In 3rd world America: Money changes everything, moi wrote:
The increased rate of poverty has profound implications if this society believes that ALL children have the right to a good basic education. Moi blogs about education issues so the reader could be perplexed sometimes because moi often writes about other things like nutrition, families, and personal responsibility issues. Why? The reader might ask? Because children will have the most success in school if they are ready to learn. Ready to learn includes proper nutrition for a healthy body and the optimum situation for children is a healthy family. Many of societies’ problems would be lessened if the goal was a healthy child in a healthy family. There is a lot of economic stress in the country now because of unemployment and underemployment. Children feel the stress of their parents and they worry about how stable their family and living situation is.
Sabrina Tavernise wrote an excellent New York Times article, Education Gap Grows Between Rich and Poor, Studies Say:
It is a well-known fact that children from affluent families tend to do better in school. Yet the income divide has received far less attention from policy makers and government officials than gaps in student accomplishment by race.
Now, in analyses of long-term data published in recent months, researchers are finding that while the achievement gap between white and black students has narrowed significantly over the past few decades, the gap between rich and poor students has grown substantially during the same period….http://www.nytimes.com/2012/02/10/education/education-gap-grows-between-rich-and-poor-studies-show.html?emc=eta1
Teachers and schools have been made TOTALLY responsible for the education outcome of the children, many of whom come to school not ready to learn and who reside in families that for a variety of reasons cannot support their education. All children are capable of learning, but a one-size-fits-all approach does not serve all children well. Different populations of children will require different strategies and some children will require remedial help, early intervention, and family support to achieve their education goals.
Richard D. Kahlenberg, , a senior fellow at The Century Foundation wrote the informative Washington Post article, How to attack the growing educational gap between rich and poor:
In fact, research published by The Century Foundation and other organizations going back more than a decade shows that there are an array of strategies that can be highly effective in addressing the socioeconomic gaps in education:
* Pre-K programs. As Century’s Greg Anrig has noted, there is a wide body of research suggesting that well-designed pre-K programs in places like Oklahoma have yielded significant achievement gains for students. Likewise, forthcoming Century Foundation research by Jeanne Reid of Teachers College, Columbia University, suggests that allowing children to attend socioeconomically integrated (as opposed to high poverty) pre-K settings can have an important positive effect on learning.
* Socioeconomic Housing Integration. Inclusionary zoning laws that allow low-income and working-class parents and their children to live in low-poverty neighborhoods and attend low-poverty schools can have very positive effects on student achievement, as researcher David Rusk has long noted. A natural experiment in Montgomery County, Maryland, showed that low-income students randomly assigned to public housing units and allowed to attend schools in low-poverty neighborhoods scored at 0.4 of a standard deviation higher than those randomly assigned to higher-poverty neighborhoods and schools. According to the researcher, Heather Schwartz of the RAND Corporation, the initial sizable achievement gap between low-income and middle-class students in low-poverty neighborhoods and schools was cut in half in math and by one-third in reading over time.
* Socioeconomic School Integration. School districts that reduce concentrations of poverty in schools through public school choice have been able to significantly reduce the achievement and attainment gaps. In Cambridge, Massachusetts, for example, where a longstanding socioeconomic integration plan has allowed students to choose to attend mixed-income magnet schools, the graduation rate for African American, Latino, and low-income students is close to 90 percent, far exceeding the state average for these groups.
* College Affirmative Action for Low-Income Students. Research finds attending a selective college confers substantial benefits, and that many more low-income and working-class students could attend and succeed in selective colleges than currently do. Research by Anthony Carnevale and Stephen J. Rose of Georgetown University for the Century volume, America’s Untapped Resource: Low-Income Students in Higher Education , found that selective universities could increase their representation from the bottom socioeconomic half of the population from 10 percent to 38 percent, and overall graduation rates for all students would remain the same….http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-attack-the-growing-educational-gap-between-rich-and-poor/2012/02/10/gIQArDOg4Q_blog.html
There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important. http://drwilda.wordpress.com/2012/02/11/3rd-world-america-money-changes-everything/
Samreen Hooda writes about a new study from the National Center for Education Statistics (NCES) in the Huffington Post article, Poverty Drives College Attainment Gaps: Education Department Report:
According to the study, much of the divide in educational limitations arises from poverty which “poses a serious challenge to a child’s ability to succeed in school and its prevalence is markedly higher among certain racial/ethnic groups than in others.”
