[Applause] hello I’m a junior in high school at the
hello I’m a junior in high school at the
hello I’m a junior in high school at the moment and just like my fellow
moment and just like my fellow
moment and just like my fellow classmates earlier this semester I had
classmates earlier this semester I had
classmates earlier this semester I had to choose my classes for next year here
to choose my classes for next year here
to choose my classes for next year here in Lakes I I take two core class AP s AP
in Lakes I I take two core class AP s AP
in Lakes I I take two core class AP s AP Lang in AP US history and an elective AP
Lang in AP US history and an elective AP
Lang in AP US history and an elective AP AP European history and the last two
AP European history and the last two
AP European history and the last two core classes I take are general physics
core classes I take are general physics
core classes I take are general physics in general algebra two this is because
in general algebra two this is because
in general algebra two this is because I’m extremely bad at math but I’m a bit
I’m extremely bad at math but I’m a bit
I’m extremely bad at math but I’m a bit of an oddity because of my blended level
of an oddity because of my blended level
of an oddity because of my blended level of classes what I mean is that the way
of classes what I mean is that the way
of classes what I mean is that the way that works in my school
that works in my school
that works in my school you’re either expected to take all
you’re either expected to take all
you’re either expected to take all general classes with the exception of
general classes with the exception of
general classes with the exception of maybe you want accelerate it or you’ll
maybe you want accelerate it or you’ll
maybe you want accelerate it or you’ll take a full load of APs and the rest
take a full load of APs and the rest
take a full load of APs and the rest being gifted now this option looks
being gifted now this option looks
being gifted now this option looks pretty and perfectly consistent when run
pretty and perfectly consistent when run
pretty and perfectly consistent when run on a transcript but personally it
on a transcript but personally it
on a transcript but personally it doesn’t make any sense to me
doesn’t make any sense to me
doesn’t make any sense to me people here forced themselves to take AP
people here forced themselves to take AP
people here forced themselves to take AP and gifted classes even though they will
and gifted classes even though they will
and gifted classes even though they will struggle unnecessarily reading just take
struggle unnecessarily reading just take
struggle unnecessarily reading just take an accelerated or a general class not
an accelerated or a general class not
an accelerated or a general class not all but most of these students are white
all but most of these students are white
all but most of these students are white and what I’ve asked them why are you
and what I’ve asked them why are you
and what I’ve asked them why are you doing this to yourself
doing this to yourself
doing this to yourself you can’t take so many a piece here are
you can’t take so many a piece here are
you can’t take so many a piece here are so many answers that I’ve received I
so many answers that I’ve received I
so many answers that I’ve received I have to is what’s expected of me or I
have to is what’s expected of me or I
have to is what’s expected of me or I want to get into a really good college
want to get into a really good college
want to get into a really good college not too surprising the thinner more
not too surprising the thinner more
not too surprising the thinner more commonly get these answers I don’t hang
commonly get these answers I don’t hang
commonly get these answers I don’t hang with peoples and those types of classes
with peoples and those types of classes
with peoples and those types of classes you know general classes I’ve even heard
you know general classes I’ve even heard
you know general classes I’ve even heard I don’t want to be in the ghetto class
I don’t want to be in the ghetto class
I don’t want to be in the ghetto class as well the black and Mexican kids or
as well the black and Mexican kids or
as well the black and Mexican kids or worse I don’t want to be in a retarded
worse I don’t want to be in a retarded
worse I don’t want to be in a retarded classes that last person was referring
classes that last person was referring
classes that last person was referring to an accelerated class by the way I’ve
to an accelerated class by the way I’ve
to an accelerated class by the way I’ve also asked the other side of the
also asked the other side of the
also asked the other side of the spectrum the students who excel but
spectrum the students who excel but
spectrum the students who excel but remain in general classes even though
remain in general classes even though
remain in general classes even though they can benefit exponentially from AP
they can benefit exponentially from AP
they can benefit exponentially from AP not all but most of these students are
not all but most of these students are
not all but most of these students are not white minorities when I’ve asked
not white minorities when I’ve asked
not white minorities when I’ve asked them why are you staying in these
