By the way, I'm not arguing against you Tom. I agree with most of
what you said in your post. It's very well said and much of what I
said below confirms your views. Meant to say that in my post to
avoid a misunderstanding.

Steve

On 10/29/09, Steve wrote:
> 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

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