Leandro Case

The fact that schools that research proves that high poverty schools tend to have the least qualified professionals is enough proof for me to know that students are not receiving a "sound basic education." Most of these professionals are not highly qualified are people who never really wanted to teach and couldn't find a job anywhere else. For example, Math majors who don't want to teach, but can't find another job in this area with that degree. Others barely made it through college. I understand that these schools may have more challenges than low poverty schools and are may have benefits that high poverty schools do not possess. However, I firmly believe that the decision to become a teacher should include wanting to make a change. Many years ago when the white settlers saw Native Americans and African Americans as savages, slaves, and the "unwanted," they didn't see any point in educating these people. However, it has been proved many times over, that Native and African Americans can succeed and become as educated as anyone else. We all have a right to be educated no matter what our circumstances are.

The schools with the greatest needs should be put at the top of the list for improvement and efforts should be made to make being an educator in these schools more appealing. All schools no matter how poor or wealthy its students are should demand and promote all teachers and administrators to be determined, enthusiastic, and highly experienced in motivating and educating all students.

The readings show many statistics and facts that prove that there are inequities in high poverty schools. These high poverty schools are ones that have more minority students, lower test scores, inadequate administrators and teachers, and less resources available. There is no doubt that "sound basic education" is unavailable in many schools in NC.