A Multicultural Analysis By Michael Troop

CPS Office of Research, Evaluation, and Accountability 2006

Hispanic = 54% Caucasian = 18% African-American = 14% Approximately 90% of the student body comes from families of low income and nearly 12% of the students are limited English proficient.

The data illustrates that every ethnic group failed to meet the minimum AYP target in 2006. What is even more staggering is that roughly 58% of Hispanic students graduated. This is less than the White students in which approximately 63% Summary of AYP Amundsen H.S. CPS graduated. Dept. of Research and Evaluation 2006

CPS Department of Research and Evaluation

All Students (Regardless of Previous Drop Out Status)
All Students # of students enrolled at any time during the school year 1791 1674 1598 1515 1493 1586 1610 1609 # of students who dropped out at any time during the school year 130 103 102 86 123 191 138 255 % of students who dropped out at any time during the school year 7.3 6.2 6.4 5.7 8.2 12.0 8.6 15.8 Students without Disabilities # of students enrolled at any time during the school year 1607 1483 1388 1301 1275 1348 1363 1345 # of students who dropped out at any time during the school year 107 79 78 66 100 151 119 210 % of students who dropped out at any time during the school year 6.7 5.3 5.6 5.1 7.8 11.2 8.7 15.6 Students with Disabilities # of students enrolled at any time during the school year 184 191 210 214 218 238 247 264 # of students who dropped out at any time during the school year 23 24 24 20 23 40 19 45 % of students who dropped out at any time during the school year 12.5 12.6 11.4 9.3 10.6 16.8 7.7 17.0

School Year 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

Provides instructor with supplemental material that modifies activities for special needs students and Spanish speaking students Provides cooperative learning activities that are suitable for students of varying academic levels and abilities Provides information and pictures of both genders as well as multiple ethnic groups Provides information and pictures of many countries throughout the world

Four books. Virtually no pictures of any kind; mostly graphs and tables.Only one picture of people from different racial, ethnic, and gender groups. Everything is in English. There are no supplemental materials that support English Language Learners (Keep in mind over 54% of the school population is Hispanic and 12% of those are limited English proficient). Most of the activities take place in the United States. The only reference to another country or ethnic group was during the Human Population section.

Students will not be able to make a connection to their lives and the information in the text because the text lacks relevant material related to his or her culture. This will decrease motivation of my students as it is written for “American” students with high level analytic and interpretive ability. Most of my students do not have this academic characteristic.

Teachers no longer have the flexibility to tailor curriculum, activities, or assessments to the students academic ability. All these materials are provided to us by an outside vendor. No modifications can be made.

Educators need to use a multicultural approach to educating students in a multicultural, or diverse classroom. By doing so, students will not only feel empowered, they will know that their culture and values are being respected. Educators need to use the viewpoints and experiences of students to teach lessons about the environment. Students will develop decision making ability along with a sense of community within the classroom.

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