Problems of the Public Education in America

Duke and so draws a fig of conclusions from the score of Tee-Jay and from the changes that educate faced and weathered.

Tee-Jay is described as an stunning structure when it was first built, and Duke ties this idea to an psychoanalysis of the Richmond enlighten system as a whole at that time. The build of this naturalise came at the beginning of the Great Depression. The building itself, as Duke rightly point south, was only the beginning, and what followed was the development of an educational enculturation under difficult terms. The officials working to crate this school gloss had to contend first with the effects of the Great Depression and then with World War II and the social and economic changes attributable to both. Duke assigns that the administration and faculty were committed to developing an academic close at a time when public opinion toward cerebral development was ambivalent. This meant that the effort involved resisting those who saw intellectual pursuits as frivolous. Overcoming this view involved developing classes that were challenging and that produced good results in terms of grades and scores for the era. The school sought to develop a strong faculty. The enrollment increased as more students were attracted to the school because of its god reputation. The curriculum was adjusted to meet the desires of the administration and the

Duke suggests that a good way to contemplate these situations is through organizational history, less common with reference to schools, than to the types of organization. such an approach helps situate the institution in terms of time, society, and circumstance and links the organization to the people who make it up and who operate it. Duke does a good job of offering an organizational history of Tee-Jay and of suggesting how to analyze similar institutions in the future.

The most interesting and valuable part of Duke's book is the last section in which he comments on the meaning of the Tee-Jay experience.

For most of the book, Duke offers a history and analysis of events as they unfold, and in the final chapters he considers the broader meaning of these events, what they say about not just this school but the educational system as a whole, and how other schools might hold back from the Tee-Jay story. The first challenge he considers is desegregation. For all the respect devoted to Tee-Jay in the white community, the black community saw the school as an example of the inequities of the divided school system that existed to begin with desegregation. Tee-Jay changed its discover when it admitted blacks, and at the same time it maintained its broader watch as a quality school. As time passed, though, the image of the school shifted into the general image of urban high schools crosswise the country, though Tee-Jay did manage to maintain its dedication to excellence. Tee-Jay only use the district policies with reference to things like desegregation, but Duke says more lately there has been an increased interest in school-based responses to new policies. Duke characterizes his won book as follows:

This could not prevent white flight, however, and the attracter approach was somewhat different in that it encouraged choice.

Tee-Jay's missionary station continued to be well served by its culture. Among the most unflinching aspects of this culture were high expectations for all stu
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.