Author: Alexander Conaway

Avoiding Plagiarism

Posted on Author Alexander Conaway

Step 0: Original text: Elementary, middle, and high schools with large proportions of racial minority and poor children are far more likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to get good at their jobs.

Step 1: Plagiarize: Elementary, middle, and high schools with large proportions of racial minority and poor children are far more likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to get good at their jobs.

Step 2: Plagiarize: Schools with large proportions of  minority and poor children are likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to become good at their jobs.

Step 3: Plagiarize: Schools with large proportions of  minority and poor children are likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to become good at their jobs (Eaton, 240).

Step 4: Properly paraphrase: Susan Eaton, author of The Children in Room E4,
suggests that schools that have a high population of racially minority students and students of poverty, will hire new faculty that have little experience teaching (Eaton,240)

Step 5: Properly paraphrase: Susan Eaton, author of The Children in Room E4,
suggests that schools that have a high population of racially minority students and students of poverty, will hire new faculty that have little experience teaching. The text states, “High-poverty schools are more prone to neglect and interruption of work on curriculum and teaching methods” (Eaton, 240).

Work Cited:

Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. Print.

 

Sheff vs. O’Neill Stipulation and Proposed Order (Phase II, 2008)

Posted on Author Alexander Conaway

On April 4, 2008 the Sheff v. O’Neill Stipulation and Proposed Order was discussed in order to meet the goals that would decrease racial, ethnic, and economic isolation in Hartford public schools. Originally these goals were set in Phase 1 of the stipulation, however failed in June of 2007. As new ideas were set in order to change Hartford Public Schools, the first goal was to “increase the number of Hartford resident minority students in a reduced isolation education setting” (5). Starting from the 2008-2009 school year continuing through the 2013-2014 year, it was goal that at least 80% of the demand of minority students were placed into those settings. In order to reach those specific goals Voluntary Interdistrict Programs were designed to reduce desegregation. Such programs include magnet, charter, vocational, technical and open choice schools that “Hartford minority students shall have readily available opportunities to submit an approved application for placement” (6).

The state had set up a goal measurement plan by reviewing the requests of seats in Voluntary Interdistrict Programs by minority students of Hartford in April of the third year then again in November of the fourth year. If less than 65% of seats for minority students are not met then the State along with the Regional School Choice Office will make slight changes to the Comprehensive Management Plan. The CMP itself contains many goals, which include academic and social support services for participating students, summer programs, and most importantly the opportunity for students to enjoy their education in nonracially isolated schools (10-12). Established by the State, the Sheff Office was responsible to create, develop and oversee the CMP as well as monitor and strategize for the progress of reducing isolation of the Hartford minority students; also known as “Sheff programing”, which include opening and expanding new inter-district and magnet schools (12-13). In order to recognize the status of Phase II both parties agreed upon quarterly meetings and annual conferences to discuss any updates, obstacles or achievements that have been made.

Discussion Questions

  1. How is Phase II different from the previous stipulations that have failed in the past?
  2. How can reduction in racial isolation effect student performance?
  3. Is a five year plan enough time to implement all of the stipulations goals?

 

 

Home Buying Simulation

Posted on Author Alexander Conaway

After completing the home buying simulation, I have come to realize that buying or renting a home is a difficult and frustrating process. In the Greater Hartford area, towns such as East Hartford, Manchester, and Glastonbury all are surrounded by magnet and charter schools that benefits children’s educations, yet with lack of public transportation routes throughout the suburbs it can be sometimes challenging to commute to either work or school.
The financial situation that I was placed with was earning an annual amount of $42,000 and debt free. In order to find an affordable house with my monthly maximum being $1,150 I had to shop around the internet to see what the best option was for me and my kids. It was pretty tough finding a home within my price range that had multiple bedrooms and had more than one floor (single floor houses are too small due to my height)! I was able to stumble upon a home in East Hartford, 39 Willys St, which was right in my price range. Highly affordable at $554 /mo, I would have some extra to pay other expenses and possibly a down payment for a used car. Located in a quite, friendly neighborhood would be perfect for my two 3rd and 6th grade children.
Now that a house has been found, I needed to find the best schools around for my children that would provide them with a bus to and from school each day. Personally I’d like my children to attend the best academic school as well as diverse that is around. The Glastonbury-East Hartford Elementary Magnet has the best ratio of Black:White:Hispanic:Other students. Although it is located 4.4 miles from the home residence there the CT Transit bus has a route that takes approximately 29 from home to school. For the 6th grade child, although not as diverse with students other than black, white, and Hispanic the Montessori Magnet School at the Learning Corridor is as well a great school and is in good walking distance at only 2.2 miles from home.

map
Bus route from 39 Willys St, East Hartford to Glastonbury-East Hartford Magnet

Respectively each school is +5 in test score gains so I am sure that the children will receive some of the top education in the area closest.
To manage a stable living condition in a well being neighborhood and sending your children to a good school can be difficult for a person who doesn’t have the highest income. In order to improve yours and the other lives around you, sacrifices have to be made.