User:Mehayla/sandbox

Mehayla. California born and raised. Cool cat. A bit odd.

For my PE I am currently working as a program facilitator for the Y-Scholars Program. The programs aim is to help students be first generation college students in there family. However, the program accepts students who do have college educated parents. Overall it's aim is to help statistically marginalized students which includes low income, minority, disabled, and others.

Area
Education in the Bay

San Francisco Bay Area

Education in the United States

Secondary Education in the United States

Redlining (Think more specific)

Youth Exclusion

Sector
Gaps of marginalized youth

University and college admission

College Preparatory Center

Common Application (Further evaluate)

NGO - How they approach education

Examples of Educational NGO's
 * Stand for America - National
 * Y-Scholars Program - Berkeley, central
 * YMCA after school program - Bay Area, minimal
 * Advancement Project - Bay Area, minimal



Annotated Bibliography
US Department of Education "State regulations of Private schools"

'''Hanson, Andrew. "Do College Admissions Counselors Discriminate? Evidence from a Correspondence-Based Field Experiment." Economics of Education Review, vol. 60, 01 Oct. 2017, pp. 86-96. EBSCOhost, doi:10.1016/j.econedurev.2017.08.004.'''

This article provides insight and critical analysis of a crucial part of the application process and in my opinion one of the most biased, the admissions officer. Taking into account all that is submitted with the college application the article is discussing whether or not biased exist within this portion of the application process. This is tested through field work experiments that the authors conducted. This article is helpful as I will be editing the college application wiki page, which is horribly over simplified and inaccurate.

'''Bhopal, Kalwant. "Addressing Racial Inequalities in Higher Education: Equity, Inclusion and Social Justice." Ethnic & Racial Studies, vol. 40, no. 13, 15 Oct. 2017, pp. 2293-2299. EBSCOhost, doi:10.1080/01419870.2017.1344267.'''

This article is arguing that inequality exists within the acceptance to universities is a result of not only the schools themselves, but of our structured system. Students with more access to what they call “social and cultural capital” have an easier time getting into universities. This is tested through and affecting the metrics and expression these students submit for their application as universities set a standard to get in.

'''Hanselman, Paul and Jeremy E. Fiel. "School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools." Social Forces, vol. 95, no. 3, Mar. 2017, pp. 1077-1104. EBSCOhost, doi:10.1093/sf/sow088.'''

Segregation never really ended. It merely turned into a different form. This article analysis and addresses the opportunity gaps between high achieving and low achieving high schools. Using growth based measurements the article concludes that the problem is between groups not that of just schools. I think this article will be helpful in address the causes of the marginalization disparity in the articles.

'''Conrad, C. A., & Sharpe, R. V. (1996). The impact of the california civil rights initiative (CCRI) on university and professional school admissions and the implications for the california economy. Review of Black Political Economy, 25(1), 13-59. Retrieved from https://search-proquest-com.libproxy.berkeley.edu/docview/203719451?accountid=14496 '''

This article analysis the impact of ending affirmative action on public college campuses. It concludes that its end put many minority identifying groups away from more competitive university campuses (they say Berkeley, Los Angeles, and San Diego) towards less competitive schools in the system. What it also did was of course reduce the number of these students on campuses, but also reduced returns for these student on less competitive campuses and those marginalized. Over time they concluded that this will reduce legal and health care opportunities of these minority groups. This article is relevant to area as it focuses on California and policy that was enforced and directly affected my sector. This is one of  the governmental approaches to solving this disparity.

'''Burke, J. B., & Johnston, M. (2004). STUDENTS AT THE MARGINS: SEARCHING FOR THE AMERICAN DREAM IN HIGHER EDUCATION. Race, Gender & Class, 11(3), 19. Retrieved from https://search-proquest-com.libproxy.berkeley.edu/docview/218808194?accountid=14496 '''

A huge problem among marginalized students is there high dropout rate once in college as well as statistically needing to take more years than their peers in school. That’s if they even get into good colleges. This article address the lie of the american dream being attained through education. It also is an advocate for educational reform and academic cultural to be more aware of such disparities. This is a helpful part of my research as it not only give insight to the American fantasy of education, but also the problems within the colleges that continue to oppress.

