Archives for category: Poverty

Amy Prime teaches second grade in Iowa. She writes strong opinion pieces and in this one, she lambastes the Des Moines Register (which publishes her articles) for its most recent editorial blasting the schools. In this case,the newspaper complained that Iowa schools did not have test scores as high as Maryland.

Have Iowa’s test scores “stagnated”? Whence came the belief that they must go up every year, like stock prices?

She writes:

“Even if our scores have “stagnated,” as the Register article asserts, then Iowa teachers should be praised for maintaining such high scores with that added challenge. I’d like to see a feature congratulating teachers for not allowing our kids to slip when we have been forced to deal with larger class sizes, decreased funding, more English-as-a-second-language students, less planning and prep time, the slashing of our music and arts programs, the demoralization of our profession in the media, increased interference from politicians and businessmen, and more.”

Amy challenges the editorial writers to talk to teachers, not to Stanford researchers or people from the governor’s office.

Yoav Gonen and Frank Rosario in the New York Post report a spike in the number of homeless students in the New York City public schools.

They write:

“More than 53,000 city public-school students lack a permanent home — a fivefold increase over 2008, figures show.

“While the economy’s collapse led to a huge spike in the number of homeless kids in public schools, the figure has continued to climb by more than 10,000 kids since 2010, according to city Department of Education data.

“As of October 2012, one out of every 20 public-school students was living in a shelter, at an address shared by multiple families or in a hotel or motel.”

Advocates for the homeless predicted that the numbers would increase.

Patrick Markee of the Coalition for the Homeless said, “The continuing economic crisis and the high cost of housing continue to be pricing out more and more kids and families from the housing market…At the same time, the failures of Mayor Bloomerg’s policies . . . have contributed to all-time records of homelessness.” He cited the Bloomberg administration’s decision to eliminate affordable-housing assistance as a major source of the problem.

The articles cite two schools where more than 40 percent of the students were homeless.

Homeless students have a hard time doing their studies. When the test scores come out, these schools are likely to have low scores. If so, the leadership of the Department of Education will label them “failing schools,” and they may be closed. This will increase the burdens on the students who are homeless.

Andy Hines, a writer and stay-at-home dad, describes his family’s debate about where to send their child to school. They live in San Diego, one of the nation’s best urban school districts, but most advantaged parents shun the neighborhood school. Instead they seek out magnet schools, charter schools, religious schools–anything but the neighborhood school.

Michael Petrilli wrote about the same soul-searching process in his book “The Diverse Schools Dilemma.” Should advantaged parents take a chance on the neighborhood school, where most children are poor and nonwhite? Or should they move to a more affluent district?

This is what Andy Hinds discovered about his neighborhood school:

“Our local public elementary school is a five-minute walk from our house. It has undergone major renovations in the past year, and although it’s not much to look at from the street, the campus is tidy and attractive, with a huge sports field, a brand-new playground, a cute little library, vegetable gardens and whimsical murals and sculptures brightening up the outdoor spaces. The principal is energetic and accessible, the staff turnover is low and the parents who do send their kids there think it’s a wonderful school.”

What’s the problem? Almost every student is poor, and more than half are English language learners.

What did the Hinds family decide? Read on.

Adam Kirk Edgerton is mad. He is mad at President Obama because he acts like a Republican.

Edgerton runs the Upward Bound program at Salem State University in Massachusetts. His students are losing their scholarships. Many students are losing scholarships.

Edgerton writes:

” I woke up mad today because when it comes to education policy, there is little daylight between a national Democrat and a national Republican. Dismantling civil-rights era social programs and replacing them with market-based reforms is what truly brings President Obama and the Republicans together.”

He adds:

“What I will argue is this: a Democratic administration is deliberately funneling funds away from direct services to poor people and towards administrators and consultants and bureaucrats. Race to the Top pays some pretty good grant-funded salaries to curriculum writers in Central Offices. It puts on a good conference (I’ve been to one). What it doesn’t do is teach kids, or shelter them in safe homes, or feed them healthy food.”

