Wouldn't it be great if states took a few minutes to consider that struggling schools might be struggling not because of bad teachers or poor administration, but because of poor policies that deny those schools the resources they need to effectively teach their students? In CT that looks like it might be too much to hope for.
Wraparound student supports
Every child has a right to a quality education. But in New York City, our nation's largest public school district, access to educational opportunities is increasingly restricted to certain neighborhoods and communities, denying hundreds of thousands of children the chance they need to succeed.
With all the attention Finland has been getting in recent years, you might wonder why we can't just replicate what the Finns are doing and - PRESTO! - fix all the woes of the U.S. education system.
How many cookies (price: 50 cents) would you have to sell to pay for the $171,780,572 cuts in school budgets in Southwestern Pennsylvania?
This policy brief from the New York City Working Group on School Transformation criticizes NYC Mayor Michael Bloomberg's education reform strategy of closing low-performing schools. Evidence from the NYC Department of Education reveals that its school-assignment policies concentrate the highest-needs students in struggling schools, exacerbating the low performance that leads to the subsequent closing of these schools. The brief calls for the DOE to build the instructional capacity across NYC public schools to support the lowest-performing schools rather than simply closing them.
In New York City public schools, a student's chances for educational success are more often determined by where he or she lives than their abilities. The city's education policies and practices have resulted in an inequitable distribution of educational resources that intensifies the impact of poverty and denies certain students a meaningful education. Similar to the "redlining" banking practices that once denied investments to communities of color, the education landscape today effectively redlines students of color and low-income students from the resources they need to succeed.
In 2010, the President set a goal for the U.S. to become the global leader in postsecondary degree attainment by the year 2020. Yet, more than 7,000 students, many of whom are not proficient in reading and math, are leaving or being pushed out of U.S. schools each day. This study shows that the U.S. cannot achieve the President’s 2020 goal if our schools continue to hemorrhage large segments of our nation’s youth. Accordingly, this document is designed to serve as a blueprint for implementing a comprehensive package of policy reforms that seek to increase the quantity of students who succeed at every stage of the educational pipeline and the quality of the education they receive. Different from most calls for reform, it considers the educational pipeline in its entirety—from early childhood through postsecondary attainment—and offers evidence‐informed strategies to boost access, quantity and quality at every stage.
The good news: More students than ever are enrolled in Pre-K programs in the U.S. The bad news: The rising number of Pre-K students coupled with state education budget cuts across the country has drastically reduced per-child spending on Pre-K programs.
Opportunity to Learn-Wisconsin settled into the United Way of Dane County headquarters in Madison recently to talk about the future of public education in the state. As thousands of Wisconsinites before them, the education advocates at the converence came to the conclusion that sound schools and educated children are the basis of thriving communities and great futures for all of us.