Wiki Pages

 * Achievement Gap in the United States
 * College Admissions in the United States
 * Section on Selecting Types of colleges will be helpful for editing the general college admission page
 * College preparatory course
 * Burd-Sharps, Sarah; Lewis, Kristen (2012). "A Portrait of a Man" (PDF). American Human Development Project This article address racial inequalities, including those in education, within Marin county. It was founded and is currently one of the many projects of the Social Science research council. The Human Development Project is one of the NGO’s I am interested in looking into so I think it is important to see how they conduct their research. The conclusion is also beneficial in helping me to better define the problem locally, Bay Area.
 * "HALVE THE GAP BY 2030: Youth Disconnection in America's Cities — Measure of America: A Program of the Social Science Research Council". www.measureofamerica.org. This report is a follow up from the one in seven article. This article gives better insight into how we can resonabling decrease that gap, including increasing the number of these disconnected youths in schools. The article concludes where in the United States has the greatest number of disconnected youth and which demographics they fall into. This will be helpful in analysis of NGO’s that are geared toward decreasing that gap because they can use it.
 * "One in Seven: Ranking Youth Disconnection in the 25 Largest Metro Areas — Measure of America: A Program of the Social Science Research Council". www.measureofamerica.org.  This article is a case study of 16-24 year old who are considered 'displaced youth'. This means they are neither in school nor working. It is 1/7 which is 5.8 million young adults. Many of these young adults are excluded from the education system and have had the system failed them. The article will provide better narrative to what happens to those who are not given the opportunity of education or work within these young adult years.
 * ISDeveloper (2015-06-17). "Welcome". The Common Application. Retrieved 2018-03-21. The common application is the most centralized system we have for applying for college. It encompases around 650 schools in the United States as of 2015 - 2016. Most of the schools of which are private, though some state schools are now a part of the system. It is important not only that this be a part of my research not only because of citing it while editing, but also it is a vital looking at which college are a part of this and which are not.
 * "The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics)". nces.ed.gov. Retrieved 2018-03-21. This is access to the United States governmental database on education. This will be helpful on gathering comparative information about these programs and the population they are working with as well as providing a clearer image of what education in the United States is.

Area
San Francisco Bay Area

The primary and secondary school section gives a brief history and description I one paragraph and the other paragraph is only about how the area offers the best education in the US on a news report ranking. This I think is biased and should include where the area fails as well as there is great inequality just outside of most of these affluent areas. -  It says Stanford is the highest ranking university in the Bay. The source is an ABC news article from 2 years ago which just references the US News report data from the above mentioned pool. The ABC 7 article is very minimal. Most of theses sections rely on the same thing then. I'd like to bring in more up to date and possibly more reliable sources in order to change the framing and make the article more direct. i'd like to utilize the talk page to ask if it would be more productive to talk about quality of education over all the Bay (not just affluent areas) or if a separating this to a different area would be best for the section and article as a whole.

Secondary Education in the United States

This section is completely missing Public education as an option despite having a description for other secondary education options. This is troubling as that is the only public and most widely used option in the United States. It is also supposed to be an equitable one that helps push all people to higher education. I would like to add a subsection to the section entitled "Types of Schools" for public education. In addition adding links to the various other pages in which they can find information on the many pages from Wiki to this.

Youth Exclusion

The section that talks about the roots of youth exclusion is very small. The poverty subsection is mostly a quote actually, which is sort of a joke since we are taking so many classes on poverty it is not from lack of research on the topic. While there are multiple systematically reactionary contributions that differ from region to region I feel like more could be added. Adding including discrimination, institutional racism, lack of access of mental health as a result, immigration, etc. The article mentions lack of access to institutions and include information about the middle east and north African region, India, Nigeria, and Canada. I'd like to add a section for the United States. A huge factor that marginalizes student from being accepted to higher education or even graduating highschool has to do with you exclusion. It is not a foreign problem that only 'third world nations' have, it is happening right here. I'd also like to possibly utilize any research I find, that is applicable, to the social exclusion page. As that page has multiple problems also and is more frequently used and is a similar. There need to be a linkage between the two pages.

Section
College Admissions

The section lacks citation entirely. It gives a very generalized overview that is also very biased of the four year institution. I'd like to give more accurate information about all forms of higher education highlighting community college and the community college path, vocational schools, as well as State schools and privates. I also want to talk about the transfer process that exist within these. Each of these I am planning to make into a subsection. In addition, I'll add sections for challenges with that process, past policy (such as affirmitaive action and sanctuary campuses), and programs that help student prep for this. I will also be linking this page to the similar College admissions in the United States. As this page goes more in depth into actually how student are admitted. In addition, Ill be linking the affirmative action page and vocational school s as I can not go as full in depth as these pages will have.

