Issue link: http://educator.cta.org/i/48466
RAVITCH: 'POVERTY CLEARLY AFFECTS CHILDREN'S READINESS' Q&A Diane Ravitch, author of numerous books on education in- cluding The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, and research professor of education at New York University, shares her views with the Educator on the impact of poverty on education. Photo by George Nelson communities, families are largely impacted by drug and alcohol addiction, depression, neglect, abuse, and health issues such as dia- betes. This, compounded by the lack of suf- ficient social services to address the needs of the community, creates generations of students who struggle simply to function in the classroom, which results in decreasing educational success and continues the cycle of poverty." As the economy worsens and tuition rises, college students are finding them- selves destitute, hoping their sacrifice will pay off upon graduation with a new career. "I can only imagine how it will feel to finally have a job where I can support my children in a home of my own and have financial security," says Deanna Herrin, How do you see poverty impacting students, and how does poverty in gen- eral affect learning? Poverty clearly affects children's readi- ness to learn and their success on stan- dardized tests. We know this because the achievement gap exists before children enter school. Some children have con- sistent access to good nutrition, good medical care, educated parents, safe and healthy neighborhoods — and some don't. All of this affects children's readiness to learn. We know that economic conditions affect test scores, because every test- ing program shows differential success in relation to family income: children from affluent families have the highest scores, and children whose families have the least income have the lowest scores. This reflects different experiences and differ- ent access to opportunity. Why is overcoming poverty never talked about as a way to improve student achievement? It was talked about for many years, but in the present climate the school "reform" narrative is led by millionaires and bil- lionaires who believe that schools can eliminate poverty by privatizing manage- ment, giving more tests, merit pay, closing schools, and other carrots and sticks. The free market works for them, so they want to bring the free market to education. They don't seem to realize that the free market has many losers — like the millions now in poverty — and they don't want to talk about growing income inequality. They prefer to steer the national conversation to teacher evaluation and charter schools. One does not hear them complain about massive budget cuts to education or its negative consequences for children in poverty and our education system. The very things that these children need most are now out of reach, and the corporate reformers are silent about that. Some children have consistent access to good nutrition, good medical care, educated parents... and some don't. All of this affects children's readiness to learn. Diane Ravitch How should schools teach students who are poor? Schools that have students who are poor need smaller classes, intensive tutoring for those who require it, science projects, up-to-date technology, opportunities to write, guidance for students and parents (social workers), and classes in the arts to enrich children's lives. The school and campus should be physically beautiful, sending a message that they are valued and respected. They should have expe- rienced teachers who are kind, compas- sionate, and ready to help them maneuver personal and social crises. To read the entire interview with Diane Ravitch, visit www.cta.org/RavitchQA. For information about upcoming Ravitch speaking events sponsored by CTA chapters, please see our related story on page 36. ABOVE: Stephen Keiley, San Diego County Teacher of the Year. November 2011 / www.cta.org 17