them why are you staying in these
them why are you staying in these classes move up the level here are their
classes move up the level here are their
classes move up the level here are their expected answers I’ve never been offered
expected answers I’ve never been offered
expected answers I’ve never been offered or I want to take the easy a even my
or I want to take the easy a even my
or I want to take the easy a even my friends are nice classes not too
friends are nice classes not too
friends are nice classes not too shocking but then I’m more commonly will
shocking but then I’m more commonly will
shocking but then I’m more commonly will get these answers I don’t take white
get these answers I don’t take white
get these answers I don’t take white classes I don’t fit in the white classes
classes I don’t fit in the white classes
classes I don’t fit in the white classes no that’s a white class students are
no that’s a white class students are
no that’s a white class students are placed in classes by random chance we’re
placed in classes by random chance we’re
placed in classes by random chance we’re placing our classes by the method of
placing our classes by the method of
placing our classes by the method of tracking
tracking
tracking trapping is a system in America and in
trapping is a system in America and in
trapping is a system in America and in other countries where the entire schools
other countries where the entire schools
other countries where the entire schools populations assign the classes based on
populations assign the classes based on
populations assign the classes based on the students overall achievement whether
the students overall achievement whether
the students overall achievement whether that being above average below average
that being above average below average
that being above average below average or normal students are tested as young
or normal students are tested as young
or normal students are tested as young as first grade with expectation of them
as first grade with expectation of them
as first grade with expectation of them remaining in that class level for the
remaining in that class level for the
remaining in that class level for the rest of their academic careers and this
rest of their academic careers and this
rest of their academic careers and this and tracking has also been proven to
and tracking has also been proven to
and tracking has also been proven to increase the achievement gap in 2016
increase the achievement gap in 2016
increase the achievement gap in 2016 nationally only 19% of Hispanic students
nationally only 19% of Hispanic students
nationally only 19% of Hispanic students took AP course well that number for
took AP course well that number for
took AP course well that number for black students was 15% but 58% of those
black students was 15% but 58% of those
black students was 15% but 58% of those students were white nationally across
students were white nationally across
students were white nationally across the nationally AP classes are
the nationally AP classes are
the nationally AP classes are disproportionately full of large numbers
disproportionately full of large numbers
disproportionately full of large numbers of white students and strikingly small
of white students and strikingly small
of white students and strikingly small numbers of Hispanic and black students
numbers of Hispanic and black students
numbers of Hispanic and black students the racial achievement gap isn’t
the racial achievement gap isn’t
the racial achievement gap isn’t something new this has been an issue
something new this has been an issue
something new this has been an issue since the 1960s when schools first
since the 1960s when schools first
since the 1960s when schools first became desegregated here in America that
became desegregated here in America that
became desegregated here in America that is also around the same time that
is also around the same time that
is also around the same time that tracking began in America this issue
tracking began in America this issue
tracking began in America this issue isn’t just nationwide is local – its
isn’t just nationwide is local – its
isn’t just nationwide is local – its heavily prevalent within my own school
heavily prevalent within my own school
heavily prevalent within my own school back in February during my school’s
back in February during my school’s
back in February during my school’s Black History Program there was
Black History Program there was
Black History Program there was something that was repeated almost
something that was repeated almost
something that was repeated almost constantly it was that my school that
constantly it was that my school that
constantly it was that my school that open back in 1964 first and allowed any
open back in 1964 first and allowed any
open back in 1964 first and allowed any students of color and now has such great
students of color and now has such great
students of color and now has such great diversity and yes diversity is great
diversity and yes diversity is great
diversity and yes diversity is great it’s amazing but is it really all that
it’s amazing but is it really all that
it’s amazing but is it really all that great when it feels like we’re
great when it feels like we’re
