Teachers and Principals Can’t Do It Alone
"As long as some children are routinely assigned the least-prepared teachers, attend schools in disrepair, make do with outdated technology and instructional materials, and have limited access to a broad and rich curriculum, our nation is still at risk," writes ASCD Executive Director and CEO Gene R. Carter in his recent column.
The Equity and Excellence Commission, charged by Congress with providing advice to the U.S. Department of Education on addressing disparities in educational opportunities, released its recommendations in its new report, For Each and Every Child. In his column, Carter reflects on these recommendations and claims the commission's fourth idea—to mitigate poverty's effects by providing support to low-income communities—deserves particular attention.
"Nearly one quarter of U.S. children live in poverty, and we cannot expect teachers and principals alone to be able to erase poverty's pernicious effects on student learning," writes Carter. But, he continues, instead of lowering expectations or becoming overwhelmed by poverty's consequences, schools must join with families, community-based service providers, and others to share research, data, ideas, and resources in a coordinated approach that meets each student's needs.
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