Analytic Narrative Final Paper

Analytic Narrative - Yip 1 Stacey Yip EDS 136/139 Professor Chung/Sarah Simpson 6 June 2011 Analytic Narrative Final Paper Part I School classroom

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Yip 1 Stacey Yip EDS 136/139 Professor Chung/Sarah Simpson 6 June 2011 Analytic Narrative Final Paper Part I. School, classroom, and student overview Crawford Multimedia and Visual Arts School (MVAS) is part of a group of four small high schools that make up the Crawford High Educational Complex in San Diego, California. MVAS enrolls roughly 400 students each year according to its own website. It also says on the website that while they do have a core curriculum just like every other high school, they are also exposed to technology to express their creativity. This may include designing web pages, learning video production, and creating graphic arts. The emphasis on multimedia and visual arts is unique and allows students to focus in one area of a specific interest. However, according to the School Accountability Report Card (SARC), it reports that more than half of all the students are not proficient in English-language arts and mathematics for the California High School Exit Exam. The Academic Performance Index (API) of MVAS has a statewide rank of one, which means that the school has an API score in the lowest ten percent of all schools in the state. It is also reported that the high school has not met the majority of the Adequate Yearly Progress (AYP) criteria. These statistics show the challenges that MVAS faces in educating their students to be proficient in state and nationwide academic material. From my tutoring experience at MVAS, many students were unmotivated and apathetic towards their education, which is probably a key factor in MVAS’ low scores. Coming from a high-achieving high school myself,
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Yip 2 it felt very foreign to be placed in an environment where students did not cultivate an attitude focused on academic achievement. According to the 2008-2009 SARC data, the racial makeup of Crawford MVAS is majority Hispanic (51.5%), Indochinese (22.4%), and African-American (17.4%). All students fall into the subgroup of socioeconomically disadvantaged. In the two classrooms that I tutored in, the racial majority matched up with the percentages in the SARC data. It is unfortunate to see that the racial majority groups are actually minorities in the United States because they fall under the category of socioeconomically disadvantaged. From the start, these students seem to be marginalized and stereotyped because of their race and socioeconomic background. It is also safe to say that because of their socioeconomic status, the neighborhoods that the students come from are not exactly the best parts of town. One student shared about his spring break, where he went to a party only to have it be cut short due to guests pulling their guns on each other. This was the house right next door to his. Another student pursuing to be a rapper told me that he could not film his music video with his record deal for fear of getting shot in his neighborhood, since there had been a lot of gang violence during the past several weeks. Part II. Project overview
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This note was uploaded on 09/28/2011 for the course EDS 136 taught by Professor Chung,l during the Spring '08 term at UCSD.

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Analytic Narrative - Yip 1 Stacey Yip EDS 136/139 Professor Chung/Sarah Simpson 6 June 2011 Analytic Narrative Final Paper Part I School classroom

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