great when it feels like we’re segregated within our own walls I’m
segregated within our own walls I’m
segregated within our own walls I’m tired of hearing about the diversity but
tired of hearing about the diversity but
tired of hearing about the diversity but only seeing it when I walk through the
only seeing it when I walk through the
only seeing it when I walk through the hallways and not in the classrooms
hallways and not in the classrooms
hallways and not in the classrooms granted it’s not like teachers are
granted it’s not like teachers are
granted it’s not like teachers are rounding us up by racing going why can’t
rounding us up by racing going why can’t
rounding us up by racing going why can’t you take it be physics black it you stay
you take it be physics black it you stay
you take it be physics black it you stay in general math we’re doing this to
in general math we’re doing this to
in general math we’re doing this to ourselves we are segregating ourselves
ourselves we are segregating ourselves
ourselves we are segregating ourselves I’m here to ask you to not only question
I’m here to ask you to not only question
I’m here to ask you to not only question an education system but the question
an education system but the question
an education system but the question ourselves why is this happening why does
ourselves why is this happening why does
ourselves why is this happening why does AP and gifted classes automatically
AP and gifted classes automatically
AP and gifted classes automatically constitute as a white class why have I
constitute as a white class why have I
constitute as a white class why have I never seen an all minority gifted class
never seen an all minority gifted class
never seen an all minority gifted class or all-white general class when you walk
or all-white general class when you walk
or all-white general class when you walk down the halls of my high school you can
down the halls of my high school you can
down the halls of my high school you can look inside of a classroom and tell what
look inside of a classroom and tell what
look inside of a classroom and tell what it was a higher level or lower level
it was a higher level or lower level
it was a higher level or lower level class based on the racial makeup of the
class based on the racial makeup of the
class based on the racial makeup of the classroom Lea a white junior at my high
classroom Lea a white junior at my high
classroom Lea a white junior at my high school states my higher level classes
school states my higher level classes
school states my higher level classes are all white people
are all white people
are all white people when maybe two people of color that’s
when maybe two people of color that’s
when maybe two people of color that’s pretty shocking since the racial
pretty shocking since the racial
pretty shocking since the racial distribution of my high school is pretty
distribution of my high school is pretty
distribution of my high school is pretty even actually when in over two thousand
even actually when in over two thousand
even actually when in over two thousand student population my school is divided
student population my school is divided
student population my school is divided by 34 percent white 28% Hispanic 29%
by 34 percent white 28% Hispanic 29%
by 34 percent white 28% Hispanic 29% black and the rest being 10% that is a
black and the rest being 10% that is a
black and the rest being 10% that is a reported total 64% minority enrollment
reported total 64% minority enrollment
reported total 64% minority enrollment so why are there only white kids in the
so why are there only white kids in the
so why are there only white kids in the AP and gifted classes 22% of students in
AP and gifted classes 22% of students in
AP and gifted classes 22% of students in my school are in the gifted program 42%
my school are in the gifted program 42%
my school are in the gifted program 42% of those students are white but only
of those students are white but only
of those students are white but only nine percent are black and 5% Hispanic
nine percent are black and 5% Hispanic
nine percent are black and 5% Hispanic for example when you’re choosing your
for example when you’re choosing your
for example when you’re choosing your classes for junior year you ought to
classes for junior year you ought to
classes for junior year you ought to choose between the higher level of math
choose between the higher level of math
choose between the higher level of math class calculus or the lower level math
class calculus or the lower level math
class calculus or the lower level math class algebra to 10% of students at my
class algebra to 10% of students at my
class algebra to 10% of students at my high school are take algebra 2 that
high school are take algebra 2 that
high school are take algebra 2 that number being 28% of the black and
number being 28% of the black and
number being 28% of the black and Hispanic population and only 3% of the
Hispanic population and only 3% of the
Hispanic population and only 3% of the white now let’s compare to the 9 percent
white now let’s compare to the 9 percent
white now let’s compare to the 9 percent of students to take calculus 10 percent
of students to take calculus 10 percent
of students to take calculus 10 percent are white 3% Hispanic and only 1% are
