Archived: The Educational System in the United States: Case Study Findings

Teaching at South Central High School
At South Central High School, teachers exhibited a range of responses to the fac-
tors they found to inhibit their ability to teach and students’ ability to learn. Mr.
J., a teacher in his mid-30s, seemed resigned to the fact that ‘‘it is hard to get
things done because attendance fluctuates so much.’’ The school principal told
us that this school has many dropouts but also many students who come to
school infrequently, because they are afraid of gangs, because they are needed at
home, or because they do not have money for public transportation.

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In the following excerpt from an algebra class occurring in the fifth month of the
school year (January), Mr. J. is reviewing for a test that is to be given the follow-
ing day. Thirty-five students are enrolled; 7 are present.
The book for the class is entitled 
Algebra in Easy Steps. 
The teacher asks ques-
tions as though he really doesn’t expect anyone to answer. Only one student, sit-
ting in the first desk in the middle row directly in front of him, does.
Teacher: On pages 161–162, we had done problems 2, 4, 6, 8, and 10. Now
we’ll take a little time and do a small review on the board. Who can tell what
a monomial is so we can differentiate between the two?
Student: Problem with term limits on it.
Teacher: (answers a knock at the door) Right. The algebraic expression with
just one term limit. Polynomial?
Student: Two or more.
Teacher: (as he writes on the board) For example, 3x + 4y is a polynomial
because it has two expressions. 3x is a monomial. Let’s try a couple of home-
work problems that we worked. Does this make sense? [No answer.] Does any-
one have any questions so far? [No response.]
This teacher perceives himself, as valiantly persisting in a situation that has be-
come largely hopeless. He teaches to the one student who seems genuinely inter-
ested in learning what he has to offer.