Not exact matches
Finally, pre-packaged programs are overwhelmingly used with
poor minority populations, according to Jonathan Kozol, who argues that this practice is characteristic of a «deeply segregated system in which more experienced instructors
teach the
children of the privileged.»
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.»
Well - intentioned school leaders want to ensure that
poor,
minority children get what they need to improve their reading scores and have been told that helping such students requires direct and explicit
teaching of literacy skills.
No
Child Left Behind, which had strong bipartisan backing when it passed in 2001, was the signature education initiative of George W. Bush, who said the failure of public schools to
teach poor students and
minorities reflected the «soft bigotry of low expectations.»
What Kline essentially proposes to do is allow states and districts to spend federal education subsidies as they see fit without being accountable for providing all
children — including those from
poor and
minority backgrounds — with high - quality
teaching and comprehensive college - preparatory curricula.
This includes 20,000 teachers, including some 1,000 teachers working in traditional public and public charter schools thanks to
Teach for America, who are helping
poor and
minority children gain the knowledge they need for lifelong success.
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.»
Former Congressman and current
Teach Plus board member George Miller said in that statement, «For
poor and
minority children, there's a real urgency that the state address inequities of LIFO, tenure, and dismissal policies.
Then there was Virginia, which was granted a waiver in June 2012 by the Obama Administration in spite of its longstanding unwillingness to embrace systemic reform as well as address the low quality of
teaching and curricula provided to
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.»
Thanks to AYP, traditional districts — especially those in suburbia — have been exposed for failing to provide high - quality
teaching, curricula, and school cultures to
poor and
minority children (as well as those condemned to the nation's special ed ghettos).
More - importantly, because the quality of
teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the
poor and
minority children in their care) are matters that have to be addressed in order to help all
children succeed.
As for the motivations of crappy teachers — do they suck because they aren't capable of
teaching or because they don't care, are burnt out, don't like
children (at least
poor,
minority children), or are unmotivated because they know that their union and its ridiculous contract will protect their jobs no matter what they do — I don't know.
Considering that
Teach For America is has been dedicated from day one to providing
poor and
minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.
If they did, they would know that Alexander's plan would all but solidify the Obama Administration's move over the past few years to eviscerate No
Child's Adequate Yearly Progress provisions, which have exposed the failure of traditional districts to provide high - quality
teaching, curricula, and school cultures to
poor and
minority children (as well as those condemned to the nation's special ed ghettos).
The Trump Administration's proposed $ 250 million increase in funding for the federal Charter School Fund (as well as another $ 1 billion in Title I funds devoted to expanding intra-district choice for low - income
children) is offset by the elimination of $ 2.2 billion in funding for Americorps, the program that helps districts provide
poor and
minority children with
Teach for America recruits proven to improve their academic achievement.