In Money, Race and Success: How Your School District Compares, the NYT, like most of mainstream media, is begrudgingly coming to admit that race and class inequity in the U.S. has a profound impact on the education of children—and that simply tinkering (badly) with school policy is not enough to change that reality:
We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.
We’ve long understood the primary reason, too: A higher proportion of black and Hispanic children come from poor families. A new analysis of reading and math test score data from across the country confirms just how much socioeconomic conditions matter.
Children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts.
But then there is this:
The data was [sic] not uniformly grim. A few poor districts — like Bremen City, Ga. and Union City, N.J. — posted higher-than-average scores. They suggest the possibility that strong schools could help children from low-income families succeed.
“There are some outliers, and trying to figure out what’s making them more successful is worth looking at,” said Mr. Reardon, a professor of education and lead author of the analysis.
Well, no, if we find outliers—and virtually all data have outliers in research—we should not waste our time trying to figure out how we can make outliers the norm.
The norm is where we should put our efforts in order to confront what is, in fact, not “puzzling” (used earlier in the article) at all; the data are very clear:
What emerges clearly in the data is the extent to which race and class are inextricably linked, and how that connection is exacerbated in school settings.
Not only are black and Hispanic children more likely to grow up in poor families, but middle-class black and Hispanic children are also much more likely than poor white children to live in neighborhoods and attend schools with high concentrations of poor students.
Our great education reform failure is one of failing to rethink our questions and our goals.
Let’s stop trying to find the “miracle” in a rare few schools where vulnerable students appear to succeed despite the odds against them. With time and careful consideration, we must admit, those appearances almost always are mirages.
Let’s instead put our energy in eradicating the poverty, racism, and sexism that disadvantages some students, vulnerable populations easily identified by race and social class, so that we can educate all students well.
And while we are making efforts at social policy, let’s end the in-school policies that we know “exacerbate” inequity: tracking, teacher assignments (and TFA), high-stakes testing, grade retention, discipline policies grounded in zero tolerance and “no excuses,” and segregation through school choice (including charter schools).
Education reform, as was highlighted in the original court case examined in the South Carolina documentary The Corridor of Shame, is obsessed with playing the hero by seeing who can pull the most babies out of the river.
And then examining the ones who survive the potential drowning in order to “make” all babies survive the trauma of being cast down stream.
But no one seems interested in walking upstream to stop babies being thrown in.
Life and learning do not need to be something children survive—and we must confront that we have decided that this is exactly what we are willing to accept for “other people’s children.”
It would not be so if we believed and acted upon that “they’re all our children.”