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increasing general understanding of the causes of the educational challenges faced by African American students, whether they are in urban, suburban, or rural learning environments;
increasing the percentage of African American children who enter kindergarten ready for success by improving their access to high-quality programs and services that enable early learning and development of children from birth through age 5;
implementing successful and innovative education reform strategies and practices in America's public schools to ensure that African American students receive a rigorous and well-rounded education in safe and healthy environments, and have access to high-level, rigorous course work and support services that will prepare them for college, a career, and civic participation;
ensuring that all African American students have comparable access to the resources necessary to obtain a high-quality education, including effective teachers and school leaders, in part by supporting efforts to improve the recruitment, preparation, development, and retention of successful African American teachers and school leaders and other effective teachers and school leaders responsible for the education of African American students;
reducing the dropout rate of African American students and helping African American students graduate from high school prepared for college and a career, in part by promoting a positive school climate that does not rely on methods that result in disparate use of disciplinary tools, and by supporting successful and innovative dropout prevention and recovery strategies that better engage African American youths in their learning, help them catch up academically, and provide those who have left the educational system with pathways to reentry;
enhancing the educational and life opportunities of African Americans by fostering positive family and community engagement in education; reducing racial isolation and resegregation of elementary and secondary schools to promote understanding and tolerance among all Americans; improving the quality of, and expanding access to, adult education, literacy, and career and technical education; and increasing opportunities for education and career advancement in the fields of science, technology, engineering, and mathematics.
Originally posted by CosmicCitizen
I am thinking that Travon Martin would still be alive had he been disciplined by his school.....
Originally posted by lonewolf19792000
reply to post by kaylaluv
Obama wants to give them everything instead of making them work for it, which will instill in the African American communities a sense of entitlement which will only weaken them, instead of teaching them work ethics and a desire to do better for themselves. There is no sense of accomplishment by being handed everything you ever desired or wanted in life, there is no appreciation for what you do have. All they will be left with is a gaping hole where those things would be. They will be denied that feeling of a good honest days work to where they will go home at the end of the day and feel more human because they were able to claw and fight their way to the top.
Give a man a fish, feed him for a day. Teach a man to fish, feed him for a lifetime.
Originally posted by ButterCookie
Originally posted by CosmicCitizen
I am thinking that Travon Martin would still be alive had he been disciplined by his school.....
Possibly.
He didn't have the most functional of families though either....lots of factors went into why lil Tray Tray wanted to be thug..
OMG, how awful! Who does he think he is, wanting to increase the percentage of African American children who enter kindergarten to be ready for success! He's gonna ruin our country by doing that!
In 2007-08, the Department's elementary and secondary school programs served approximately 55 million students (pre-K through grade 12) attending some 100,000 public schools and 34,000 private schools. Department programs also provided grant, loan and work-study assistance to about 10 million undergraduate students.
When Congress created the Department in 1979, it declared these purposes: to strengthen the Federal commitment to ensuring access to equal educational opportunity for every individual; to supplement and complement the efforts of States, the local school systems and other instrumentalities of the States, the private sector, public and private educational institutions, public and private nonprofit educational research institutions, community-based organizations, parents, and students to improve the quality of education; to encourage the increased involvement of the public, parents, and students in Federal education programs; to promote improvements in the quality and usefulness of education through federally supported research, evaluation, and sharing of information; to improve the coordination of Federal education programs; to improve the management and efficiency of Federal education activities, especially with respect to the process, procedures, and administrative structures for the dispersal of Federal funds, as well as the reduction of unnecessary and duplicative burdens and constraints, including unnecessary paperwork, on the recipients of Federal funds; and to increase the accountability of Federal education programs to the President, the Congress and the public. (Section 102, Public Law 96-88)
The 1960s saw even more expansion of federal education funding: President Lyndon Johnson's "War on Poverty" called for the creation of many programs to improve education for poor students at all levels—early childhood through postsecondary. This expansion continued in the 1970s with national efforts to help racial minorities, women, people with disabilities and non-English speaking students gain equal access to education. In October 1979, Congress passed the Department of Education Organization Act (Public Law 96-88). Created by combining offices from several federal agencies, the Department began operations in May 1980.
In the 1860s, a budget of $15,000 and four employees handled education fact-finding. By 1965, the Office of Education had more than 2,100 employees and a budget of $1.5 billion. As of mid-2010, the Department has nearly 4,300 employees and a budget of about $60 billion.
They still have to do the work. Study and make the grades. All Obama was saying with that E.O. is give them an equal playing field. Have decent schools with decent teachers. A well-rounded curriculum. Access to good pre-schools. You can't teach a man to fish without a good teacher/lesson/place to teach.
The Department shall provide funding and administrative support for the Commission, to the extent permitted by law and within existing appropriations
Originally posted by kaylaluv
reply to post by guohua
So you admit they are worthwhile goals, you just think there's some duplication. Well, that's a step in the right direction anyway.
The E.O. does say this:
The Department shall provide funding and administrative support for the Commission, to the extent permitted by law and within existing appropriations
Honestly, the more I read the E.O., the more I realize it's just a "feel-good" effort. All items are admirable goals, but there's not a lot of beef to it. But to criticize the order as racist or bad for the black community is simply ridiculous.
Originally posted by lonewolf19792000
reply to post by kaylaluv
They still have to do the work. Study and make the grades. All Obama was saying with that E.O. is give them an equal playing field. Have decent schools with decent teachers. A well-rounded curriculum. Access to good pre-schools. You can't teach a man to fish without a good teacher/lesson/place to teach.
Where have you been the last 20 years? They've had an equal playing field for a long time. The problem is their socialization or lack thereof from their parents has taught them they don't have to try, coz the gov'ment goan take care of 'em.
If you can't teach your child the ABC's, or help do basic math problems in primary school, that is your fault and no one elses. (Not directing this at you, just a generalization, I want to make that clear!).
Having the desire to learn and to want to learn, and learning to take the initiative is an important part of children's socialization while growing up that comes from the parents, those are the beginning things that help determine wether they succeed or fail in life.
A new report from the U.S. Department of Education documents that schools serving low-income students are being shortchanged because school districts across the country are inequitably distributing their state and local funds.
The analysis of new data on 2008-09 school-level expenditures shows that many high-poverty schools receive less than their fair share of state and local funding, leaving students in high-poverty schools with fewer resources than schools attended by their wealthier peers.
Where have you been the last 20 years? They've had an equal playing field for a long time. The problem is their socialization or lack thereof from their parents has taught them they don't have to try, coz the gov'ment goan take care of 'em.
Originally posted by kaylaluv
reply to post by butcherguy
There are other E.O.s with initiatives for other minority races. What's your point?
supporting efforts to improve the recruitment, preparation, development, and retention of successful African American teachers and school leaders and other effective teachers and school leaders responsible for the education of African American students;