As both cities and suburbs become more diverse, there are solid opportunities for greater school integration along race and class lines.
In the last decade, the number of public school districts in the United States pursuing such socioeconomic desegregation has grown from just a handful to more than Reardon describes a constellation of socioeconomic trends that have led to the widening gap, and discusses the role that schools can play in helping to close the gap.
When knowledge of that history becomes commonplace, we will conclude that racially segregated school districts and metropolitan areas not only have permission, but a constitutional obligation to integrate.
That child is so lazy that he sleeps in class every day! These children, writes Cynthia Lamy are less likely to have the early educational supports their wealthier peers receive.
Teachers are often unsure what to expect from kids from low-income households and what to do differently as a result. The school implemented consistent routines, Conscious Discipline practices, and school family rituals.
Research has found that this approach can raise the academic achievement of low-income students without lower the achievement of higher-income students, as well as giving all students the benefits of a diverse learning environment.
Is it better to simply replace the principal and teachers, or is it necessary to reopen under new charter management? The timing is right, the author suggests. When young children visited libraries in the Badlands, they received less guidance from adults regarding reading choices.
Gaps between low-income and higher-income students in other measures of education success such as college completion rates and civic engagement have also been growing.
More than 16 million children—one in five—live in households that struggle to put food on the table. These differences create a gap in literacy and information acquisition that grows as students continue in their schooling.
Tweens in the Badlands were more likely than those in Chestnut Hills to select reading materials below their grade level, and their choices were geared more toward entertainment than knowledge acquisition.
Well-known author and educator Eric Jensen points to seven differences that show up in school between low- and middle-income children. A mother who lets her child wear the same unkempt outfit to school every day might be trying to juggle keeping food on the table with the onerous task of getting to the laundromat regularly.
They are less likely to spend their days in playful conversational banter with an adult who has the time and patience to answer their incessant questions, helping them build their vocabularies and their general stores of knowledge.
Funds of knowledge are the ideas and beliefs that people absorb as members of a particular race or social class or other group.
In this article, Potter examines strategies used by charter schools that can provide a model for other schools, both public and charter, that are looking for the most effective ways to enroll and serve a diverse student body.
Adding to this list, a number of charter schools now seek socioeconomic diversity as part of their design. Stephanie Smith Stephanie Smith understands why parents in the urban area where she teaches balk when she calls to ask if she can visit them at home to talk about their child and meet the family.
The Diversity Dilemma Michael J. The "Goliaths" are the mountains of problems that many inner-city students face—poverty, homelessness, mobility, instability, limited parent involvement, and violent neighborhood surroundings. A child whose homework is never done might have to spend his evenings taking care of younger siblings, and a child who sleeps in class every day might be staying up late to spend time with a parent who works until midnight.
This is where preschool comes in. A student who appears to be rude might live in a large, noisy household where she learned that to be heard she needs to speak loudly and interrupt others. In a year study of two Philadelphia neighborhoods, the impoverished Badlands and the affluent Chestnut Hill, Susan Neuman and her team found some stark differences.
Neuman Philadelphia is an economically diverse city, but its neighborhoods remain economically segregated. Narrowing the achievement gap will require housing desegregation: But, argues Felling, the battle against childhood hunger can be won; the United States has enough food.
Difference 1—health and nutrition—covers the emotional, physical, and mental health supports that students need. What if, instead of replacing the adults at the school, we changed the mix of students, rebalancing enrollment so that the school does not serve a concentration of the most disadvantaged students?
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Archives and past articles from the Philadelphia Inquirer, Philadelphia Daily News, and billsimas.com Download-Theses Mercredi 10 juin Has the academic achievement gap between high-income and low-income students changed over the last few decades?
If so, why? And what can schools do about it? Researcher Sean F. Reardon conducted a comprehensive analysis of research to answer these questions and came up with some striking findings.Download