Achievement Disparities Between Minority and Nonminority Students in Suburban Schools

1990 ◽  
Vol 59 (2) ◽  
pp. 186 ◽  
Author(s):  
Daniel U. Levine ◽  
Eugene E. Eubanks
Keyword(s):  
Suburban Schools ◽  
Achievement Disparities

scholarly journals Classroom Dust-Bound Polycyclic Aromatic Hydrocarbons in Jeddah Primary Schools, Saudi Arabia: Level, Characteristics and Health Risk Assessment

2020 ◽  
Vol 17 (8) ◽  
pp. 2779
Author(s):  
Mansour A. Alghamdi ◽  
Salwa K. Hassan ◽  
Noura A. Alzahrani ◽  
Marwan Y. Al Sharif ◽  
Mamdouh I. Khoder
Keyword(s):  
Polycyclic Aromatic Hydrocarbons ◽  
Cancer Risk ◽  
Urban Schools ◽  
Health Risks ◽  
Aromatic Hydrocarbons ◽  
Primary Schools ◽  
Residential Schools ◽  
Suburban Schools ◽  
Lifetime Cancer Risk ◽  
Polycyclic Aromatic

Data concerning polycyclic aromatic hydrocarbons (PAHs) in Jeddah’s schools, Saudi Arabia, and their implications for health risks to children, is scarce. Classroom air conditioner filter dusts were collected from primary schools in urban, suburban and residential areas of Jeddah. This study aimed to assess the characteristics of classroom-dust-bound PAHs and the health risks to children of PAH exposure. Average PAH concentrations were higher in urban schools than suburban and residential schools. Benzo (b)fluoranthene (BbF), benzo(ghi)perylene (BGP), chrysene (CRY) and Dibenz[a,h]anthracene (DBA) at urban and suburban schools and BbF, BGP, fluoranthene (FLT) and indeno (1, 2, 3, −cd)pyrene (IND) at residential schools were the dominant compounds in classroom dust. PAHs with five aromatic rings were the most abundant at all schools. The relative contribution of the individual PAH compounds to total PAH concentrations in the classroom dusts of schools indicate that the study areas do share a common source, vehicle emissions. Based on diagnostic ratios of PAHs, they are emitted from local pyrogenic sources, and traffic is the significant PAH source, with more significant contributions from gasoline-fueled than from diesel cars. Based on benzo[a]pyrene equivalent (BaPequi) calculations, total carcinogenic activity (TCA) for total PAHs represent 21.59% (urban schools), 20.99% (suburban schools), and 18.88% (residential schools) of total PAH concentrations. DBA and BaP were the most dominant compounds contributing to the TCA, suggesting the importance of BaP and DBA as surrogate compounds for PAHs in this schools. Based on incremental lifetime cancer risk (ILCingestion, ILCRinhalation, ILCRdermal) and total lifetime cancer risk (TLCR)) calculations, the order of cancer risk was: urban schools > suburban schools > residential schools. Both ingestion and dermal contact are major contributors to cancer risk. Among PAHs, DBA, BaP, BbF, benzo(a)anthracene (BaA), benzo(k)fluoranthene (BkF), and IND have the highest ILCR values at all schools. LCR and TLCR values at all schools were lower than 10−6, indicating virtual safety. DBA, BaP and BbF were the predominant contributors to cancer effects in all schools.

Student Teaching in Urban and Suburban Schools

2008 ◽  
Vol 43 (6) ◽  
pp. 653-670 ◽  
Author(s):  
Evelyn Marino Weisman ◽  
Laurie E. Hansen
Keyword(s):  
Student Teaching ◽  
Suburban Schools

Morality and the Ethic of Care: Peaceable Rural Schools, Caring Rural Communities

1998 ◽  
Vol 17 (3-4) ◽  
pp. 71-79 ◽  
Author(s):  
Linda P. Thurston ◽  
Terry R. Berkeley
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Ethic Of Care ◽  
Support Staff ◽  
Suburban Schools ◽  
Personal Safety ◽  
Ethic Of Caring ◽  
Peaceable Schools ◽  
American Schools ◽  
The Impact

