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

Special Problems in Urban Schools
Teachers in some of the low-achieving schools that we visited did not cite any
substantial variation among students within a classroom, but instead reported
problems dealing with individual differences that were different from the prob-
lems faced at typical schools. Many of these teachers indicated that performance
was uniformly low among their students. Instead of teaching to the middle, these
teachers indicated that they spent most of their classroom time trying to discipline
students or provide emotional support to students. These teachers attributed the
generally low ability and interest of students to lack of discipline and to abuse
in the home. Absence from school was also a major problem. While these schools
are not typical of American schools, the descriptions here reveal some of the
problems faced by teachers in the lowest performing urban schools and how
these problems supersede the problems of dealing with individual differences.
Poverty was perceived as the primary cause of the special problems of inner-city
schools. This was true across research locations. At West High School, a teacher
estimated that 40 percent of the students were in families receiving Aid to Fami-
lies with Dependent Children and a large fraction of the remaining 60 percent
were also in need of assistance but were not receiving it because of lack of docu-
mentation about citizenship (a number are in the country illegally).
Low Attendance
Low attendance was a problem cited by educators in inner-city schools. The prin-
cipal of South Central said that attendance was the main problem facing the
school:
Fifteen students will show up 1 day. A different 10 and the same 5 may show
up the next day. And a completely different 15 will show up the next. This
makes instruction very difficult, and it is the number one complaint of teachers
at South Central.
A math teacher at South Central Vocational High School elaborated on how
instruction is slowed down by poor attendance:
I have only covered three chapters in 8 months. The kids are real slow in
learning. I would expect that average kids would be able to do five or six
problems at home so I would only have to spend a week on them. With these
students, I have to spend a month. I have to repeat material often because dif-
ferent students attend each day.

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