are white 3% Hispanic and only 1% are
are white 3% Hispanic and only 1% are black but let me play devil’s advocate
black but let me play devil’s advocate
black but let me play devil’s advocate here why does it matter
here why does it matter
here why does it matter my school has a higher level of white
my school has a higher level of white
my school has a higher level of white students than minority students so it
students than minority students so it
students than minority students so it makes perfect sense that there’s gonna
makes perfect sense that there’s gonna
makes perfect sense that there’s gonna be more white kids in AP and gifted
be more white kids in AP and gifted
be more white kids in AP and gifted classes I’m making mountains out of mole
classes I’m making mountains out of mole
classes I’m making mountains out of mole hills but am i yes it’s understandable
hills but am i yes it’s understandable
hills but am i yes it’s understandable to have more white students in the class
to have more white students in the class
to have more white students in the class and yes it’s bound to happen but why is
and yes it’s bound to happen but why is
and yes it’s bound to happen but why is this the norm 33 percent of students at
this the norm 33 percent of students at
this the norm 33 percent of students at my school are in the AP program 18
my school are in the AP program 18
my school are in the AP program 18 percent of those students are black 15
percent of those students are black 15
percent of those students are black 15 percent are Hispanic
percent are Hispanic
percent are Hispanic but 51 percent are white my school
but 51 percent are white my school
but 51 percent are white my school offers one in 23 different AP courses
offers one in 23 different AP courses
offers one in 23 different AP courses and a multitude of gifted in accelerated
and a multitude of gifted in accelerated
and a multitude of gifted in accelerated classes so it makes no sense for the
classes so it makes no sense for the
classes so it makes no sense for the lack of diversity in these classes so
lack of diversity in these classes so
lack of diversity in these classes so what’s stopping them I went out and
what’s stopping them I went out and
what’s stopping them I went out and investigated why I interviewed 50
investigated why I interviewed 50
investigated why I interviewed 50 students twenty-five white 25 minority
students twenty-five white 25 minority
students twenty-five white 25 minority what a series of questions to
what a series of questions to
what a series of questions to investigate why this racial divide
investigate why this racial divide
investigate why this racial divide happens the answers I received gave me a
happens the answers I received gave me a
happens the answers I received gave me a closer look at the achievement gap not
closer look at the achievement gap not
closer look at the achievement gap not just a lakeside but nationally I’m not
just a lakeside but nationally I’m not
just a lakeside but nationally I’m not gonna go through every question I asked
gonna go through every question I asked
gonna go through every question I asked but just
but just
but just phew that I found very important I began
phew that I found very important I began
phew that I found very important I began each interview with the question
each interview with the question
each interview with the question I began each interview of the question
I began each interview of the question
I began each interview of the question have you ever taken an AP and/or gifted
have you ever taken an AP and/or gifted
have you ever taken an AP and/or gifted class to give you perspective on the
class to give you perspective on the
class to give you perspective on the data I collected only one out of 25 of
data I collected only one out of 25 of
data I collected only one out of 25 of the white students I interviewed had not
the white students I interviewed had not
the white students I interviewed had not taken an AP class but all of them were
taken an AP class but all of them were
taken an AP class but all of them were enrolled in the gifted program and only
enrolled in the gifted program and only
enrolled in the gifted program and only nine out of 25 of the minority students
nine out of 25 of the minority students
nine out of 25 of the minority students I interviewed had not taken an AP class
I interviewed had not taken an AP class
I interviewed had not taken an AP class but only four of them in total were in
but only four of them in total were in
but only four of them in total were in the gifted program the other question I
the gifted program the other question I
the gifted program the other question I want to focus on that I found to be had
want to focus on that I found to be had
want to focus on that I found to be had very surprising answers one grouped in
very surprising answers one grouped in
very surprising answers one grouped in another was what would you say the
another was what would you say the
another was what would you say the racial makeup of the classroom is
racial makeup of the classroom is
racial makeup of the classroom is depending on general 2ap
depending on general 2ap
depending on general 2ap I am not exaggerating when I said when I
I am not exaggerating when I said when I
