In this post, Paul Horton reviews an important book, and its implications for public schools today.

He writes:

“An important new study, The Long Shadow: Family Background, Disadvantaged Urban Youth, and the Transition to Adulthood by Karl Alexander, Doris Entwisle, and Linda Olson, casts doubt on the current policy push to starve neighborhood public schools and fund charter schools that are not connected to supportive communities.

“The 2014 Russell Sage Foundation study emphasizes that it does take a village to raise kids, and to the extent that schools are not a part of a supportive web of extended families, mentorship opportunities, institutions that provide constructive activities, health care, child support, and access to entry level and skilled jobs through community networking, they can not deliver success to disadvantaged urban youth.”

Horton adds:

“Although the authors of The Long Shadow do not come down on one side of the public vs. charter school debate, they do emphasize that building stronger communities and neighborhoods is the key to building schools that can leverage resources to strengthen schools to help construct more positive job pathways for underserved black urban youth.

“At a time when many charters are encouraging the segregation of students living in “hyperpoverty” neighborhoods schools need:

to desegregate beyond the selective magnet model

to develop quality preschools

to create smaller class sizes

to create high quality, engaging summer school and after school programs

to hire highly qualified, well prepared, well-supported, and committed teachers

to develop high standards and strong curricula

to support meaningful integration across SES levels

to create classroom environments that respect children’s background and builds from their strengths

to build an it-takes-a-village mindset that addresses children’s and their parents’ needs.”