Elementary.
While exploring this school I was provided with an extremely dedicated group, and was never worried that any member's work wouldn't be finished. This helped me put more energy towards familiarizing myself with the school, instead of struggling to make sure that each person's task was complete. Working together as a whole to better combine our analysis and making of our presentation was one way my group could have been more team orientated. Overall, however, I found that working with a group of dedicated students on this project was inspiring and rewarding.
I was excited to work with West Elementary, because of past volunteer experiences and connections. Through volunteering, driving students to volunteer at schools through Calvin's Service-Learning Center, and also through personally working with Godfrey-Lee Early Childhood Center I assumed that West Elementary would be predominantly Hispanic. I was however surprised to learn that about 68% of the school was Caucasian, with a 56% qualification for free or reduced lunch. About four miles away stood Godfrey-Lee Early Childhood Center with an 86% free or reduced lunch rate and about a 70% Hispanic population during the 2009-2010 school year. About $200 less per pupil is spent a year at Godfrey, compared to West as well.
I automatically was able to connect this segregation of wealth, race, and funding to the situations Jonathon Kozol described in his book The Shame of the Nation as well as with class discussions on school inequality. I had always thought that Grand Rapids schools were segregated because of tendencies of social classes and races to live in the same vicinity. The fact that these schools are four miles from each other helped me realize the strict divisions between schools that is put in place because of the dominant race's values and longing to persevere, and develop, advantages for their children.
I learned more about West Elementary School's values when I heard some of Principal Stern's responses to the interview questions of my group. The three rules every student at the school knew, he explained, were "be safe, be respectful, and be responsible." These are the only rules that guide the discipline system at West Elementary. Through the creation of these rules, the administration is striving to create their idea of a "model" student. They are building a framework for the type of culture that this acceptable at the school. The students that do not follow these rules, choosing to not conform to this culture, are subject to discipline and could become outcasts among their peers. These rules emphasize certain values to create both good students and future citizens. They teach students how to fit into not only the school's culture, but also the culture of the larger society. The values behind this structural discipline, one may notice, all are supportive of capitalism and American principles. Understanding how the rules at West Elementary teach students to be "accurate" members of society, without it being in the basic lesson, showcased the "hidden curriculum" for me in a real school setting.
East Grand Rapids High School, which is about twenty-five minutes away from West Elementary School, was also case studied by members of our class. This school has several areas where it directly contrasts with the structure and culture of West Elementary School. East Grand Rapids is a wealthy, tight-knit community with accommodations such as Reeds Lake, a variety of businesses, and a safe residential area that most students call home. This setting is in contrast to the busy, less safe, slightly run-down area around West Elementary School. The average family at West Elementary is much less wealthy than those of East Grand Rapids, which has a poverty rate that is below ten percent in their entire district. The division of wealth between these two schools is the result of the social structure and set up of taxation, that gives out funding based on local income levels.
Another result of East Grand Rapid's wealth has been the creation of the EGR Foundation, a local gathering of parents and community members that raise more funds for the school than those provided by the state. A program like this is nonexistent at West Elementary School. EGR school foundation is another source of funding for East Grand Rapids that places this school ahead of those in the Wyoming School District. The culture around East Grand Rapids, which emphasizes concerted cultivation, parent involvement, athletics, and academic success explains the creation of this foundation by residents in the area. The social structure of funding and the culture focused on success, that is so evident around East Grand Rapids, explains the integration of school and community life in East Grand Rapids, which is less evident at West Elementary.
The differences between these two schools are similar to the conditions described in New York within The Shame of the Nation, by Jonathon Kozol. Differences in equality of funding, resources, facilities, class options, teacher qualification, and several other areas mock the United State's promise of equality and justice. As individuals we can make others in our local community aware of this fact. We could also write to our federal government, giving them knowledge of how our country gives all students a "promise" for opportunity, and the ability to create a successful future, but then cut a portion of them off from the means to do so through school inequality. If our society embarked on striving to create this change new systems of funding would need to be put in place, that placed less emphasis on test results and school success, giving both the struggling and the thriving school districts the same amount of funds. Each state would also have to create a better system for equaling out the variable funds raised locally for schools. I feel one of the best options for doing this is to no longer have taxes from local districts fund only the schools in that area, but instead fund education for the entire state. The state would distribute the funds gained equally for each student in the state of Michigan. Local districts would have the freedom to raise more funds for their area, but each student would be guaranteed a set of similar opportunities as their peers. I have learned through this project that differences between schools like West Elementary and East Grand Rapids are standard phenomena for our country. The United States needs to provide a system of equal opportunity and education for each child and end this form of injustice.
