New Virginia education standards are racial profiling

24 Aug

In 3rd world America: The link between poverty and education, moi wrote:

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? 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 society’s 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.

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview  There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education in this state, we are the next third world country.

The Casey Foundation reports in 2011 Kids Count Data Book about the well-being of children. Readers can create a custom profile for each state using the data center, which describe in detail how children in each state are doing. Two articles detail why this society must be focused on job creation and the expansion and preservation of the middle class. Too many people are financially insecure in the current economic climate.

The Huffington Post article, Poor Students With Poorly Educated Parents More Disadvantaged In U.S. Than Other Countries about the effect of income inequality:

Intuitively, a child’s academic performance is likely higher if he or she has highly educated parents, and lower if the child has less educated parents. A new report confirms that’s true, but reveals that American children of poorly educated parents do a lot worse than their counterparts in other countries.

Income mobility just within the U.S. has significantly declined since the mid-90s, according to a report this month by the Boston Federal Reserve. In recent years, families were more likely to stay within their income class than before — the rich are staying rich, and the poor and middle-class are struggling to move up the economic ladder….http://www.huffingtonpost.com/2011/11/18/poor-students-with-poorly_n_1101728.html?ref=email_share

https://drwilda.wordpress.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

Schools must be relentless about the basics for their population of kids.   

What does it Mean to Be Relentless About the Basics:      

  1. Students acquire strong subject matter skills in reading, writing, and math.
  2. Students are assessed often to gauge where they are in acquiring basic skills.
  3. If there are deficiencies in acquiring skills, schools intervene as soon as a deficiency assessment is made.
  4. Schools intervene early in life challenges faced by students which prevent them from attending school and performing in school.
  5. Appropriate corrective assistance is provided by the school to overcome both academic and life challenges.   

Many educators and policymakers are at a lost to deal with the complex social and economic stew of America.

Samreen Hooda reports in the Huffington Post article, Virginia New Achievement Standards Based On Race And Background:

Virginia’s new achievement standards have raised eyebrows.

Part of the state’s new standards dictate a specific percentage of racial group that should pass school exams, a move that has angered the Virginia Black Caucus. The caucus’ chairwoman, Democratic state Sen. Mamie Locke, says the new standards marginalize students by creating different goals for students of various backgrounds.

“Nothing is going to work for me if there is a differentiation being established for different groups of students,” Locke told the Daily Press. “Whether that’s race, socio-economic status or intellectual ability. If there is a differentiation, I have a problem with it.”

Virginia Secretary of Education Laura Fornash disagrees with Virginia Black Caucus’ assertions.

“Please be assured that the McDonnell administration does not hold a student of a particular race or income level, or those of any other subgroup, to a different standard,” Fornash wrote in a three-page letter explaining the changed standards.

The standards do not pose different pass rates for different groups: regardless of race, each student has to correctly answer the same number of test questions in order to pass. The difference lies in the expectation of passing from groups of different backgrounds. The new rules were designed as part of Virginia’s waiver from No Child Left Behind, along with 31 other states and Washington, D.C.

For instance, only 45 percent of black students are required to pass the math state test while 82 percent for Asian Americans, 68 percent for whites and 52 percent for Hispanics are required to pass. In reading, 92 percent of Asian students, 90 percent of white students, 80 percent of hispanic students, 76 percent of black students, and 59 percent of students with disabilities are required to pass the state exam. http://www.huffingtonpost.com/2012/08/23/virginia-new-achievement-based-on-race_n_1826624.html?utm_hp_ref=email_share

Instead of lowering standards, maybe Virginia should be asking the question of how to raise standards for ALL children.

In Race, class, and education in America, moi said:

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class

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 country and there must be good schools in all parts of this society. A good education should not depend upon one’s class or status.

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 society 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.https://drwilda.wordpress.com/2011/11/07/race-class-and-education-in-america/

Related:

Center for American Progress report: Disparity in education spending for education of children of color                                  https://drwilda.wordpress.com/2012/08/22/center-for-american-progress-report-disparity-in-education-spending-for-education-of-children-of-color/

Report: Black students more likely to be suspended https://drwilda.wordpress.com/2012/08/07/report-black-students-more-likely-to-be-suspended/

Study: When teachers overcompensate for prejudice https://drwilda.wordpress.com/2012/05/10/study-when-teachers-overcompensate-for-prejudice/

Who says Black children can’t learn? Some schools get it https://drwilda.wordpress.com/2012/03/22/who-says-black-children-cant-learn-some-schools-gets-it/

Harlem movie and the hard question: Does indigenous African-American culture support academic success? https://drwilda.wordpress.com/2012/01/08/harlem-movie-and-the-hard-question-does-indigenous-african-american-culture-support-academic-success/

Dr. Wilda says this about that ©

One Response to “New Virginia education standards are racial profiling”

Trackbacks/Pingbacks

  1. School Performance standards based on race: A new era of ‘Jim Crow’ in education? | drwilda - July 18, 2013

    […] Instead of lowering standards, maybe Virginia should be asking the question of how to raise standards for ALL children. https://drwilda.com/2012/08/24/new-virginia-education-standards-are-racial-profiling/ […]

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