I am not exaggerating when I said when I say all 25 of the minority students
say all 25 of the minority students
say all 25 of the minority students categorized the form class levels as AP
categorized the form class levels as AP
categorized the form class levels as AP classes are mostly white people would
classes are mostly white people would
classes are mostly white people would maybe one black person Jeffrey a
maybe one black person Jeffrey a
maybe one black person Jeffrey a biracial sophomore stated Michelle a
biracial sophomore stated Michelle a
biracial sophomore stated Michelle a Hispanic junior recounts how gifted is
Hispanic junior recounts how gifted is
Hispanic junior recounts how gifted is mostly white people like AP and Leslie
mostly white people like AP and Leslie
mostly white people like AP and Leslie another Hispanic junior states that
another Hispanic junior states that
another Hispanic junior states that general and accelerated classes are
general and accelerated classes are
general and accelerated classes are always super diverse when maybe two
always super diverse when maybe two
always super diverse when maybe two white people it’s like the opposite of
white people it’s like the opposite of
white people it’s like the opposite of gifted and accelerated classes all the
gifted and accelerated classes all the
gifted and accelerated classes all the minorities answer is aligned with these
minorities answer is aligned with these
minorities answer is aligned with these four people’s statements according to
four people’s statements according to
four people’s statements according to the Department of Education the only
the Department of Education the only
the Department of Education the only students who are taking AP classes and
students who are taking AP classes and
students who are taking AP classes and passing them are either
passing them are either
passing them are either disproportionally affluent white and/or
disproportionally affluent white and/or
disproportionally affluent white and/or Asian
Asian
Asian I mean 35 percent of black and Hispanic
I mean 35 percent of black and Hispanic
I mean 35 percent of black and Hispanic students make up high schoolers in
students make up high schoolers in
students make up high schoolers in America but only 27% of them are taking
America but only 27% of them are taking
America but only 27% of them are taking AP classes and only 18 percent of them
AP classes and only 18 percent of them
AP classes and only 18 percent of them are passing them although the minorities
are passing them although the minorities
are passing them although the minorities I interviewed to recognize the racial
I interviewed to recognize the racial
I interviewed to recognize the racial disparities in the classrooms many of
disparities in the classrooms many of
disparities in the classrooms many of them have told me what it’s like to walk
them have told me what it’s like to walk
them have told me what it’s like to walk into a classroom on the first day of
into a classroom on the first day of
into a classroom on the first day of school and realize that you were the
school and realize that you were the
school and realize that you were the only person of color in that room
only person of color in that room
only person of color in that room Isabella a black junior in my high
Isabella a black junior in my high
Isabella a black junior in my high school told me it feels like there is a
school told me it feels like there is a
school told me it feels like there is a sign on your forehead and big red
sign on your forehead and big red
sign on your forehead and big red letters labeling you as the black kid
letters labeling you as the black kid
letters labeling you as the black kid for me it becomes a fun game of final
for me it becomes a fun game of final
for me it becomes a fun game of final minority whenever I walk
minority whenever I walk
minority whenever I walk to a new classroom you should play it’s
to a new classroom you should play it’s
to a new classroom you should play it’s kind of like playing Where’s Waldo
kind of like playing Where’s Waldo
kind of like playing Where’s Waldo playing this little game actually led me
playing this little game actually led me
playing this little game actually led me to get me the idea for this TED talk
to get me the idea for this TED talk
to get me the idea for this TED talk like I mentioned earlier I take AP Lang
like I mentioned earlier I take AP Lang
like I mentioned earlier I take AP Lang and there are only two class periods of
and there are only two class periods of
and there are only two class periods of this subject I’m in the second period
this subject I’m in the second period
this subject I’m in the second period class and this class is pretty diverse
class and this class is pretty diverse
class and this class is pretty diverse you know a few minorities a majority
you know a few minorities a majority
you know a few minorities a majority white and one day I left my binder in
white and one day I left my binder in
white and one day I left my binder in this class and I had to go retrieve it
this class and I had to go retrieve it
this class and I had to go retrieve it during third period which also happens
during third period which also happens
during third period which also happens to be the second a-peeling class my
