A Summer Journal @qs17sabrina-blog - Tumblr Blog

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Shameless Plug...

To my excitement, a project of mine that I completed last semester has been selected by the AIA Maryland for further consideration for the People’s Choice Student Design Award. The AIA (American Institute of Architects) is the sole organization responsible for licensing architects. Not only am I representing myself and The School of Architecture, but also the University in this competition. In order to win I need you all to vote! Simply follow the link below and click vote for this submission. Thanks to everyone in advance.

https://mdaiaawards.secure-platform.com/a/gallery/rounds/24/details/20896

yourblackqueens

Time- Space Compression: helpscommunicating across the world faster.

hamadiyates

Flexible Accumulation

https://www.google.com/amp/s/thinkprogress.org/meet-the-indonesian-workers-who-make-your-nikes-50-cent-hourly-wages-beatings-and-humiliation-e9afae6c4a7e/amp/

Flexible accumulation allows for Nike to pay their factory workers outlandish wages. Paying factory workers such low wages allows Nike to increase their profit and continue to take jobs to other countries.

quarlesinstitute2017

It is 1 am and this is the earliest I'm going to bed in a while. I've been sticking to my checklist all week and I'm on target and I feel relieved. My research paper is just about done. The only thing I have left to do is revise my discussion. Yay ! I've completed my grad school application. Double yay ! Good by stress, hello rest.

July 12 (cont’d)

Newly revised abstract:

Abstract

This research paper looks at the effects of the Common Core State Standards initiative on the achievement gap of black students. The attempt of policy makers to address the black-white achievement gap in recent years has had opposite effects, exasperating racial disparities especially in low-income communities. Baltimore City Public School System was selected strategically for this study because it has a high-minority and majority low-income student population. Statistical data was retrieved from state databases and oral histories were collected from individuals that were or are still connected to the school district. Together, findings were used to tell the story of struggle for progress in a neglected city. The tremendous gaps of student success between BCPSS students and students from other Maryland public school systems, highlights the latent racism in policy making. This study is meant to bring justice to the students who were left behind for circumstances they could not control.

#abstract #revised edition

July 12

Newly revised literature review:

Literature Review

Existing research around academic achievement gaps emphasizes sociocultural factors that attribute to inequities in educational opportunities. Literature in the field tends to look for the most impactful factor as a strategy to combat educational inequalities. From what I found, there are three distinct arguments as to how achievement gaps should be mitigated; an approach that emphasizes the community’s role, an approach that emphasizes adequate funding, and an approach that emphasizes access to quality education.

Scholars target the communities of students seeing them as the place where the issue manifests and therefore the appropriate place of intervention. Research has found academic achievement is strongly related to neighborhood characteristics (Zhang & Cowen, 2009). In fact, the percentage of students living in poverty was found to be one of the most reliable indicators of challenges schools face in enhancing student achievement (Murnane, 2006). Strategies for improvement are often built on the idea that because schools are situated within the context of a local community, responsibility is at the local level and local level action is required (Pitre, 2014). While the premise of this theory leads to a logical conclusion, its application pokes holes in the soundness of the argument. Using Maryland and the Bridge to Excellence Act as a leading example, research found that local level control improved conditions in high income communities but actually hurt low income communities (Finch et. Al. 2016). This strategy implies failing communities have the answers for failing schools when both the school and the community are plagued by similar conditions.

The approach that emphasizes adequate funding expands on the impact of gaps that exists for students outside the classroom. Inequities are apparent in the communities of failing schools through income and wealth, parent education, access to healthcare, access to good paying jobs, and access to social services (Noguera, 2008). Research has found that these communities struggle with closing the “gap in quality of life” because they lack the political clout needed to obtain important resources from state government (Noguera, 2003). Scholars argue inequities in educational funding oppose the decision of Brown v. Board of Education by restricting students’ rights based on their socioeconomic status (Ladson-Billings, 2006). Much like the previous strategy, the theory is cogent but research findings present additional questions. Using Baltimore City’s high schools as an example, research found that structural reform, prompted by availability of funding through initiatives, positively impacted the social environment greatly but impacted academic achievement insignificantly (Smerdon & Cohen, 2007). Prioritizing educational funding as a solution for schools in low-income communities assumes that the only gap or perhaps the most important gap exists outside the classroom.

