Charlotte-Mecklenburg schools (CMS) were established in 1969 and are located in Charlotte, North Carolina. The schools serve the city of Charlotte and Mecklenburg County. CMS has a total of 159 schools with over 135, 600 students enrolled. This makes it the second largest school district in North Carolina and the 18th largest in the United States according to the ministry of education records. The school enrolls students from diverse ethnic backgrounds with the largest population being of African Americans, followed by whites, Hispanics, Asians and lastly multi racial students. Diversity in CMS is clearly outstanding as statistics indicate that the native languages spoken by students total to 165 while the number of countries represented total to 168. The data reveals that students in CMS have the unique characteristic of effectively utilizing the school’s commitment to innovation and creativity in education despite their differences (Frankenberg & Debray, 2011). The school’s mission and vision statements indicate that the integral role of the cultural sector and education approaches are prominent in ensuring academic achievement. The students also have the characteristics of learning in harmony by appreciating the diversity that each individual student contributes to the learning outcome.
Unique resources that exist in the community that the school serves include culturally responsive teachers and school policies and practices. Culturally responsive teachers aid in student learning by understanding that students bring their culturally influenced behavior, cognition and dispositions to the school learning environment (Villegas & Lucas, 2002). They understand student differences attributed to their diverse backgrounds and use this knowledge to enrich their teaching methodologies in a manner that enhance learning opportunities. School policies and practices on the other hand maximize learning opportunities for all students by particularly enhancing learning outcomes of students with color (Irvine and Hawley, 2011). This would be achieved through refined monitoring of influences and outcomes of learning, significant professional development, sensible disciplinary measures, support and access to success with thorough content, a multicultural curriculum, recruit and retaining a diverse staff, linguistically and culturally responsive family commitment, inclusive school climate and an open and productive discussion of challenges related to ethnicity and race. These characteristics can be classified as indicators of school responsiveness.
Culturally responsive skills act as motivators and self esteem builder for students in a culturally diverse school although no empirical research has been done to determine its outcome on student learning (Frankenberg & Debray, 2011). In most cases, students who perform poorly are students of color who require the opportunity to learn from the culturally responsive teachers who understand the value of cultural and social contexts of teaching and learning.
References
Frankenberg, E., & Debray, E. H. (2011). Integrating schools in a changing society: New policies and legal options for a multiracial generation. Chapel Hill, N.C: University of North Carolina Press.
Irvine, J. J., and Hawley, W. D. (December 9, 2011). PEW Conference Center: Culturally Responsive Teaching Awards Celebration. Washington D.C. Retrieved from http://www.edweek.org/media/crt_research.pdf on 6/6/2013.
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
