The latest buzz word in public education is equity. In this regard people who are advocating for equity are talking about making schools work better for poor people. But that is an archaic term in social science, so we say equity in reference to children in poverty. We lump in successful aims for minority groups with that too. On this subject - equity - I find myself listening to a lot of Pedro Noguera lately. He is a thoughtful and seemingly committed voice on the topic. Although he is not alone...Diane Ravitch wrote a good book on the demise of the great American schoolhouse that helps to lend perspective on the issue as well.
As a public school professional with most of his experience in (Title I) schools with significant numbers of children from economically disadvantaged households, I feel like it is my responsibility to listen to the debate on school reform. Although we characterize it, more conveniently, as school improvement. If I have one criticsm of the debate on equity versus high stakes testing and training it is that both sides speak as if the answer is formulaic. Indeed, prevailing notions of schools as places for Darwinian selection still exists among most educators of children. And despite the best characterization of teachers as academic professionals, workers rights and conveniences trump nearly everything reform measure taken -- no matter how slight.
The student-centered perspective is flawed too. It assumes that with the best laid table, all students will eat well, using good manners. It ignores the intense pressure from negative subculture, generational poverty, and the absence of effective parenting to will the student to that table of plenty when they would rather stay some place else.
From what I have experienced in my 14 years as a teacher and administrator, tradition, custom, politics and the economic reality that schools are as much a local economic entity as much as they are a place for learning, supercede any novel ideas about changing practices to advance equity. In fact, most schools, including those in poor districts have in place everything needed to accomplish a better outcome for more children than they do typically. That is, everything except the one thing that no amount money can fund. The polical will in some cases, and the courage to do it in others.