to be the second a-peeling class my
to be the second a-peeling class my schools reported average class size is
schools reported average class size is
schools reported average class size is 18 to 1 I walked into a classroom of 17
18 to 1 I walked into a classroom of 17
18 to 1 I walked into a classroom of 17 white students and one black student to
white students and one black student to
white students and one black student to this day this completely baffles me the
this day this completely baffles me the
this day this completely baffles me the question that answers from the other
question that answers from the other
question that answers from the other half of the white people’s interviews
half of the white people’s interviews
half of the white people’s interviews also baffled me I asked him the racial
also baffled me I asked him the racial
also baffled me I asked him the racial makeup question and the and only six out
makeup question and the and only six out
makeup question and the and only six out of 25 of them had agreed with the
of 25 of them had agreed with the
of 25 of them had agreed with the minority student statements the people
minority student statements the people
minority student statements the people I’m about to mention asked to remain
I’m about to mention asked to remain
I’m about to mention asked to remain anonymous so I will not be using their
anonymous so I will not be using their
anonymous so I will not be using their names but I will be using their
names but I will be using their
names but I will be using their statements I believe that my class my AP
statements I believe that my class my AP
statements I believe that my class my AP classes are all very diverse because
classes are all very diverse because
classes are all very diverse because there are like four black kids in my AP
there are like four black kids in my AP
there are like four black kids in my AP world class stated a sophomore I believe
world class stated a sophomore I believe
world class stated a sophomore I believe you’re making this a bigger issue than
you’re making this a bigger issue than
you’re making this a bigger issue than it actually is
it actually is
it actually is because my microeconomics class has like
because my microeconomics class has like
because my microeconomics class has like six Mexican kids in it recalled a senior
six Mexican kids in it recalled a senior
six Mexican kids in it recalled a senior all my classes are very diverse and I
all my classes are very diverse and I
all my classes are very diverse and I take all gifted in AP especially my AP
take all gifted in AP especially my AP
take all gifted in AP especially my AP classes stated a junior the junior who
classes stated a junior the junior who
classes stated a junior the junior who answered that last question is in that
answered that last question is in that
answered that last question is in that third period ap line class all of the
third period ap line class all of the
third period ap line class all of the minority students recognized the racial
minority students recognized the racial
minority students recognized the racial divide and seemingly the white students
divide and seemingly the white students
divide and seemingly the white students were oblivious to it it makes me wonder
were oblivious to it it makes me wonder
were oblivious to it it makes me wonder kind of fearfully if students aren’t
kind of fearfully if students aren’t
kind of fearfully if students aren’t recognizing the problem our teachers not
recognizing the problem our teachers not
recognizing the problem our teachers not recognizing it either the last question
recognizing it either the last question
recognizing it either the last question I want to focus on is one that I find to
I want to focus on is one that I find to
I want to focus on is one that I find to be the most important and one that I
be the most important and one that I
be the most important and one that I believe will lead us to a possible
believe will lead us to a possible
believe will lead us to a possible solution to this issue how does the
solution to this issue how does the
solution to this issue how does the teacher respond to the class based on
teacher respond to the class based on
teacher respond to the class based on the class’s level all the students
the class’s level all the students
the class’s level all the students taking AP and gifts that collectively
taking AP and gifts that collectively
taking AP and gifts that collectively agree that their teachers were very
agree that their teachers were very
agree that their teachers were very responsive very good eager to help very
responsive very good eager to help very
responsive very good eager to help very understanding they’re all generally
understanding they’re all generally
understanding they’re all generally revered as great teachers
revered as great teachers
revered as great teachers but when I asked students no matter what
but when I asked students no matter what
but when I asked students no matter what race but hey you know we’re talking
race but hey you know we’re talking
race but hey you know we’re talking about minorities here how does a general
about minorities here how does a general
about minorities here how does a general to accelerate as class teachers behave
