Lower Richmond (K-5)

Swan (K-5)

inner-city, three stories, few windows, lots of asphalt, fenced in, surrounding traffic congestion

suburban campus of one-story buildings, lots of windows, grass, open space, playground equipment, etc.

• racially segregated

• working class neighborhoods

• racial composition–about 90% white

• suburban neighborhoods predominantly (but not entirely) white, middle to upper class

• greater reliance on cars to ferry kids around

• student body–about 1/2 black, 1/2 white;

• 1/2 qualify for free lunches

• majority of teachers are white;

• majority of support staff are black

• Most all teachers/administrators are white

• Most all support staff are white

considered ‘better’ than many of the surrounding schools in the city

greater parent involvement; less perceived bureaucratic issues

problems

• shortage of teachers, supplies,

• low salaries,

• clumsy bureaucracy

problems

• teachers complain parents are not actively involved in their kids’ educations;

• parents complain when their concerns aren’t taken seriously

academics

• 1/2 of students are reading below grade level

• limited supplies for projects, curricula

• teachers encourage ‘enriching’ activities, less acknowledging of unstructured play, TV watching, etc.

academics

• most all students perform at or above grade level;

• more supplies, ‘richer’ curriculum;

• stress on out-of-school activities among kids, teachers encourage especially the organized varieties

parent involvement

• ‘accomplishment of natural growth’ — ‘hands off,’ less intervention

• teachers want parents to supervise homework

parent involvement

• ‘concerted cultivation’–encourage interaction with adults; intervene if necessary in school-related matters

• supervision of homework a problem

out-of-school activities are stressed, including organized sports and athletics, arts, etc., and ‘brought in’ to the classroom through discussion, conversation