Class+Matters



"Shadowy Lines That Still Divide" article: http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?_r=1&pagewanted=print&

__JIGSAW:__ Group A Refer to the article "The College Dropout Boom," found online at []

1. Watch: []

2. Discuss and take notes: -How should income, race, legacy, athletics and test scores factor into college admissions decisions? -If a low-income student, a high-income student and a legacy student have equal test scores, should one be given advantage over the others in being admitted to a college? If so, which one? Why or why not? -Do employers place too much emphasis on college degrees for hiring and promotion decisions? Why or why not? -Should private colleges and universities undertake to diversify their student population by income level? Why or why not? -Should the government offer incentives to colleges and universities to provide access to low-income students? If so, how? If not, why not? -Should everyone work toward achieving a college degree? Why or why not?

3. Explore and take notes: Research the current affirmative action policy. What might be the effect of altering the policy to focus on financial disadvantage, in addition to or instead of focusing on race and/or gender? What are the pros and cons of an income-based affirmative action program?

Research basic facts and statistics related to higher education (options available, percentage of population that receives undergraduate degrees, average costs of tuition, socioeconomic and ethnic makeup of student bodies in public and private institutions, financial help available, etc.).

The College Board provides data on trends in financial aid for college ( [] ), including statistics on family income.

Group B Refer to the article "No Degree, and No Way Back to the Middle," found online at []

1. Watch: []

2. Discuss and take notes: -Are you planning to work toward a college degree? Why or why not? -Do you know of resources (family, community, governmental, etc.) that can provide financial support for your education? -How might your life change if you earn a college degree? -What might your life be like without a college degree? -Does your family and/or social environment support pursuing a college education? -Are there opportunities for lucrative work with a college degree in your community? If so, what are they? -Are there opportunities for lucrative work without a college degree in your community? If so, what are they?

3. Explore and take notes: Research the current affirmative action policy. What might be the effect of altering the policy to focus on financial disadvantage, in addition to or instead of focusing on race and/or gender? What are the pros and cons of an income-based affirmative action program?

Research basic facts and statistics related to higher education (options available, percentage of population that receives undergraduate degrees, average costs of tuition, socioeconomic and ethnic makeup of student bodies in public and private institutions, financial help available, etc.).

The College Board provides data on trends in financial aid for college ( [] ), including statistics on family income.

3. Research current statistics related to the ones you were discussing.
 * Group Discussion #2:**
 * 1) Find 4 statistics (from any of the articles) that interest your group. Record them.
 * 2) For each, as a group, discuss how you can relate to the information or times when you have witnessed the effects of this statistic. Take notes to share with the class (please do not use names when sharing stories).
 * Group Discussion #3 (Whole class)**
 * 1) Elect a table manager. Find the working definition of “class” as given in //Class// //Matters// and read aloud at your table.
 * 2) Share examples from your journal responses (or your memory) of times when you noticed that “class matters” this summer. Each group member should give approx. 2 examples.
 * 3) Report out as a whole group. Have a student record key phrases on the board.
 * 4) Current Events- News search
 * Whole group question: What is the value of reading this book at the start of your senior year? Which PSSA terms could be applied to the collection of articles for analysis?