to accelerate as class teachers behave
to accelerate as class teachers behave to the class your answers are strikingly
to the class your answers are strikingly
to the class your answers are strikingly different they’re not as passionate as
different they’re not as passionate as
different they’re not as passionate as teachers who teach higher level classes
teachers who teach higher level classes
teachers who teach higher level classes they’re more likely to snap on a student
they’re more likely to snap on a student
they’re more likely to snap on a student and sent a student out with very little
and sent a student out with very little
and sent a student out with very little warning they always seem to come in
warning they always seem to come in
warning they always seem to come in defeated they give up on us and make us
defeated they give up on us and make us
defeated they give up on us and make us believe that we just cannot learn for a
believe that we just cannot learn for a
believe that we just cannot learn for a long time I did not like school
long time I did not like school
long time I did not like school the thought of dropping out has crossed
the thought of dropping out has crossed
the thought of dropping out has crossed my mind many many times before this all
my mind many many times before this all
my mind many many times before this all began when a math teacher gave up gave
began when a math teacher gave up gave
began when a math teacher gave up gave up on me so much to the point that they
up on me so much to the point that they
up on me so much to the point that they stopped handing me work and I eventually
stopped handing me work and I eventually
stopped handing me work and I eventually failed that class when someone gives up
failed that class when someone gives up
failed that class when someone gives up on you your options feel like they
on you your options feel like they
on you your options feel like they become limited when someone makes you
become limited when someone makes you
become limited when someone makes you feel like you cannot learn you just give
feel like you cannot learn you just give
feel like you cannot learn you just give up but I didn’t give up I began working
up but I didn’t give up I began working
up but I didn’t give up I began working harder my parents got me to tutoring
harder my parents got me to tutoring
harder my parents got me to tutoring that I desperately needed and now I know
that I desperately needed and now I know
that I desperately needed and now I know that I will always have a resource for
that I will always have a resource for
that I will always have a resource for help if I ever need it so what about the
help if I ever need it so what about the
help if I ever need it so what about the students whose only resources outside
students whose only resources outside
students whose only resources outside help is a teacher and not a tutor or or
help is a teacher and not a tutor or or
help is a teacher and not a tutor or or a parent general classes are
a parent general classes are
a parent general classes are statistically full of large numbers of
statistically full of large numbers of
statistically full of large numbers of students who may come from families who
students who may come from families who
students who may come from families who don’t speak English or broken
don’t speak English or broken
don’t speak English or broken dysfunctional or low income homes many
dysfunctional or low income homes many
dysfunctional or low income homes many of them don’t have the resources that
of them don’t have the resources that
of them don’t have the resources that many more fortunate students may have so
many more fortunate students may have so
many more fortunate students may have so what do you do when your only resources
what do you do when your only resources
what do you do when your only resources help gives up on you you give up on
help gives up on you you give up on
help gives up on you you give up on education there are so many hurdles in
education there are so many hurdles in
education there are so many hurdles in the way of minority students either they
the way of minority students either they
the way of minority students either they don’t have the resources that they need
don’t have the resources that they need
don’t have the resources that they need or even if they do there was a greater
or even if they do there was a greater
or even if they do there was a greater fear of not fitting in an all-white
fear of not fitting in an all-white
fear of not fitting in an all-white class than receiving a better education
class than receiving a better education
class than receiving a better education and even if they do jump over that last
and even if they do jump over that last
and even if they do jump over that last hurdle prejudice and racism is still an
hurdle prejudice and racism is still an
hurdle prejudice and racism is still an issue that pushes back the finish line
issue that pushes back the finish line
issue that pushes back the finish line further and further a Hispanic junior I
further and further a Hispanic junior I
further and further a Hispanic junior I interviewed told me they would jokingly
interviewed told me they would jokingly
interviewed told me they would jokingly call me a beaner and he thought it was
