Not exact matches
At the very least, therefore, schools for
poor and
minority children should have as much funding per student, as many qualified teachers and as good physical facilities as
other schools.
We seek through the vitality of influence and power to arrest the injustice of
others but impose in turn new forms of injustice because we are never as just as we claim to be: parent with
child,
children with parents, protesters with establishment, majorities with
minorities,
minorities with majorities, rich nations with
poor, and
poor nations with rich.
The suit, filed on behalf of Beatriz Vergara, a Los Angeles high school student, and eight
other public school students, claims that the law protects
poor - performing teachers assigned to working with low - income,
minority children.
Some have argued that the legal basis for this mandate can be found in section 1111 (a)(8), the so - called «equitable teacher distribution» requirement, which asks states to submit plans to the Secretary that describe «steps that the State educational agency will take to ensure that
poor and
minority children are not taught at higher rates than
other children by inexperienced, unqualified, or out - of - field teachers, and the measures that the State educational agency will use to evaluate and publicly report the progress of the State educational agency with respect to such steps.»
This need for cultures that reaffirm the self - worth of
poor and
minority children (and ultimately, allow for them and their communities gain the knowledge needed to determine their own destinies) is why historically black colleges and universities, along with
other minority - serving higher ed institutions, still exist.
What has become clear is that explicitly focusing on the educational concerns of
poor and
minority children regardless of where they live, and expanding that to the criminal justice reform and
other the social issues that end up touching (and are touched by) American public education, is critical, both in helping all
children succeed as well as rallying long - terms support for the movement from the parents and communities that care for them.
Thanks in part to a board of education dominated by conservative reformers such as Andy Smarick of the American Enterprise Institute and former Thomas B. Fordham Institute President Chester Finn Jr. (the latter of whom presided over the think tank's initial activism against the Obama - era guidance), the Old Line State only plans to intervene when suspension levels for
poor,
minority, and special ed - labeled
children are three times higher than that of
other peers.
The No
Child Left Behind Act in 2001 included language requiring states to «ensure that
poor and
minority students are not taught at higher rates than
other children by inexperienced, unqualified, or out - of - field teachers.»
Certainly this means losing key tools in expanding choice, especially against traditional districts and
others opposed to allowing
poor and
minority children to attain high - quality options.
While Coates doesn't touch on education policy, he essentially makes a strong historical case for why reformers (especially increasingly erstwhile conservatives in the movement) must go back to embracing accountability measures and a strong federal role in education policymaking that, along with
other changes in American society, are key to helping
children from
poor and
minority households (as well as their families and communities) attain economic and social equality.
The fact that some organizations even went so far as to push for aspects of the waiver gambit that have led to states defining proficiency down for
poor and
minority kids has also made them vulnerable to accusations from traditionalists that they care little for
children while making it more difficult for allies to support them in
other ways.
As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No
Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more
poor and
minority students to take Advanced Placement and
other college prep courses), has helped more students achieve success.
He and
other reformers will have to make a strong case to families in the grassroots — especially the
poor and
minority households seeking better opportunities for their
children — in order to beat back traditionalist forces.
In its review of the ESSA blueprint, the Georgia Partnership for Excellence in Education cautioned the performance of
poor children,
minorities, immigrants and
other under - performing «subgroups» could be downplayed in the state scoring system.»
But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32
other states granted waivers (along with the District of Columbia) have also set low expectations for districts and schools to improve the achievement of the
poor and
minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations for
children — especially those who share his race and skin color.
But the administration approved efforts by
other states, including Tennessee and Michigan, to define proficiency down for
poor and
minority children.
Due to the requirement under the federal No
Child Left Behind Act that each state's Title I plan must describe «the specific steps that the state education agency will take to ensure that
poor and
minority children are not taught at higher rates than
other children by inexperienced, unqualified, or out - of - field teachers and the measures that the state education agency will use to evaluate and publicly report the progress,» TEA formed a stakeholder group, upon which TCTA served, to develop its State Educator Equity Plan.
Under the guidance, each state must submit to the department a plan that ensures «
poor and
minority children are not taught at higher rates than
other children by inexperienced, unqualified, or out - of - field teachers.»
Meanwhile Trump's ascent into the White House bodes ill for one of the Obama Administration's most - admirable efforts: Holding districts accountable for overusing out - of - school suspensions and
other harsh school discipline that put
poor and
minority children onto the school - to - prison pipeline, an important issue both on the education and criminal justice reform fronts.
«These results could easily indicate nothing
other than the simple fact that charter schools are typically asked to serve problematic students in low - performing districts with many
poor,
minority children.»
From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white
children as badly as those from
poor and
minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for
other people's
children.
More importantly, it serves
children struggling with reading and
other achievement gaps — especially kids from
poor and
minority households — abysmally.