Performance Problems of Inner City Schools

By: Carolina Daniel-Garvey

New York inner city schools are struggling with a variety of academic problems such as:

the school environment, not enough resources to provide for a group of well compensated

teachers, funding, low income families and smaller classes and let us not forget segregation.

Students have a right to feel safe, welcomed and encouraged in an environment where learning

needs to take place, but this is not always the case for most since the majority of the

neighborhoods in which low income schools are located are being contaminated with crime. The

result arising from some of these problems is academic failure which later results in students

becoming dropouts, subsequently becoming a ward of the state. Improving school climate as a

means of changing the academic performance problems of inner city schools is a priority that

should be at the top of the list for government officials in charge of education.

Climate is defined by Theodore Kowalski and Ulrich C. Reitzug in the article Planning and

Managing School Facilities as a comprehensive structure made up of culture, organizational

structure, social relationships and individual behaviors. Understanding the definition of climate

can influence educators in an effort to provide a better school climate and culture that can be

beneficial to the student learning process involved in these schools heavily populated by a vast

majority of blacks and Latino. Providing an environment in which students feel the need to

shine, safe from the influence of societal distractions which can involve things like, gangs, guns,

drugs and poverty can only promote a group of scholars who value academic excellence.

Government officials and educators must first give as much attention to school climate and

culture as is given to curriculum development, preparation for state exams and the way in which

teaching methods can improve testing results. Schools should be seen as safe havens for students,
especially those coming from a dysfunctional family and neighborhood. The need for a change in

adjusting school climate is necessary, so that the needs of the students that are being affected can

be met.

Improving the school climate must first begin from outside the school premises. It can involve

the principals, teachers and parents reaching out to government officials asking for help to create

a safer environment around the neighborhood. Also the need for teachers to feel enthusiastic

about facilitating learning once inside the school to every student equally is a major factor.

Similarly the student should show interest about his or her school and its future. A cooperative

environment where parents, teachers and the students are all interested in the same outcome

could greatly benefit all participants involved. This kind of behavior stimulates social interaction,

supports student progression academically in so many ways including the teachers commitment

to student learning. Improving school climate as a means of changing the academic performance

problems of inner city schools and its students is a priority that should be at the top of the list for

government officials in charge of education. However if this issue is not taken into consideration

soon enough teachers are either going to opt out or stop teaching all together, which can only be

detrimental for our youths who are supposed to be the future of tomorrow.

Works Cited
Kowalski, Theodore J. Planning and Managing School Facilities. New York: Praeger, 1989.

Print.