Scholars assess quality of education as an alternative explanation for the achievement gap that does not place blame on the shortcomings of the student or their community. Research has confirmed that minority students from low-income communities experience risk factors that disadvantage their educational preparation (Kaplan & Owings, 2013). However, research has also shown how gaps widen over the course of their schooling and identifies that the problem is not the children but the schools they attend (Noguera, 2003). Schools have a culture of separating students by performance and the separation sets the stage for disparities (Chambers, 2003). Outside of segregation practices, Chambers also notes there is a lack of quality educational resources and caring, highly-qualified teachers. While there is little refute about improving quality of education to close the achievement gap, the argument is unfit to stand on its own. It would be almost impossible to improve quality without funding, and even if it were possible, it only partially addresses the issue of disadvantage.

#revised edition #literature review

Working...

So I just finished my newly revised outline for my lit review...I've organized arguments and quotations and I've added all my in-text citations. I'll polish it some more later and upload but I'm glad I got that done. My roommate and I have Mr. Conway's interview playing while we work, why? Because we're great multi-taskers! TBH, I am somewhat excited for tomorrow because I've had mostly great experiences on all our trips but Im also having a little anxiety. I just don't want to feel like I'm rushing to complete this paper even though I'm on track to be finished early this time, I mean it for real. I just hope I'm able to be productive after a long day tomorrow. My major concern with my paper at this point is probably my abstract but otherwise from that, I think I got this. The last thing really is to revise my discussion section and interview excerpts and that's what I want to accomplish between Wednesday and Thursday.

July 11

Today I struggled with my abstract. I’m going to dedicate the next 2 hours revising my literature review and my discussion sections but below is the progress I made today:

Background

The black-white achievement gap was recognized officially through publication of the 1966 report Equality of Educational Opportunity best known as the Coleman Report, in homage to its lead author, sociologist James S. Coleman. Per the mandate of the newly signed Civil Rights Act, the report was purposed to describe inequalities in elementary and secondary education between black and white students focusing heavily on the recently desegregated South (Evitts Dickinson, 2016). Coleman found that structural support systems, familial and community, largely impact the success of students (Hanushek, 2016) however; Coleman’s findings were only released after the enactment of the Elementary and Secondary Education Act of 1965. The legislation pushed through President Johnson’s administration overlooked the issue of the achievement gap among blacks and whites while prioritizing the “race-blind” achievement gap caused by poverty (Jeffery, 1978). Providing additional funding for school districts with high percentages of low-income students and emphasizing high standards and accountability in public school systems was supposed to be the formula for success in assuring equal educational opportunities.

In 2001, 35 years and 5 reauthorizations later, the achievement gap was still persistent (National Black Caucus of State Legislators, 2001). In attempts to “level the playing field”, the Bush administration signed the No Child left behind Act into effect, this time being more stringent in its approach to implementing high standards and accountability through annual standardized testing and tracking Adequate Yearly Progress. Schools that did not meet performance standards, regardless of progress made, suffered major penalties (e.g. school leadership change, school closure, and student displacement). Urban school districts saw the harshest consequences in high stakes testing that resulted in shrinking budgets, which were already inadequate (Noguera, 2003). A major critique of NCLB was that it did, indeed, leave some students behind by causing public school systems to compromise the integrity of their students’ education by manipulating their curriculum and/or test scores for various reasons such as job and educational funding procurement. In regards to NCLB successes, it did aid in closing the achievement gap, mainly for white and Latina students (Hanushek & Raymond, 2005) rather the black students the original equal opportunity act was alleged to target.

Other achievement gaps exaggerated by NCLB were due, in part, to non-uniformity in public education standards and testing. Because state leaders were given discretion in determining their academic expectations under NCLB, not all school systems were equal; some schools had higher proficiency goals than others causing some students to be ill-prepared for college and the workforce having dissatisfactory literacy and math skills (Kaplan & Peterson, 2013). As a result, the Common Core State Standards initiative was developed in 2009 with the primary goal of creating a single set of standards that would improve achievement and college-readiness (Corestandards.org). Initially, the curriculum was largely adopted by all but a handful of states. Anti-common core groups opposed the initiative proposing it extended federal oversight into state and local matters using the effects of NCLB, which was federally enforced, as a warning indicator (Rethinking Schools, 2013). As of today, more than half of these states still employ the CCSS in some fashion, despite provoking mixed opinions among educators. The question on whether or not standardizing curriculum ensures equality of education still remains to be answered.