This teacher describes how the testing mania–the evil spawn of No Child Left Behind–has consumed his school without changing the odds against the students. They are still behind and certain to remain far behind.

He writes:

I teach fourth grade in a Philadelphia public school. Though the school has made AYP for the past two years, most of the students are not performing at grade level in math or reading. So, at this school, like most urban schools, the standardized tests have become our god, informing every aspect of our teaching.

For instance I am required to teach reading and math only. If I submit lesson plans with science or social studies or something else, I am out of compliance and will be told to get back into compliance. The principal is a competent and supportive school leader who is simply navigating the academic culture that has developed since NCLB and high stakes testing began. From the district, to the region, to the school, and finally the classroom, every one is under intense pressure to get the test scores up. From day one we are focused on teaching test taking skills. ( and this is in a context where teacher evaluation is not yet tied to the test scores. )

Why is it so difficult to get the students to perform better? I could write a five page blog describing the actual challenges our children contend with that profoundly effect every aspect of their lives, which also happens to include their school experience.

After more than a decade of “academic improvements” and increased oversight and “support”, the student population that has struggled the most, still struggles. Isn’t it obvious by now that we are not addressing the real problems, but are persistently dealing with the symptoms? Where is the real support for our children?

From a reader:

Diane’s link is to the mobile version, which didn’t work for me. Here’s a YouTube link:

and a link to the slides:

http://www.nctm.org/conferences/content.aspx?id=36436#equity

Uri Treisman of the Dana Center at the University of Texas spoke about mathematics and equity at the annual NCTM meeting in Denver.

But he spoke about much more. He spoke about student performance on international tests; about the effect of poverty on achievement; about opportunity to learn; about the Common Core; about charter schools; about VAM.

Many who saw his speech said it was the best they had ever heard.

Please watch it. You will be glad you did.

Uri Tresiman of the Dana Center at the University of Texas spoke to the annual NCTM conference about the true needs of American education.

This is an important speech in which he shows how shallow current reforms are and how deeply poverty affects children’s performance in school.

I intend to post this speech twice this week. It is that powerful.

I may post it more than twice.

It meant a lot to me because Dr. Treisman agreed with what I have been saying. We will not narrow the achievement gaps unless we act to reduce poverty. He does not say–nor do I–that schools don’t matter. We agree that schools and teachers matter very much. But so does poverty.

A few days ago, I wrote that if we halved the child poverty rate–now a scandalous 23%–then achievement would score. A faithful reader and blogger who works for a conservative think tank wrote offline to disagree with me. He said that we don’t know how to reduce child poverty, and he doubted that it would matter much even if we did. He countered that if we increased the number of charter schools, then achievement would soar.

I challenge him to watch Dr. Treisman’s speech. Pay particular attention to his evidence about the effects of charter schools.

Deborah Meier has been blogging recently with Michael Petrilli of the Thomas B. Fordham Institute.

Deb is known as a progressive, Mike as a conservative. Deb was one of the founders of the small schools movement and a leader of opposition to standardized testing through her involvement in Fairtest. Mike strongly supports standardized testing, charter schools, and competition a drivers of change.

In his previous post, Mike asked Deb whether she was part of the problem (because of her opposition to standardized testing and her general skepticism towards what is called “reform” today, I.e., No Child Left Behind and Race to the Top).

This is a good exchange. I wonder if they can bridge their differences.

Deborah answered here. I won’t begin to summarize what she said. Let me just say that she is at her best and what she wrote about children, about the shrinking middle class, and about what schools can and cannot do. Please take the time to read what she wrote.

Great post by Valerie Strauss. A succinct explanation of the most important problem facing American children today.

If we halved the child poverty rate, test scores would soar because children would arrive in school well fed, healthy, and ready to learn.