The area of the project that I was specifically responsible for, while researching West Elementary, was exploring the mission statement and values of the school, as well as looking into the amount of funding and its effects on school life. To understand more about how these areas fit into the governance of the entire school, I was able to go to a school board meeting and observe how its mission and the effects of funding were specifically carried out. I was also responsible for entering the information I gathered into a PowerPoint. My last step was analyzing how the data contributed to the school's society and how it impacted, or was in relation to, the society surrounding West Elementary.
While exploring this school I was provided with an extremely dedicated group, and was never worried that any member's work wouldn't be finished. This helped me put more energy towards familiarizing myself with the school, instead of struggling to make sure that each person's task was complete. Working together as a whole to better combine our analysis and making of our presentation was one way my group could have been more team orientated. Overall, however, I found that working with a group of dedicated students on this project was inspiring and rewarding.
I was excited to work with West Elementary, because of past volunteer experiences and connections. Through volunteering, driving students to volunteer at schools through Calvin's Service-Learning Center, and also through personally working with Godfrey-Lee Early Childhood Center I assumed that West Elementary would be predominantly Hispanic. I was however surprised to learn that about 68% of the school was Caucasian, with a 56% qualification for free or reduced lunch. About four miles away stood Godfrey-Lee Early Childhood Center with an 86% free or reduced lunch rate and about a 70% Hispanic population during the 2009-2010 school year. About $200 less per pupil is spent a year at Godfrey, compared to West as well.
I automatically was able to connect this segregation of wealth, race, and funding to the situations Jonathon Kozol described in his book The Shame of the Nation as well as with class discussions on school inequality. I had always thought that Grand Rapids schools were segregated because of tendencies of social classes and races to live in the same vicinity. The fact that these schools are four miles from each other helped me realize the strict divisions between schools that is put in place because of the dominant race's values and longing to persevere, and develop, advantages for their children.
I learned more about West Elementary School's values when I heard some of Principal Stern's responses to the interview questions of my group. The three rules every student at the school knew, he explained, were "be safe, be respectful, and be responsible." These are the only rules that guide the discipline system at West Elementary. Through the creation of these rules, the administration is striving to create their idea of a "model" student. They are building a framework for the type of culture that this acceptable at the school. The students that do not follow these rules, choosing to not conform to this culture, are subject to discipline and could become outcasts among their peers. These rules emphasize certain values to create both good students and future citizens. They teach students how to fit into not only the school's culture, but also the culture of the larger society. The values behind this structural discipline, one may notice, all are supportive of capitalism and American principles. Understanding how the rules at West Elementary teach students to be "accurate" members of society, without it being in the basic lesson, showcased the "hidden curriculum" for me in a real school setting.
East Grand Rapids High School, which is about twenty-five minutes away from West Elementary School, was also case studied by members of our class. This school has several areas where it directly contrasts with the structure and culture of West Elementary School. East Grand Rapids is a wealthy, tight-knit community with accommodations such as Reeds Lake, a variety of businesses, and a safe residential area that most students call home. This setting is in contrast to the busy, less safe, slightly run-down area around West Elementary School. The average family at West Elementary is much less wealthy than those of East Grand Rapids, which has a poverty rate that is below ten percent in their entire district. The division of wealth between these two schools is the result of the social structure and set up of taxation, that gives out funding based on local income levels.
Another result of East Grand Rapid's wealth has been the creation of the EGR Foundation, a local gathering of parents and community members that raise more funds for the school than those provided by the state. A program like this is nonexistent at West Elementary School. EGR school foundation is another source of funding for East Grand Rapids that places this school ahead of those in the Wyoming School District. The culture around East Grand Rapids, which emphasizes concerted cultivation, parent involvement, athletics, and academic success explains the creation of this foundation by residents in the area. The social structure of funding and the culture focused on success, that is so evident around East Grand Rapids, explains the integration of school and community life in East Grand Rapids, which is less evident at West Elementary.
The differences between these two schools are similar to the conditions described in New York within The Shame of the Nation, by Jonathon Kozol. Differences in equality of funding, resources, facilities, class options, teacher qualification, and several other areas mock the United State's promise of equality and justice. As individuals we can make others in our local community aware of this fact. We could also write to our federal government, giving them knowledge of how our country gives all students a "promise" for opportunity, and the ability to create a successful future, but then cut a portion of them off from the means to do so through school inequality. If our society embarked on striving to create this change new systems of funding would need to be put in place, that placed less emphasis on test results and school success, giving both the struggling and the thriving school districts the same amount of funds. Each state would also have to create a better system for equaling out the variable funds raised locally for schools. I feel one of the best options for doing this is to no longer have taxes from local districts fund only the schools in that area, but instead fund education for the entire state. The state would distribute the funds gained equally for each student in the state of Michigan. Local districts would have the freedom to raise more funds for their area, but each student would be guaranteed a set of similar opportunities as their peers. I have learned through this project that differences between schools like West Elementary and East Grand Rapids are standard phenomena for our country. The United States needs to provide a system of equal opportunity and education for each child and end this form of injustice.