As we mark the 60th anniversary of Brown v. Board of Education, we are glad to see renewed interest in the issue of segregation, but discouraged about our societal failure to tackle it. Perhaps the saddest aspect of this segregation is the waste of a precious American resource, one that could offer our children an important advantage over their peers in many other countries: diversity.
A group of education advocates is calling on the District to release more information about students’ performance on city tests, arguing that the limited data released in years past has overstated city schools’ progress. Elaine Weiss of the Broader, Bolder Approach to Education — a group that has been critical of education policies that have taken root in the District, such as charter schools and test-based accountability — wrote in an analysis to be released Thursday that “lack of transparency, combined with cherry-picking specific numbers” has enabled the city to “paint a false picture of progress,” particularly among poor and African American students.
As low-income districts experience ever-greater struggles to meet their students’ needs on dwindling budgets, their schools are targets of “reforms” fundamentally different from those serving higher-income students. And, as my own teaching trajectory reflects, these attempted “fixes” can actually exacerbate inequities.
A new policy guide from the Broader, Bolder Approach to Education (BBA) and the Schott Foundation’s Opportunity to Learn Campaign shows how to build high-quality early support systems for children that strengthen communities and families, promote and sustain early education, and enable children to thrive. It also covers ways to resolve one of our nation’s most intractable problems: the academic achievement gap.
In contrast to education "reformers" such as Joel Klein who support increased spending on charter schools, testing, and performance-based rewards, the BBA calls for a redirection of funds towards early-childhood education, health care, and other social supports.
Data suggests that better schools do not address the problem of under achievement. Instead, resources should be directed towards a broader, bolder approach, incorporating childcare, parental support, and community involvement.
In this first of a year-long series of discussions with teachers, students, and education experts, BBA National Coordinator discusses with BBA co-chair and NYU Peter L. Agnew Professor of Education Pedro Noguera how and why poverty poses such obstacles to children's school success. They explore the limitations of standards-based reforms and the need for a Broader, Bolder Approach to Education.
Rich Hill: Three Boys in Small Town America (April 29, 2014)
Ready for Kindergarten (February 27, 2014 and March 8, 2014)
The New Public (November 7, 2013)
American Winter (March 14, 2013)
ECE Webinar: Domains of Brain Development and Early Childhood Brain Science with Todd Grindal
Part I | Part II
ECE Webinar: Economic Benefits of Early Childhood Investments, K-12 Impacts with Robert G. Lynch
ECE Webinar: Paid Early Childhood Caregivers and Educators with Robert C. Pianta