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Primary School Demographics and Students’ Needs

The school under analysis is Bane Elementary that is located in Houston, Texas. The primary purpose of the paper is to provide concrete data regarding the demographics of the school and highlight how teachers address the needs of the diverse population in the classroom.

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According to the reports provided by AEIS the demographic situation of Bane Elementary School is the following, namely:

  1. African American students – 7,35;
  2. Hispanic students – 86,1%;
  3. White students – 3,8%;
  4. Native American students – 0,9%;
  5. Asian students – 0,6%;
  6. Pacific Islander students – 0,0%;
  7. Students with two or more races – 1,4%;
  8. Economically disadvantaged students – 94,7% (“Demographics” par. 1).

With the consideration of the provided report, the conclusion can be drawn that there are representatives of different cultures that study together. The teachers should take it into account and provide children with an appropriate level of support, teach them how to be tolerant and respectful. Humanity lives in multicultural society nowadays. All the changes that occur in the world should find reflection in human activity, and the sphere of education is not an exception.

The question regarding academic equality seems to be significantly important to discuss. The equality in the educational process should be characterized by fairness and equality of the opportunities and possibilities (Terzi 43). The school aims to achieve academic equality and realizes that it should be based on two fundamental principles, namely fairness and inclusion. Academic success and performance influence the future life of an individual in a significant way. The school provides all the children with access to libraries, and all the facilities are at the child’s disposal. Teachers dedicate enough time to every student, and no one is left without attention.

There are representatives of different cultures, languages, gender, race, social status, and the health condition that study in the Bane Elementary school. The major objective of the staff is to teach students how to be tolerant and respect every human being no matter race or religious beliefs (Brighouse et al. 54). Children are raised and educated in a friendly environment. Teachers understand that work with a diverse population in classroom demands following certain rules and understanding that some words may offend a child of a particular cultural group. The teachers build relationships with students based on trust and respect. Also, they establish a teacher-student partnership (Parkay and Stanford 23). Teachers aim to serve children and to share knowledge and skills with them.

To close the gap between the representatives of different cultures, the school implements different programs in the working process. Teachers organize events where students cook national dishes. It contributes to bringing people closer. Also, during dance class, teachers teach children traditional folk dances. Moreover, the school stimulates the interest of children to art and promotes drama class. In drama class, children take part in drama productions based on the stories of different countries.

In conclusion, it should be pointed out that every child deserves to get an appropriate level of education no matter gender, race, culture, health, or social status. Bane Elementary is an example of the school where representatives of different cultures study together and have a positive attitude towards each other. The respectful and tolerant staff is the role model. The academic equality and equality, in general, is the guiding power of the school, and the staff achieves the objective successfully.

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Works Cited

Brighouse, Harry, Kenneth Howe, James Tooley, and Graham Haydon. Educational Equality. New York: Continuum International Pub. Group, 2010. Print.

Demographics. 2015. Web.

Parkay, Forrest, and Beverly Stanford. Becoming a Teacher. 6th ed. Boston: Allyn and Bacon, 2004. Print.

Terzi, Lorella. Justice and Equality in Education: A Capability Perspective on Disability and Special Educational Needs. London: A&C Black, 2010. Print.

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