College Preparatory Center

This page is part of the WikiProject Saudi Arabi. I has no sources at all and is specific to Suadi Arabia. I think that should be better clarified. I'd like to post something in the talk page to talk about this with the project creates/leaders to learn a little more. The pages purpose is to increase the narrative and presence of Suadi Arabia on Wiki. That being said I do not wish to delete it. However, I would like to ask if they could clarify the title a little. I wish to talk more to Kahlid before that though. Since there is no page for college predatory center or college predatory program I will have to create one. Since I am unaware of many outside the United States and that is more within my field of research I think either the page has to be specific to the United States or I'll have to make a general page and add United States as a section and figure out a way for other educator and Wiki editors add in various ones form around the world.

Summarizing and Synthesizing
Already took out biased statements which are geared towards only four year institutions, still needs work

University and college admission
In the United States of America, anyone can apply to enroll in various forms of higher education.These forms of higher education includes community college, vocational schools, different public university in addition to private universities.

College Application

Students may apply to many institutions using the Common Application. However, as of 2015-2016 the common application only offered applications to 644 of the United States 3,039 four year colleges. Despite this an average of 94% of students applied online for the fall of 2014

Public schools
The United States public education system is structured into three levels: elementary(also known as primary) education, middle and high school (which is secondary together) education, and college or university level (also known as post-secondary) education. Schooling starts at age 5-6 and ends anywhere from 16-18 depending on the school system, state policy, and the students progress. Pre-School or Pre-Kindergarten accept as young as age 3 and is not required. From there education models differ as elementary school can last anywhere from grade 5 to grade 8 depending on the structure. Some states have middle schools which is part of secondary education and between elementary school and high school encompassing grades from 6 to 9, while others have no middle school and instead combined mixed high schools. High school is generally grades 9-12, with the exception of the mixed model which is 7-12. All children are guaranteed the right to a free public elementary and secondary education when living within the jurisdiction of the United States regardless of race, gender, ability, citizen status, religion or economic status. Public education in the United States is mainly the responsibility of State and local level administration levels. As of 2010-2011 around 13,588 school districts exist within which around 98,800 public schools exist in the United States. Only 8% of funding for public schools comes from non-federal sources, the other 92% comes mostly state and local funding. Curriculum requirements vary state by state as it is up to these states and local school districts, in addition to national associations if applicable, to come up with and be approved by the federal government in order for them to receive funding. Most schools mark proficiency in a subject through the A-F grading scale accumulating throughout years creating a grade point average or G.P.A. Parent involvement is encourage in in the U.S. with many having parent-teacher associations otherwise known as PTA's.

Private school
Private schools are schools that are not public, they are not run by any government, but rather function as an independent institution. Private school range from levels of kindergarten to undergraduate, various institution usually accommodating different levels. Majority of private schools have a tuition cost of attendance As of 2013-2014 there were 33, 619 private schools in the United States. Majority of private schools in the United States are associated with religious orientations making up 68.7% of all private schools as of 2013 - 2014. This is a number had an increasing trend in the period of 1989-2005 however, it dropped by about 9% in 2006-2007, but seems to be increasing again.

All independent schools, not limited to just private schools, must comply with federal law's of non-discrimination and health privacy & financial security laws. These include

- Age Discrimination in Employment Ac t (for employees or applicants over the age of 40)

- Americans with Disabilities Act

- Equal Pay Act

- 42 U.S.C. § 1981 (discrimination based on race)

- Pregnancy Discrimination Act of 1979

- Title VII of the Civil Rights Act of 1964 (discrimination based on race, color, sex, religion, and/or national origin)

- Uniformed Services Employment and Reemployment Rights Act (employment or reemployment discrimination based on military service)

- Revenue Procedure 75-50 (independent schools can not discriminate on the basis of race in any programs or financial assistance)

More specific legal restrictions apply to private schools on the state level and vary based on the state.

A private schools can accept money from the federal government otherwise called "Federal financial assistance" which can come as funds in the form of grants or loans, donations, assets and property or interest in property, services by federal employees or contract of intent to receive federal assistance, involvement in federal programs. Schools receiving funding must comply with additional federal regulations included in many of the above acts. However, policy can also have exceptions to these regulations based on the private school characteristics such as having religious belief that the law would be defying or being involved in military development.

Curriculum

Curriculum for high school