There is violence and a loss of personal safety in rural schools as there is in urban and suburban schools. The impact is felt by children, teachers, support staff, administrators, and citizens in the communities in which those schools are located. These tensions are as widespread as are the great differences and increased diversity of America's rural communities. In this article, these concerns are discussed. Solutions are presented with violence and the loss of personal safety being highlighted as resolvable problems via a consideration of all members of the community moving to an ethic of caring, living in communities characterized as caring, thus, attending peaceable schools. Morality and the Ethic of Care: Peaceable Rural Schools, Caring Rural Communities “To educate a person in mind but not in morals is a menace to society.” T. Roosevelt “A question a'int really a question if you know the answer too.” J. Prine “The best thing for disturbances of the spirit…is to learn.” T.H. White Recently on National Public Radio's “Morning Edition” it was reported in Butte, Montana, the Superintendent of Schools now has the principals in the district hold regular safety drills for her students, teachers, aides, and other staff in light of the recent spate of publicized attacks of violence taking place in American schools, especially those taking place in Rural Schools.

Reframing Suburbs: Race, Place, and Opportunity in Suburban Educational Spaces

2020 ◽  
pp. 0013189X2097267
Author(s):  
John B. Diamond ◽  
Linn Posey-Maddox ◽  
María D. Velázquez
Keyword(s):  
Education Research ◽  
The United States ◽  
Urban School Districts ◽  
Suburban Schools ◽  
Research Issues ◽  
Race And Class ◽  
Suburban Education ◽  
Educational Spaces ◽  
History Of ◽  
Core Issues

Most students in the United States attend suburban schools. However, most education research focuses on urban school districts. This may be in part because many of the core issues that currently drive education research—issues of race and class inequities, social mobility, immigration, English learning—are believed to be “urban” challenges. In this article, we argue that the changing nature of suburban schools and communities, and the history of their creation as education spaces, make them advantageous locations for education researchers to study many pressing issues and expand the ways we understand the intersections of race, place and inequality. We argue that education scholarship across multiple disciplinary orientations, theoretical foci, and substantive concerns can benefit from a deeper engagement with suburban education spaces and the issues and opportunities associated with them.

scholarly journals Risk Assessment and Implications of Schoolchildren Exposure to Classroom Heavy Metals Particles in Jeddah, Saudi Arabia

2019 ◽  
Vol 16 (24) ◽  
pp. 5017 ◽  
Author(s):  
Mansour A. Alghamdi ◽  
Salwa K. Hassan ◽  
Noura A. Alzahrani ◽  
Fahd M. Almehmadi ◽  
Mamdouh I. Khoder
Keyword(s):  
Heavy Metals ◽  
Cancer Risk ◽  
Urban Schools ◽  
Primary Schools ◽  
Rank Order ◽  
Contamination Factor ◽  
Residential Schools ◽  
Suburban Schools ◽  
Acceptable Level ◽  
Lifetime Cancer Risk

Classrooms Air Conditioner Filter (CACF) particles represent all of the exposed particles that have migrated to the interior environment. This study was conducted to assess the heavy metals contamination in CACF particles from Jeddah primary schools located in urban, suburban and residential areas; and to evaluate their health risks of children exposure (non-carcinogenic and carcinogenic). Heavy metals levels in CACF particles of schools were in the following order: urban schools > suburban schools > residential schools. Fe, Mn and Zn were the dominant species. Geo-accumulation index (Igeo), contamination factor (CF) and pollution load index (PLI) values indicated that the contamination levels was in the following order Cd > Pb > Zn > As > Cu > Ni > Mn > Cr > Co >V > Fe. School CACF particles was moderately contaminated with As and Zn and moderately to heavily contaminated with Pb and Cd. Enrichment factors (EFs) indicated that Zn, Cd, Pb, As and Cu in CACF particles were severe enriched. The hazard quotient (HQs) and hazards index (HI) values for heavy metals were lower than the acceptable level of one. As, Pb, Cr and Mn were exhibited high non-cancer effects for children. The lifetime cancer risk (LCR) and total lifetime cancer risk (TLCR), HQs and HI values for the different exposure pathways of heavy metals decreased in the following order: ingestion > dermal contact > inhalation. Carcinogenic and non-carcinogenic risk rank order of schools were urban schools > suburban schools > residential schools. The LCR and TLCR of heavy metals was in the following order: Co > Ni >Cr > Cd > As > Pb. The ingestion lifetime cancer risk (LCRing) and TLCR values from exposure to Ni and Cr in urban and suburban schools, Cd in urban schools, and Co in all Jeddah schools only exceed the acceptable range (1 × 10−6–1 × 10−4) Only LCRing and TLCR values from exposure to ∑ carcinogens exceed the acceptable level.

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