To give a proper characterization of BCPSS, it is the 4th largest county in Maryland, has the largest black student population of over 80%, and ranks as one of the poorest counties with over 60% of students classified as low-income (Baltimorecityschools.org). To describe the achievement gap, 2016 PARCC scores revealed BCPSS ranked last among all 24 public school systems in Maryland with an overall pass rate of 18% (Smith, 2017). In the past, the state of Maryland has been largely recognized for having some of the best performing and most improved public school systems (Edweek.org), so the question arises why are these achievements not equally reflected in the poor black population? Critical race theorists hypothesize that the failures of school districts like BCPSS, not similar to the majority (white, more affluent) population of the state and country, are tolerated as a result of a racialized society (Gladson-Billings & Tate, 1995). In other terms, neglect of issues help reinforce race and class hierarchy.

Baltimore City as whole, not just the public school system, is understudied. In this era of gentrification, the history of Baltimore City and its peoples stand to be lost. While this paper is a critical analysis of educational policy implementation and race relations, it also poses as a form of salvage ethnography to recount the stories of black struggles and accomplishments within the public school system before its imminent reorganization. Until the reality of racial injustice in educational opportunities is acknowledged by policy makers, the achievement gap will only continue to expand like it has since the 1960’s.

Methodology

This research examines the effect of CCSS on the achievement gap in BCPSS between 2011 and 2015. Two statistical online databases, Maryland Report Card and Maryland Fact Book, are used to analyze quantitative data relative to the research question. Proficient and advanced scores on the Maryland School Assessment in English and math are used to measure academic achievement. SAT scores and college enrollment rates (students who enroll within 12 months post graduation) are analyzed to measure college preparedness. Enrollment, graduation rate, teacher quality, and educational funding and spending were analyzed as variables possibly attributing to the achievement gap.

Quantitative data was used to compare academic achievement between black and white students in BCPSS, academic achievement between black students in BCPSS and black students in other Maryland public school systems, and the overall BCPSS to the entire Maryland public school system. Qualitative data was collected in the form of oral history interviews from current and recently removed BCPSS educators and administrators. Interviewees were asked to share their experiences in BCPSS and to offer critiques of educational policies/initiatives. Common themes of struggle and success were identified to explore the relationships significant to achievement.

Again, comments and critiques are welcomed.

#revisions #background #methodology #In-text citations

New Introduction Sample

Here is revised version of my introduction:

Race-Blind approaches to educational policies aggrandized the achievement gaps of black students, especially black students situated in low-income communities (Committee on Education and the Workforce, 2004). The legislature committed to providing equal access to quality education has been reauthorized every five years since its enactment in 1965 (The Social Welfare History Project). During this period, the achievement gap of Latina/Latino students and low-income white students were positively impacted (Hanushek & Raymond, 2005). Low academic performance of high-minority and low-income communities like BCPSS reflect the sociopolitical constructs of the inner-city demographic. However, the neglect of factors attributing to the achievement gap, as well as lack of active effort to improve conditions, reflects America’s sentiments towards residents of these communities. This research paper argues how addressing the achievement gaps of black students directly is the only way to fulfill the task of providing equal access to quality education for all citizens.

Feedback is greatly appreciated.

#revised edition #introduction #what do you think?

New Thesis Sample

Here is polished version of my thesis:

Race-Blind approaches to educational policies aggrandized the achievement gaps of black students and magnified the achievement gaps of black students situated in low-income communities.

Critiques are welcomed.

#new #thesis #revised edition #what do you think?

July 10

Today I am worked on my final research paper revisions by sections. Here is a sample of my revised quantitative data findings so far:

Academic Achievement

Maryland School Assessment is the state’s standardized test designed to measure reading and math achievement as outlined by NCLB. Students are tested once a year and scores are compiled to monitor school improvement (Maryland.gov). Data collected between 2011 and 2015 illustrated a decline in MSA algebra and English scores for black students in BCPSS and all students of BCPSS regardless of race. In algebra, black students of BCPSS scores decreased 8.1 points and all students of BCPSS scores decreased 6.8 points. The scores of white students in BCPSS did not demonstrate a discernible trend. Their scores in algebra fluctuate up and down within a 5 point range and their scores in English fluctuated p and down within a 3.1 point range. The state’s performance on the other hand remained fairly consistent. The scores for black students varied at most 0.6 points and the scores for all students in Maryland varied within the range of 2.2 points. Data illuminated the achievement gap between students from BCPSS, especially their black students, and all students of Maryland’s public school systems. On average, black students from BCPSS score 13.96 points less than black students in other Maryland school districts, 17.54 points less than white students in BCPSS, and 26.02 points less than all Maryland students regardless of race.