call me a beaner and he thought it was
call me a beaner and he thought it was okay because I was different from the
okay because I was different from the
okay because I was different from the other ones so what do we do we start
other ones so what do we do we start
other ones so what do we do we start from the beginning we start all the way
from the beginning we start all the way
from the beginning we start all the way back in kindergarten because starting in
back in kindergarten because starting in
back in kindergarten because starting in high school is trying to help people who
high school is trying to help people who
high school is trying to help people who have already been failed by the
have already been failed by the
have already been failed by the education
education
education system the National Education
system the National Education
system the National Education Association states these strategies are
Association states these strategies are
Association states these strategies are successful in closing the achievement
successful in closing the achievement
successful in closing the achievement gap we make school a place where every
gap we make school a place where every
gap we make school a place where every student who received the resources that
student who received the resources that
student who received the resources that they need regardless of their
they need regardless of their
they need regardless of their limitations I know a girl who began the
limitations I know a girl who began the
limitations I know a girl who began the school year failing until she started to
school year failing until she started to
school year failing until she started to stay after school every day for almost
stay after school every day for almost
stay after school every day for almost two hours just so she could have a quiet
two hours just so she could have a quiet
two hours just so she could have a quiet place to do her homework and eventually
place to do her homework and eventually
place to do her homework and eventually she began the pass supports students in
she began the pass supports students in
she began the pass supports students in every aspect embrace it consider
every aspect embrace it consider
every aspect embrace it consider students diversity to be an asset and
students diversity to be an asset and
students diversity to be an asset and make teachers know culturally
make teachers know culturally
make teachers know culturally understanding and it doesn’t just end
understanding and it doesn’t just end
understanding and it doesn’t just end with teachers and administration
with teachers and administration
with teachers and administration students can help their own situations
students can help their own situations
students can help their own situations also just because I’ve subjected you to
also just because I’ve subjected you to
also just because I’ve subjected you to a TED talk full of statistics and facts
a TED talk full of statistics and facts
a TED talk full of statistics and facts about how black and Hispanic students
about how black and Hispanic students
about how black and Hispanic students don’t take higher level classes doesn’t
don’t take higher level classes doesn’t
don’t take higher level classes doesn’t mean that has to remain the stereotype
mean that has to remain the stereotype
mean that has to remain the stereotype we are the students and these statistics
we are the students and these statistics
we are the students and these statistics so we why not we why don’t we just
so we why not we why don’t we just
so we why not we why don’t we just change the numbers
change the numbers
change the numbers I implore you to break out of this
I implore you to break out of this
I implore you to break out of this stereotype
stereotype
stereotype don’t let discouragement stop you when
don’t let discouragement stop you when
don’t let discouragement stop you when you choose your classes ask about every
you choose your classes ask about every
you choose your classes ask about every single option that is available to you
single option that is available to you
single option that is available to you be in the driver’s seat of your own
be in the driver’s seat of your own
be in the driver’s seat of your own education and yes I know I’ve said I
education and yes I know I’ve said I
education and yes I know I’ve said I know this is all sappy but every single
know this is all sappy but every single
know this is all sappy but every single cheesy poster I have ever seen in any of
cheesy poster I have ever seen in any of
cheesy poster I have ever seen in any of my teachers classrooms has always said
my teachers classrooms has always said
my teachers classrooms has always said children are the future so why aren’t we
children are the future so why aren’t we
children are the future so why aren’t we investing in our futures can we close
investing in our futures can we close
investing in our futures can we close this gap or will this remain to be a
this gap or will this remain to be a
this gap or will this remain to be a systemic problem that people remain
systemic problem that people remain
systemic problem that people remain oblivious to thank you
oblivious to thank you
oblivious to thank you [Applause]
”
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