Chapter 6 (Pages 239-268)

To whom it may concern,


I am reaching out as I hope to receive support and help from you and your staff after hearing my concerns. After Hurricane Katrina my child has been struggling mentally, as we are from the Ninth Ward housing but the cost of living there is too expensive. We barely scrape by each month, my child has been forced to get a job too to make ends meet. My child also struggles from nightmares and anxiety about Hurricane Katrina, as we were one of many crammed into the shelters when it happened. I have noticed that the school relies so heavily on test scores. Don't' you think that is unfair given the fact that the students are overcrowded and have such limited supplies? Is it really fair to make test scores the priority when students aren't given the proper resources to prepare for such tests? Nonetheless whether you think it is fair or not, I know it is unfair. These students have been through dramatic life changes caused by Katrina and you offer your support to them by adding the press of test scores. 

I have also heard about your treatment of students with disabilities. It is sickening. I am weary to disclose my Childs mental battles after Hurricane Katrina after hearing about your treatment towards children with emotional disabilities. Locking a student in a room because they have a disability is wrong. I am not disclosing my Childs struggles so they can be locked in a room. I am doing it in the hopes that you and the school change their ways for the betterment of ALL students. Focusing on test scores should be the last of our worries when students don't even have the basic resources for them to properly study. If there is no changed in your clearly flawed approach, I will resort to legal action.


Thank you in advance,

A parent worried for their child's education

Comments

Post a Comment

Popular posts from this blog

Chapter 4 (Pages 149-163)

"... decaying building with poor ventilation, no air conditioning, boarded up or broken windows, inoperable toilets, and electrical problems as well as with insufficient desks, textbooks, and classroom materials"   In the beginning of this chapter we read about how the condition of William Frantz Public schools and the challenges they faced. During this time enrollment in New Orleans Parish school district declined drastically, this had to do with a number of reasons. One reason for the decline of enrollment was the academic standing reputation that WFPS was facing.  On numerous occasions, WFPS was deemed academically unsuitable and students scores were on a decline. On top of this public labeling, the conditions of New Orleans Parish school district, including WFPS, were completely unsuitable to teach children in. Some of the conditions students were learning in where "... decaying building with poor ventilation, no air conditioning, boarded up or broken windows, inoper...
Read more

Chapter 2 (Pages 47-67)

Image
  "Because Abon and Lucille Bridges rarely discussed the events with their daughter and the melee outside WFPS was impossible to ignore, Henry soon realized she needed to teach Bridges more than simple numbers and letters. Henry, a white teacher from the North, faced the daunting and somewhat implausible task of explaining to Bridges, a black student from the South, the complex concepts of desegregation and racism in a way a Black 6 year-old child might understand." This quote stuck out to me in particular as I found it to be so impactful and really set the tone for what Ruby was going through during this time. In order for Ruby to get to school everyday,  she had to face the angry and violent protestors located outside of WFPS day after day. Although Ruby faced this challenge and went to school every day, once she arrived to school she was faced with another challenge. Isolation. Ruby was isolated from her white classmates throughout the entire day, it wasn't until sever...
Read more

Chapter 1 (Pages 1-18)

Image
     Throughout the first half of chapter one "A Fortress at 3811 North Galvez", the authors depicted the systematic racism that was occurring in Louisiana public school districts. White people were prioritized in many ways that lead to black people being put at a disadvantage not only academically, but in almost every part of society. This chapter talks about the struggles black people faced when it comes to living conditions and education up until the event of Ruby Bridges. November 14, 1960 would become a momentous day for America when Ruby Bridges would walk into the doors of the all white William Frantz Public School (WFPS).       While reading this chapter one quote in particular that stuck out to me was said on page 13, "In 1960 entered WFPS, and WFPS entered into the living rooms and collective psyche of millions of Americans" .  This quote was very powerful to me. This quote shows and implies that the action of Ruby Bridges walking into W...
Read more