On 10/19/09, Tom wrote:
> One of the main points Patrick Welsh (teacher) makes in that
> piece is this: The reason African American kids (as a group)
> display an educational achievement gap is that they don't
> have fathers at home.
>
> I propose that this is likely a case of correlation rather
> than causation. Here's why...
>
> 1. If you did a study of ALL kids who are growing up in
> fatherless homes, this hypotheses would suggest findings
> commensurate with current African American achievement. So,
> MOST kids without fathers - regardless of socio-economic
> status or ethnic identity - would have similar test scores. I
> seriously doubt that this is true. My guess that the
> achievement of fatherless kids will break down according to
> socio-economic strati, and not ethnic or racial. (Anyone want
> to research this?)

Punishment is the weakest argument we have on the table for this
problem.

I would totally agree that the breakdown in the family and society
in general has a profound influence on the achievement gap. But,
and this is a big but,,,There are too many factors to just say
it's one thing or another.

For instance, it can be as simple as a breakdown in linguistics.
Language has a great deal to do with to failure to develop the
cognitive thinking skills necessary for learning at a level
necessary to score well on state achievement tests. There are
also indications that the language used on state achievement tests
do not match the linguistics used within some ethnic groups making
it impossible for these groups to score well. The language used
at home, on tests and by the educated professional do not match in
many cases.

It has also been show that the number of professionals in a
neighborhood has a drastic influence on achievement in school and
dropout rates.

The achievement gap among students in poverty is stretched during
the summer months. Students form upper and middle class homes
continue to learn (constant stimulation) during the summer months
while students form poverty tend to be on their own and stalled.
It's been suggested in many studies that most students learn at a
comparable rate during the school months but lose those gains
during summer months. This compounds over the 14 years of basic
education.

We would also need to examine factors like generational poverty
and situational poverty. I could say too much here so I'll just
leave it for now.

I could also point out that we lack basic education for children
on norms and hidden rules within our society that govern
expectations and behavior. While these may be understood in most
middle and upper class homes (they write the rules after all),
they are far from understood by children in lower class
situations. There's a real need for this basic education in the
lower grades.

All of these examples depend on patterns and all patterns, no
matter how you look at them have exceptions. The best thing we
could ever hope for in our schools is to teach children from a
very young age all the hidden rules and expectations that will
allow them to be successful in life. We can't punish them for not
knowing and valuing these rules but we cannot excuse them either.
In the end, it's up to each educator to do what he/she can do to
support them (Tom will like this), give them assistance at every
turn and develop a desire to set high expectations.

I write about this in my book and to me, there is really only one
answer that fixes the problem.

"There are no easy answers to the troubles that teachers and
society face. Social decay in the United States is not going away
anytime soon. Until we admit to ourselves that improving family
and protecting values is the ultimate answer, education in America
will continue to fail for a certain number of students who, for
whatever reason, have not had their basic needs met in a
meaningful way by the family unit.

There have always been shifts with the curve of success in this
world, and there will always be vicissitudes with any society. In
the end, we have to look within ourselves to seek the greater
good. When we seek to improve society by walking away from
self-serving behavior, we step one rung higher on the ladder to
improving the lives of everyone around us. Without realizing and
affirming Maslow’s genius, we are just beating nails with the same
old hammer.

If you remember one thing from what I write here, remember this:
If no need is “left behind,” no child will ever be “left behind.”
This educational plan costs nothing and enriches the lives of
everyone who participates."

Steve

Superior Education

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