Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Chapter 9-Marita's Bargain.

"All my friends are now from KIPP"

Brandon Thorson

on 27 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Chapter 9-Marita's Bargain.

Obstacle 1 Obstacle 2 Obstacle 3 Goal Start KIPP Academy The achievement gap is a phenomenon that has been widely studied between the low, middle, and high socioeconomic classes on their math and reading skills. John Hopkins University sociologist, Karl Alexander, tracked the progress of 650 first graders from the Baltimore public school system and looking at how they scored on the CAT(California Achievement Test). The gap increased as they moved through elementary school until fifth grade. The achievement gap between the rich and the poor doubled over the first five years of elementary school. A day in the life of Marita Ch. 9-Marita's Bargain "All my friends are now from KIPP" Poverty Advantages between the different socioeconomic classes Marita is a 12 year-old child living in a single-parent home. Her mom never went to college. The both share a one-bedroom apartment in the Bronx. Marita used to go to a parochial school down the street from her home, then her mom heard of KIPP. "When I was in fourth grade, me and one of my other friends, Tanya, we both applied to KIPP. I remember Miss Owens. She interviewed me, and the way she was saying made it sound so hard I thought I was going to prison. I almost started crying. And she was like 'If you don't want to sign this, you don't have to sign this.' But then my mom was right there, so I signed it." (Marita Pg. 263) Different socioeconomic classes Daily Schedule of KIPP Also known as the "Knowledge is Power Program", KIPP Academy opened in the mid-1990s as an experimental public school on the 4th floor of Lou Gehrig Junior High School in New School City. Lou Gehrig is in the 7th school district also known as the South Bronx. The South Bronx is considered one of the poorest neighborhoods in New York City. There are no entrance exams of admission requirements. Students are chosen by lottery. Any 4th grader is eligible to apply. Half the students are African Americans, the rest are Hispanic. Three quarters of the children come from single-parent homes. 90% qualify for free of reduced lunches. Summer Vacations Education vs. Insanity Summer vacations are a fixed part of school. Just like Senior Prom or the last football game of the season, summer is a part of school that is here to stay. Early education reformers believed that long periods of stimulation of the mind was the cause to mental disorders, such as insanity. The U.S. commissioner of education published a report by Edward Jarvis on the "Relation of Education to Insanity." Jarvis studied 1,741 cases of insanity and concluded that "over-study" was the cause of 205 of them. "Education lays the foundation of a large portion of the causes of mental disorder," (Jarvis, Pg. 253.) The study of over-taxing the brain were constant worries for education reformers. The historian Kenneth Gold points this out and says the reformers "strove for ways to reduce time spent studying, because long periods of respite could save the mind from injury. Hence the elimination of Saturday classes, the shortening of the school day, and the lengthening of vacation-all of which occurred over the course of the nineteenth century. Teachers were cautioned that "when [students] are required to study, their bodies should not be exhausted by long confinement, nor their minds bewildered by prolonged application." (Gold, Pg.253)
Rest also presented particular opportunities for strengthening cognitive and analytical skills. As one contributor to the Massachusetts Teacher suggested, "it is when thus relieved from the state of tension belonging to actual study that boys and girls, as well as men and women, acquire the habit of thought and reflection, and of forming their own conclusions, independently of what they are taught and the authority or others." (pg.254) 7:25 a.m. School starts
7:25-7:55 a.m. Thinking skills
90 minutes of:
English, Math(5th grade has two hours every day)
60 minutes of:
Science, Social Science, Music(twice a week),
75 minutes of :
5:00 p.m. School ends
5:00-7:00 p.m. Homework, clubs, detention, sports team
Other Times:
Saturdays(at least twice a month) 9:00 a.m.-1:00 p.m.
Summer(3 weeks in July) 8:00 a.m.-2:00 p.m. Why the long schedule? "What that extra time does is allow for a more relaxed atmosphere. I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded. So there comes to be a feeling that there are people who can do math and there are people who aren't math people. I think that extended amount of time gives you the chance as a teacher to explain things, and more time for the kids to sit and digest everything that's going on-to review, to do things at a much slower pace. It seems counter intuitive, but we do things at a much slower pace and as a result we get through a lot more. There's a lot more retention, better understanding of the material. It lets me a little bit more relaxed. We have time to have games. Kids can ask any questions they want, and if I'm explaining something, I don't feel pressed for time. I can go over material and not feel time pressure." (Frank Corcoran Pg. 262) The extended schedule allows students to see how meaningful the subjects are by breaking it down and not feel rushed. The students are seeing the relationship between effort and reward.(cough cough chapter 5 and 8) The CAT was given at the end of the school year and one at the beginning of every school year. Alexander realized the difference between the high and low socioeconomic classes based on the test results and how much it differs after summer vacation. The higher classes perform better than the other classes because of their educational activity outside of school. They can afford to gain knowledge throughout the summer while the others are stuck playing hop-scotch and watching TV(not that there is anything wrong with that). "Schools work. The only problem with school, for the kids who aren't achieving, is that there isn't enough of it" (Gladwell Pg. 259) "I wake up at five-forty a.m. to get a head start. I brush my teeth, shower. I get some breakfast at school, if I am running late. Usually get yelled at because I am taking too long. I meet my friends Diana and Steven at the bus stop, and we get on the number one bus. I leave school at five p.m., and if I don't lollygag around, then I will get home around five-thirty. Then I say hi to my really quickly and start my homework. And if it's not a lot of homework that day, it will take me two to three hours, and I'll be done around nine p.m. Or if we have essays, the I will be done like ten p.m., or ten-thirty p.m. Sometimes my mom makes me break for dinner. I tell her I want to go straight through, but she says I have to eat. So around eight, she make me break for dinner for, like, a half hour, and then I get back to work. Then, usually after that, my mom wants to hear about school, but I have to make it quick because I have to get in bed by eleven p.m. So I get all my stuff ready, and then I get into bed. I tell here about the day and what happened, and by the time we are finished, she is on the brink of sleeping, so that's probably around eleven-fifteen. Then I go to sleep, and the next morning we do it all over again. We are in the same room. But it's a huge bedroom and you can split it into two, and we have beds on other ides. Me and my mom are very close." (Marita Pg. 264-265) Marita's life is not what you would expect of a normal twelve year-old girl. Marita has responsibilities that she has traded for fun and games. She has had to give up her evenings, weekends, and friends and make KIPP her mindset. That is her bargain. Here is here again "Well, when we first started fifth grade, I used to have contact with one of the girls from my old school, and whenever I left school on Friday, I would go to her house and stay there until my mom would get home from work. So I would be at the house and I would be doing my homework. She would never any homework. And she would say, 'Oh, my God, you stay here late.' The she said she wanted to go to KIPP, but then she would say that KIPP is too hard and she didn't want to do it. And I would say, 'Everyone says that KIPP is hard, but once you get the hang of it, it's really not that hard.' She told me, 'It's because you are smart.' And I said, 'No, every one of us is smart.' And she was so discouraged because we stayed until five and we had a lot of homework, and I told here that us having a lot of homework helps us do better in class. And she told me she didn't want to hear the whole speech. All my friends now are from KIPP." (Marita Pg. 266-267) EDUCATION!
Full transcript