History of Urban Setting Schools in the United States Essay

History of Urban Setting Schools in the unify States - rise ExampleThis essay discusses that quality preparation is important to students and a nation as well. When students excel in their academics, they have a chance of excelling in the job market as well. In the joined States, the education sector has been a major priority, with numerous of reforms being implemented to improve students performance. Urban informs in the United States are located in the urban areas, with relatively high grade of poverty and mostly comprising students with peculiar(a) English proficiency, at that placefore regarded as high need. The urban schools were formed with an take away of accommodating children from low income families. The No Child Left Behind Act was implemented with an aim of improving performance of students especially in urban schools. In addition, the Act was implemented by former president Bush in 2002 with an aim of improving students performance, hence assisting them to succee d in the future. This paper discusses the history of urban school setting in the United States, its crisis and the No Child Left Behind Act and its repercussions in depth. According to Gaskell, in the archaeozoic years, wealth was accumulated by a limited moment of individuals, and as a result, poverty levels in the urban areas increased significantly. The urban population in the United States increased as well, resulting into many differences, such(prenominal) as racism and inequality. The funding of schools between the wealthy and the poor districts faced inequality. The urban schools in the United States have over the years faced a declining level of test scores and high rates of violence. According to Stark (2011), urban schools in the 1800s were started with an aim of providing immigrant parents with affordable places for their children to stay during the day as they worked in mills, factories, or shops. By 1920, the urban schools served the middle-class clients who aimed fo r white-collar jobs however, by the late 1920s, the working classs children had flooded the urban schools, hence changing their status due to financial constraints. Today, there is a moxie of hopeless(prenominal)ness in the urban schools, contributing to high levels of dropouts. According to Kincheloe (2006, p.95), teaching and learning practices in such schools do non value or encourage students performance. DSA (2012) adds that, quality education is a human justifiedly for all American students, and therefore, fairness and equality should be observed in the urban schools. Urban schools via media of children from poor backgrounds they amount to 11.5 million who live below the average poverty line, attending poverty-stricken schools, and privation computers and decent learning facilities. The urban schools force children to learn in unfriendly environment, which lack air conditioning. Moreover, urban schools record a high level of dropouts, especially among African American stu dents. The performance of these schools in alarming, and this is an abridge that needs to be addressed. No Child Left Behind Act A report of 1983 indicated that, there was a risk in the education sector, as 13% of 17-year olds on the country were considered illiterate, with scores in mathematics, physics, and English deteriorating (Jorgensen & Hoffmann, 2003, p.2). The rate of remedial classes in mathematics had increased by 72% in addition, the school curriculum was of low quality, therefore of less benefit. The declining level of homework was also noted in the report, with less mathematics and science courses enrollment. The time students spent on school assignment was much less the schools administration did not encourage students to develop the required study skills such as time management, and emphasis on schoolwork (Jorgensen & Hoffmann, 2003, p.3). The 1983 report also indicated that, the teaching programs needed improvement there was also shortage in the number of