ECE 673 Early Childhood Education Advocacy Policies

December 14, 2022

ECE 673 Early Childhood Education Advocacy Policies

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

ECE 673 Early Childhood Education Advocacy Policies

ECE 673, Early, Childhood, Education, Advocacy, Policies

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Lucinda Chavez sat silently as Father Michael Lewis approached the microphone to address the Centerville Board of Education. Lucinda had been superintendent for only a few months, but she already knew much of the history of Centerville School District (CSD). Until the 1960s, Centerville had been a dual school system composed of the Lincoln Schools for African American children and the Centerville Schools for White children.

After considerable encouragement from the state government, the schools were consolidated in 1968. Since that time, CSD had been officially integrated. Lucinda knew that Father Lewis planned to use anecdotes to support his claim that racial inequalities in educational opportunities and discipline practices remained commonplace at CSD. Unfortunately, from what Lucinda could ascertain, Father Lewis had a legitimate concern.

Father Lewis spoke eloquently as he told the story of 12-year-old Alejandro. Alejandro’s parents had come to Father Lewis’s church for help. They finally admitted that they were in the country illegally and told of the hardships they had endured to finally reach Centerville. Now broke, hungry, and desperate for work, the parents had tried to enroll Alejandro in school.

According to Alejandro’s parents, Centerville Middle School counselors and administrators had requested proof of citizenship, which of course they did not have. Administrators were reportedly rude and threatened to call the police. Afraid of deportation, Alejandro and his parents fled the school and into Father Lewis’s church.

Father Lewis told the story of Michael. Michael was a bright African American youth whom Father Lewis knew well. By the time Michael was in the ninth grade, he was being watched closely by several college basketball recruiters. Unfortunately, Michael was not always teacher friendly and, in spite of his repeated request for placement in college prep courses, he was placed by his high school counselors in lower-track courses and study hall.

As graduation approached, it was obvious even to Michael that his dreams of playing college basketball had ended when his course work did not meet NCAA Clearinghouse requirements. By age 22, Michael was wealthy, feared, and dead. His mother and Father Lewis blamed the Centerville High School faculty for denying Michael the opportunity to take college courses.

Father Lewis than spoke of the number of African American and Latino children in “dumbed-down” classes, the lack of access to advanced placement courses, the harsh discipline of any child of color who happened to cross the line, and the discrimination in numbers and value of scholarship awards to children of color.

Father Lewis ended his speech: “Ladies and gentlemen of the board, these are our children, and with them go all of our hopes and dreams. In all fairness, the insidious discrimination in Centerville School District must end.” As Father Lewis sat down to thunderous applause, the board chairperson thanked him and moved to appoint a committee to study the problem. Lucinda knew it would be a difficult challenge to lead the board to a reasoned discussion of Father Lewis’s claims.

Regarding the case of Michael…

Why would counselors place Michael in lower track classes even after he requested that he be placed in college prep courses?
Is this a form of discrimination?
Why would these types of incidents be difficult to confront?
What is one resource that you could share with your peers to support best practices working with students of color who may be victims of silent tracking?

Resources may be from yearly conferences, websites, leaders in the field, peer-reviewed journal articles, blogs, etc., that support the issue at hand. Be sure to include any relevant information including the full APA reference entry and a brief description of how the resource supports leaders/administrators in that issue.

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ECE 673 Early Childhood Education Advocacy Policies

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.