Unit-Four Focus: Toward understanding academic achievement
In Unit one, we looked at the dropout phenomenon in this country. In units two and three, we have placed the learner at the center of the socio-cultural context and examined the social discourses that inform his identity. In this unit, we discuss the educational structures and ideological frameworks that may hurt a learning. The concepts and ideas that are considered in this unit are: Eurocentric curriculum, tracking or ability grouping, curriculum and standardized testing, socio-economic status (class positioning) and its impact on schooling

In his book Savage Inequalities, Jonathan Kozol chronicles some school districts that are very poorly funded for example Camden in New Jersey. Each student at Camden is allocated $ 4,000 while a student at neighboring Cherry Hill gets $6000. After reading his book, one recognizes that funding matters.

Tracking sends a message that some students will get quality education while others are condemned to receive sub-standard education alongside their “kind”.

Reading on school funding: Kozol, J. (1991). Savage inequalities: Children in America’s schools.
New York: HaperPerennial

Reading on Eurocentric curriculum: Suina, J. H. (2003). The Pueblo people and the dominant culture: conflict, confusion, and astonishment. Encounter: Education for meaning and social justice 16(1) 5-10

Beegle, D. (2003). Overcoming the silence of generational poverty. Talking points 15(1)11-20

Lubrano, A. (2004). Limbo Blue – Collar Roots White – Collar Dreams
John Wiley and Sons, Inc.

Questions.
How does poverty, and lower social economic status, interact with schooling?
How is Eurocentric ideology likely to inhibit schooling and academic achievement for children from the marginalized cultures?