There is a growing body of research about the detrimental impact of poverty and non-academic factors on student achievement. A new paper published by Helen F. Ladd, the Edgar T. Thompson Distinguished Professor of Public Policy and Professor of Economics at Duke’s Sanford School of Public Policy, compiles a great deal of this research and provides four recommended policy changes to decrease the impact of poverty on children and education. The paper, “Education and Poverty: Confronting the Evidence,” is forthcoming in the Journal of Policy Analysis and Management.
One of her four recommendations is to directly address the educational challenges face by children with low socioeconomic status. Ladd, also co-chair of the Broader, Bolder Approach to Education, advocates for increasing early childhood and pre-school programs, adding school-based health clinics and social services, more participation in after-school and summer programs, and improving the quality of schools for disadvantaged students.
At City Connects, we know that linking children to a tailored set of services aligned with their individual strengths and needs across academic, social/emotional, health, and family domains, has a real positive effect. The resource-rich settings in which we work, Boston and Springfield, allow our School Site Coordinators to link students to a host of services and enrichment opportunities based in the community. This suggests that in addition to creating services in schools, students would benefit from taking advantage of the services that already exist.
Ladd and Edward Fiske, former education editor of the New York Times, co-authored an op/ed in Monday’s Times based on the paper, titled “Class Matters. Why Won’t We Admit It?” Largely summarizing the conclusions in her paper, the op/ed challenged education reformers:
“…Let’s not pretend that family background does not matter and can be overlooked. Let’s agree that we know a lot about how to address the ways in which poverty undermines student learning. Whether we choose to face up to that reality is ultimately a moral question. “
For more information:
- Follow Duke’s Sanford School of Public Policy on Twitter @DukeSanford
- Read Diane Ravitch’s reaction to the paper on her Education Week Blog, Bridging Differences: “Scrooge and School Reform“
- Read “Should We ‘Occupy’ Education?” on the New York Times Motherlode blog
2 thoughts on “Education and Poverty: Confronting the Evidence”
I agree that more focus should be placed on early education. A lot of schools require senior class projects or remedial education for older grades, but it’s so important to start early before any child, regardless of their family’s income, has the opportunity to fall behind. Easier said than done, I know!