College Preparedness

The Scholastic Assessment Test, better known as the SAT, is designed to measure the college/career readiness and success. The tests are also designed to measure the same skills and knowledge taught in schools to help monitor progress. Good test scores are used to open doors for college and scholarship opportunities. (Paid)Tests are proctored several times throughout the year and though participation is encouraged, it is not mandated (Collegeboard.org). Data collected between 2011 and 2015 illustrated a consistency in performance for BCPSS and all students in Maryland. In BCPSS, scores on average varied between 20 and 40 points and scores for the state varied 40 points. However, students from BCPSS scored 328.8 points lower in comparison to the state’s average. Data collected also demonstrated SAT participation went in separate directions for BCPSS and the state. SAT participation in BCPSS decreased at an average of 124.75 students per year while SAT participation for the state increased at an average of 698.25 students per year.

The state of Maryland also analyzes the college enrollment rate, number of students who obtain a diploma and enroll into college within a set time-frame after graduation*, as a measure of student attainment (Maryland Report Card). Between 2011 and 2015, the college enrollment rate for the state remained fairly constant but a significant decrease was exhibited in BCPSS, with the exception of their white students. The rate for all students in Maryland varied 1.3% and the rate for all black students in Maryland varied 0.9%. In BCPSS, the rate for white students fluctuated up and down 10.8% displaying no discernible pattern while the rate for black students decreased 5%. Data collected revealed college enrollment gaps between white and black students in BCPSS, between black students in BCPSS and black students in Maryland, and between all BCPSS students and all Maryland public school students. The rate for black students in BCPSS was 4.16% lower than for white students in BCPSS. The rate for black students in BCPSS was 11.08% lower than for black students in Maryland. Lastly, the rate for BCPSS was 10.76% lower than the rate for Maryland students.

Enrollment

The state of Maryland uses student enrollment, including ungraded special education and pre-kindergarten students, as a measure to track student population (Maryland Report Card). Population characteristics were used to analyze attributing factors to achievement gaps. Between 2011 and 2015, student enrollment for the entire BCPSS and the entire state increased, but the black student population for both decreased. Enrollment of all students in BCPSS increased by an average of 294 students per year (the white student population increased 1%) and enrollment of all students in Maryland grew by an average of 5,525.75 students per year. However, the black student population in BCPSS declined 4% and the black student population for the state declined 1% or about 0.3% every year.

Graduation Rate

Maryland utilizes graduation rate, number of students who graduate with a diploma divided by the number students who form the cohort of the graduating class within a set time-frame, to monitor school progress. To allow for sufficient time for all relevant data to be collected, aggregated and reported, the Five-Year Adjusted Cohort Graduation Rate is lagged and provides a more comprehensive analysis (Maryland Report Card). Between 2011 and 2015, the graduation rate trended upwardly for BCPSS, with the exception of its white students, and upwardly for the state. The graduation rate for BCPSS and for the state increased almost 5%. Data collected exhibited interesting graduation rate trends for the black student population in BCPSS. The rate for black students in BCPSS increased 5% while the rate for white students fluctuated up and down 3%. In BCPSS, black students actually have a 5.2% higher graduation rate than white students. Data collected illustrated the graduation rate for all black students in Maryland also increased 3.6%. In BCPSS, black students actually have a 5.2% higher graduation rate than white students. Data collected also illuminated the gap between graduation rate for BCPSS and the graduation rate for the state showing students from BCPSS graduate 14.3% less than the state average.

Teacher Quality

The state analyzes availability of HQTs as a factor for academic performance (Maryland Report Card) while also analyzing population characteristics for the instructional staff (Maryland Fact Bok). Data collected between 2011 and 2015 for the state did not exhibit any identifiable trends for the state’s availability of HQTs but did however exhibit increased access of HQTS for BCPSS. For the state, the number of classes taught by non-HQTs fluctuated up and down 2.2%. On the other hand, BCPSS decreased the number of classes taught by non-HQTs 7%. The number of classes taught by non-highly qualified teachers in BCPSS, however, is more than 3 times the number of classes taught by non-highly qualified teachers statewide. Data collected also illuminated opposite trends for the instructional staff in BCPSS and for the state. Between 2011 and 2015, BCPSS lost more instructional staff members (812) than the entire state gained (740). The black instructional staff population for both BCPSS and the state decreased; BCPSS had a larger decrease while the state decreased 0.6%.

