Krash Course #8: Putting Together the Poverty/Education Puzzle
The "no excuses" reformers subscribe to the "never let evidence get in the way of your agenda" approach to theirbully pulpit of education reform. However, the evidence is powerful and growing in terms of what we know about inequity in U.S. society and in U.S. education. So what do we know?
• Race, class, and gender correlate strongly with inequitable starting points for children entering formal education in the U.S.—including the inequity of quality school access determined by a child's ZIP code (Schott, Brookings), the relative readiness for education among subgroups of children (Brookings), and the powerful impact of out-of-school factors on a child's ability to learn (Berliner). See the growing evidence:
A Rotting Apple: Education Redlining in New York City, a report from the Schott Foundation for Public Education
• Race, class, and gender correlate strongly with inequitable starting points for children entering formal education in the U.S.—including the inequity of quality school access determined by a child's ZIP code (Schott, Brookings), the relative readiness for education among subgroups of children (Brookings), and the powerful impact of out-of-school factors on a child's ability to learn (Berliner). See the growing evidence:
A Rotting Apple: Education Redlining in New York City, a report from the Schott Foundation for Public Education
