Modernism
| Teacher Issues | Funding | Student Achievement | Student Behaviors that Affect Achievement Chart | Conclusion | Works Cited | Rural Schools | Inner-City Schools | Private Schools | | |
| STUDENT ACHIEVEMENT
“When students cut [classes], some just go and get high, others go drink, and others just sit there and watch them. Others go and watch TV, they eat, some sit at the bus stop… they’ll go call somebody. Anything instead of going to class” This above quote is from an urban student in Oakland, California (Lee, 1999). While it is a broad generalization it is one that unfortunately describes a significant amount of students that attend urban schools. For numerous reasons, urban students have a lack of motivation to learn. A student’s motivation to learn directly affects their achievement; without one you can not have the other.
Urban students are faced with many extraneous factors that other; specifically the majority of suburban students do not need to worry about on a daily basis. Students in urban schools are expected to focus on acquiring skills to help them lead a more prosperous life, while at the same time they are faced with many distractions. The horrendous conditions of the school, such as leaking roofs and sewage problems, are not conducive to learning. Also, urban students live in crime-infested neighborhoods with violence on the streets. Problems outside the classroom which affects students learning tends to have a great impact in the classroom in urban schools (Leland, 2005). These problems directly affect student’s motivation which then has an unequivocal effect on their achievement. Therefore, unlike suburban students who attend schools in a safe and pleasant environment, where learning is the only priority; learning is not the primary concern for urban students.
According to Maslow’s hierarchy of needs individuals have both deficiency and growth needs. Deficiency needs are basic needs for a person’s physical and
| STUDENT ACHIEVEMENT
“When students cut [classes], some just go and get high, others go drink, and others just sit there and watch them. Others go and watch TV, they eat, some sit at the bus stop… they’ll go call somebody. Anything instead of going to class” This above quote is from an urban student in Oakland, California (Lee, 1999). While it is a broad generalization it is one that unfortunately describes a significant amount of students that attend urban schools. For numerous reasons, urban students have a lack of motivation to learn. A student’s motivation to learn directly affects their achievement; without one you can not have the other.
Urban students are faced with many extraneous factors that other; specifically the majority of suburban students do not need to worry about on a daily basis. Students in urban schools are expected to focus on acquiring skills to help them lead a more prosperous life, while at the same time they are faced with many distractions. The horrendous conditions of the school, such as leaking roofs and sewage problems, are not conducive to learning. Also, urban students live in crime-infested neighborhoods with violence on the streets. Problems outside the classroom which affects students learning tends to have a great impact in the classroom in urban schools (Leland, 2005). These problems directly affect student’s motivation which then has an unequivocal effect on their achievement. Therefore, unlike suburban students who attend schools in a safe and pleasant environment, where learning is the only priority; learning is not the primary concern for urban students.
According to Maslow’s hierarchy of needs individuals have both deficiency and growth needs. Deficiency needs are basic needs for a person’s physical and