Funding and Spending

Maryland tracks the average cost of providing educational and related services to determine to cost per pupil. Cost is also analyzed by the source of funding whether it comes from the federal, state, or local government (Maryland Fact Book). Data collected displayed BCPSS students between 2011 and 2015 became more expensive. The cost per pupil in BCPSS increased a total of $920 during the time period studied. BCPSS also remained in the top 6 counties, often ranking either second or third, for the state. Data illustrated a significant decrease in federal education funding to the state of Maryland from almost 10% to 4.8%. Maryland Fact Book also tracks the trends of how educational funds are spent. As far as spending, instructional salaries and special education programs decreased minimally while the fixed charges, recurring expenditures excluded from other categories (e.g. employee benefits, rent, insurance), increased minimally.

#quantitative research #findings #revised edition

July 5 (cont'd)

While I'm awake, I think I might redraft the consent form Dr. Howell uploaded. When it's complete I'll have it posted here. Maybe some of my followers have ties with the Baltimore City Public School System and it will lead to my last few interviews. Yesterday I revised my research design, specifically the introduction and literature review. I am about to work on the quantitative data analysis today. As outlined in my design, I'm going to use 3 online databases (Maryland Report Card, Maryland Fact Book, and NCES) I was trying to see if I could find a fourth that belongs to BCPSS exclusively but it seems like they're numbers are pulled from Maryland Report Card. I'll make a phone call today just to double check. I have an idea of what I want to look at but I think it may change when I start recording my findings. I realized that the databases have some overlap so I'll also be analyzing for disparities that may be reflective of national and state perspectives. I had a number of trips planned but after speaking with archivists and doing some of my own research, just about everything I need is already online. I would however love to attend a BCPSS event just as part of my "ethnography". More than likely I'll have 15+ pages before Friday because today's data should put me at 15. Only thing I'm a tad bit concerned about right now, are my last two interviews because I haven't locked anyone in for those slots just yet BUT I'm chilling, no stress, I'm enjoying my research and having a great time.

#research design #revision #qualitative #data analysis

June 5

Good morning ! I woke up and realized I've been absent for a little while but I've been working.......with a mix of enjoying my birthday and the holiday that just passed. On the agenda for today, I have an interview with Dr. Tracy Rone. Super excited about that. I actually just completed my new interview question list so I'll post for your viewing pleasure. Interview Question List: Tell me a little about yourself and your career path that lead you here......... Why teaching/education? What did you know about BCPSS before? How did you become a teacher (school, classes, certification, test)...anything specific to teach black or urban children? What did you learn about BCPSS? How familiar are you with NCLB? -what it is? -it's effects...general and in BCPSS? -influence career/daily job activities? -critiques? How familiar are you with the Common Core? -what it is? -it's effects...general and in BCPSS? -influence career/daily job activities? -critiques? In your opinion where do you see BCPSS today in terms of academic achievement? Where do you see BCPSS in the future about 5-10 years?

#interview #questions

July 1 (Happy Birthday Sis)

Hey guys 🤗 Just wanted to give you a mini-update. So I'm totally not on suicide watch I'm just a little dramatic. I was getting a little bit frustrated earlier but I know it's because I put a lot of pressure on myself. I don't necessarily feel like I'm competing with my cohort, but in a way I kinda do. I mean they're so awesome, it's inspiring to be seated in a room of so many intelligent and well articulated people. I look at them and they're so young and full of promise...which sounds weird now that I've typed it because I'm only about 1 to 2 years older than they are...but I keep finding myself trying to seize the moment to do something great because I'm trying to make a plan for my future and wouldn't it be so easy if someone could say "Yea I read your paper, here's a fellowship" A girl can dream right? Sidebar: I had a nice little chat with Dr. Howell today and she said something really profound, I can't put it in quotations because I don't remember it verbatim but it was something about not being able to solve the whole pie, but slice by slice or piece by piece ? being able to put it together, along with help from all the other ppl in academia. I mean she was right, like she usually is, but I've never thought about it that way. I'm used to doing a lot of things on my own so i was measuring my success based on my sole contributions so I figured I might as well dream big. A number of people in my life have expressed the potential they see in me and I don't always see but if they do it must be there. I just don't want to let anyone down and I would hate to waste anymore opportunities than I already have. Anywhom, I'm feeling much better. Just temporary in my head drama.

I'm frustrated as hell and I want to ball my whole laptop up and jump off a roof. I don't even know what I'm working on anymore. If I was a history major, I feel I would have a pretty decent project. I wrote 7 pages that are of no use to my discipline because it doesn't really seek to identify any new relationships or patterns and quite frankly I wouldn't even know how to do that with the remaining 2 weeks especially without IRB approval. I feel like I don't even have a topic anymore.

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