The Need for Highly qualified Taechers Committed to Servign Students in Urban Centers
The enrollments in urban metropolitan schools across the nation have been characterized by students who are at risk. In the past, researchers have attributed the urban American family deterioration to the problem of male employment and welfare. Many urban schools are considered inferior, dangerous, and ignorable. Factors such as demographic shift, economics and institutional racism have contributed to the state that the urban students find themselves in the United States. The need to address problems specifically related to students is now acknowledged by educational leaders and policy makers. No Child Left Behind Act of 2001 (NCLB) requires that the nation’s public school systems be held accountable for achieving high levels of educational proficiency for all students. An important tenet of the law is that all students should be held to the same high standards. Because of the importance of educating all students, successful approaches for educating students are needed. One new approach to the needs of at-risk African American students that is being implemented in several urban schools districts throughout the nation is the immersion school approach. This is the establishment of schools that provide a curriculum and related experiences for African American students that are distinct from the curriculum and experiences provided for other students. This review of the literature provides an overview of the factors affecting students in urban centers.
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