<P> In the first chapter of this text, Kozol examines the current state of segregation within the urban school system . He begins with a discussion on the irony stated in the above quote: schools named after leaders of the integration struggle are some of the most segregated schools, such as the Thurgood Marshall Elementary School in Seattle, Washington (95% minority) or a school named after Rosa Parks in San Diego, California (80% minority). Kozol notes that most of the students within these schools are unfamiliar with the actions of the minority leaders their schools are named after . Kozol goes on to point out the lack of segregation within the urban communities that surround these schools, specifically mentioning the residential segregation on New York City, which matches levels from the 1960s . </P> <P> In chapter 2, Kozol describes the hardships students of color experience in segregated schools . Students of color have limited resources and support from the educational system . Students concerns were devalued and little consideration is given to help fund their schools . As opposed to affluent families they were able to provide an education for their children . Programs were available for those who could afford to pay children education . Baby Ivy is a private educational program that taught children of early age to receive the proper education they need . Children who had a head start in school had more positive educational outcomes than disadvantage children . </P> <P> Kozol examines the strategy of "one size fits all" within urban public schools . Scripted programs such as' Success for All' drive curriculum changes, using models adapted from industrial efficiency and Taylorism . In addition, Kozol discusses the naming ritual that permeates the formality of each course taught by the school . Such examples include' Authentic Writing',' Active Listening',' Accountable Talk', and' Zero Noise' . Teachers in urban school are strongly encouraged to follow these scripted lessons to bring formality and structure to the learning environment . This order is driven by state testing, which leads to anxiety among schoolchildren when their reading level is announced . Students are scored from Level One (lowest) to Level Four (highest), which places them into categories for further instruction . However, these placement scores are used as descriptive terms among students;' He's a level one', or' She's gone down to a level two' . </P> <P> Within this chapter, Kozol continues to look at the curriculum shifts found in urban schools, which are nowhere to be seen in more affluent suburban schools . Increasingly, teachers are encouraged to weave' work - related' themes into the lessons throughout the day . This trend starts at the elementary school level with' Help Wanted' signs, classroom jobs labeled as' managers', and students keep' earnings - tracking' charts on their desks . Learning itself, is further taught as a' possession' and not something one' engages' with . The influence of managerial thinking continues into urban high schools, where students are strongly encouraged to select a' career path' during their freshman year, so they may tailor their course work . Among the choices not marketed is a college education . The curriculum additions are often influenced by local corporations and business leaders . Kozol points out that many of these corporations place great importance on' team players', and the walls of urban school classrooms are plastered with corporate brands and managerial themes . </P>

The shame of the nation chapter 3 summary
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