Challenging Education Disparity

By: Shane Rooney

Students at National City Middle School

Although there is a gap that exists among the equity of the school, there are ways to overcome this gap. Bonnell B. Goycochea, former doctoral student at Claremont Graduate University, wrote the article “Rich School, Poor School,” which showcased how a low income school overcame all odds to provide their students with a great education. National City Middle School in National City, California, was ranked the lowest achieving middle school in the Sweetwater Union High School District. The school was ranked so low due to the fact that student’s scores on their standardized tests, particularly their writing tests, were lower in comparison to other schools in the district. Goycochea refers to the high-income school in the district as the “flagship” school, giving them a sense of prestige among other schools in the district. According to the article:

* More than 37 percent of National City Middle School's students are not fully proficient in the English language, compared to fewer than 7 percent of the flagship school's.

* Nearly a third of National City Middle School's students live below the poverty line, compared to fewer than 5 percent at the flagship school.

* More than 20 percent of National City Middle School's students are from homes in which parents have less than a 9th grade education and annual incomes of less than $10,000, compared to about 3 percent at the flagship school. (Goycochea)

With statistics such as these, National City Middle School was at an extreme disadvantage. “…students who already speak English fluently and whose parents can afford computers and modems, summer enrichment experiences, and individual tutoring generally enjoy a jump at the starting gate when entering school” (Goycochea). Although this was true, National City Middle School beat all odds. Gauging the school district based on percent improvement on writing scores as opposed to basing it on final outcomes, National City Middle School proved they were effective at improving students writing skills. In 1992-93, 16% of the students received a passing grade on the writing examination. By 1996-97, 30.8% of the students received a passing grade on the writing examination, ranking National City Middle School as effective as the “flagship” schools in the district.  

National City Middle School is only one example as to how we can fix the education disparity. Motivating teachers in the district and challenging students will effectively increase the student’s achievement.  Also, school districts should not dismay teachers in low-income schools. Lowering their morale ultimately lowers their drive to educate, which severely hurts the student’s education. Just because you live in a low-income area, it should not have to mean you receive lesser of an education. Being proactive in helping change the education system is critical; National City Middle School proved change is possible, and we should follow their example in order to create a better education system in the United States.

Works Cited

Goycochea, Bonnell B. "Rich School, Poor School." Educational

            Research Complete. EBSCO, 1 Dec. 1997. Web.

25 Feb. 2011.