Parental education levels also tend to influence how well students perform in school. Students whose parents are highly educated tend to have higher success rates. Thus children from ethnicities that haven’t traditionally had a chance at greater education have a greater hurdle at being successful in secondary and post-secondary education.http://www.huffingtonpost.com/2012/08/28/gaps-in-post-secondary-ed_n_1836742.html?utm_hp_ref=education
Here is the Executive Summary of the report: Higher Education: Gaps in Access and Persistence Study :
Numerous studies, including those of the National Center for Education Statistics (NCES), have documented persistent gaps between the educational attainment of White males and that of Black, Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander males. Further, there is evidence of growing gaps by sex within these racial/ethnic groups, as females participate and persist in education at higher rates than their male counterparts (Aud, Fox, and KewalRamani 2010; Aud et al. 2011). In the interest of formulating policies to address these gaps, Congress directed the U.S. Department of Education to produce a report documenting the gaps in access to and completion of higher education by minority males and to outline specific policies that can help address these gaps (Higher Education Opportunity Act, H.R. 4137, 110th Cong. §1109, 2008). NCES was directed to produce the Higher Education: Gaps in Access and Persistence Study, a statistical report that documents the scope and nature of the gaps by sex and by race/ethnicity.
The primary focus of the Higher Education: Gaps in Access and Persistence Study is to examine gaps in educational participation and attainment between male Blacks, Hispanics, Native Hawaiians/Pacific Islanders, and American Indians/Alaska Natives and their female counterparts and to examine gaps between males in these racial/ethnic groups and White males. The secondary focus of the report is to examine overall sex and racial/ethnic differences. In addition to these descriptive indicators, this report also includes descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
Postsecondary attendance rates are generally lower for youth from lower socioeconomic backgrounds and those from various racial/ethnic groups (e.g., Blacks and Hispanics) when compared to Whites and Asians (Aud et al. 2011). In 2010, as in every year since 1980, a lower percentage of male than female 18- to 24-year-olds were enrolled either in college or graduate school (39 vs. 47 percent). This pattern was also observed for Whites (43 vs. 51 percent), Blacks (31 vs. 43 percent), Hispanics (26 vs. 36 percent), American Indians (24 vs. 33 percent), and persons of two or more races (40 vs. 49 percent). In addition to college enrollment differences, there are gaps in postsecondary attainment for males and females. For instance, among first-time students seeking bachelor’s degrees who started full time at a 4-year college in 2004, a higher percentage of females than males completed bachelor’s degrees within 6 years (61 vs. 56 percent)—a pattern that held across all racial/ethnic groups.
This report will document the scope and nature of a number of differences between sex and racial/ethnic groups in education preparation and achievement as well as differences in postsecondary access, persistence, and attainment between males and females within and across racial/ethnic groups. The report presents indicators that include the most recently available, nationally representative data from NCES, other federal agencies, and selected items from the ACT and the College Board. The report draws on multiple sources that represent different years and different populations.
- Letter from the Commissioner
- Executive Summary
- List of Figures
- List of Tables
- Chapter 1: Demographic Context
- Chapter 2: Characteristics of Schools
- Chapter 3: Student Behaviors and Afterschool Activities
- Chapter 4: Academic Preparation and Achievement
- Chapter 5: College Knowledge
- Chapter 6: Postsecondary Education
- Chapter 7: Postsecondary Outcomes and Employment
- Chapter 8: Multivariate Analyses of Immediate Postsecondary Enrollment and Degree Attainment
- Appendix A: Technical Appendix: Logistic Regression Analysis and Imputation Procedures
- Appendix B: Guide to Sources
- PDF & Related Info
In The next great civil rights struggle: Disparity in education funding, moi wrote:
Plessy v. Ferguson established the principle of “separate but equal” in race issues. Brown v.Board of Education which overturned the principle of “separate but equal.” would not have been necessary, but for Plessy. See also, the history of Brown v. Board of Education
If one believes that all children, regardless of that child’s status have a right to a good basic education and that society must fund and implement policies, which support this principle. Then, one must discuss the issue of equity in education. Because of the segregation, which resulted after Plessy, most folks focus their analysis of Brown almost solely on race. The issue of equity was just as important. The equity issue was explained in terms of unequal resources and unequal access to education.
People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the city and there must be good schools in all parts of this state. A good education should not depend upon one’s class or status.
I know that the lawyers in Brown were told that lawsuits were futile and that the legislatures would address the issue of segregation eventually when the public was ready. Meanwhile, several generations of African Americans waited for people to come around and say the Constitution applied to us as well. Generations of African Americans suffered in inferior schools. This state cannot sacrifice the lives of children by not addressing the issue of equity in school funding in a timely manner.
The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century. http://drwilda.wordpress.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/
Center for American Progress report: Disparity in education spending for education of children of color http://drwilda.wordpress.com/2012/08/22/center-for-american-progress-report-disparity-in-education-spending-for-education-of-children-of-color/
Study: Low-income populations and marriage http://drwilda.wordpress.com/2012/07/14/study-low-income-populations-and-marriage/
Helping at-risk children start a home library http://drwilda.wordpress.com/2012/06/13/helping-at-risk-children-start-a-home-library/
Missouri program: Parent home visits http://drwilda.wordpress.com/2012/05/30/missouri-program-parent-home-visits/
When being poor is not enough: Defining homelessness http://drwilda.wordpress.com/2012/02/13/when-being-poor-is-not-enough-defining-homelessness/
Dr. Wilda says this about that ©