The authors mention Tacoma, Fresno, Austin, and Cleveland to give examples of places where communities improved their high schools.
"Pride of
Community
High Schools Can Be Again"
by Robert Balfanz and John Bridgeland The American high school has played a storied, unappreciated role in our nation's success. Through much of the last century, it served as a driver of individual mobility, economic growth, and social cohesion. The provision of universal public high schooling provided an avenue of advancement for families of modest means and over time, impoverished and discriminated communities. In many areas, students from the wealthy and poor sides of town sat side by side in classrooms and experienced the rituals of high school together.
Today, however, in the places that need them the most - locales that have been unable to make the pivot from the 20th to 21st century economy - there are too many high schools no longer fulfilling that promise. After more than a decade of progress in improving high school graduation rates, there remain about 1,300 traditional high schools in need of serious improvement and redesign. From the inner city to the heartland of America, these low-performing high schools are concentrated in struggling communities that sit at the fault lines of race, class, and inequality in America.
Left unattended, these schools will lead to a persistent, geographically bound, underclass with implications for our society, economy and democracy.
Use the passage to answer the question.
Near the end of the passage, why do the authors mention Tacoma, Fresno, Austin, and Cleveland?
(1 point)
to suggest that these cities
• implement changes to their high schools
to give examples of places
• where communities improved their high schools
to encourage people in
• struggling communities to move to one of these cities
to prove that increasing
• graduation rates leads to the development of new businesses
1 answer
1 answer