Re: [Phys-l] Poverty and Academic Achievement

["John Clement" <clement@hal-pc.org>]

> > Mention in a recent Phys-L discussion of a correlation between poverty
> > and low academic achievement brought this paper, about characteristics
> > of schools at which economically disadvantaged students show evidence of
> > high academic performance, to mind:
> > <http://www.makingstandardswork.com/Downloads/AinAChp19.pdf>
>
> A quote....
>
> " First and most importantly, the[se...] Schools had a
> laser-like focus on student achievement. The most casual observer
> could not walk
> down a hallway without seeing charts, graphs, and tables that displayed
> student
> achievement information, as well as data about the continuous improvement
> students had made. The data were on display not only in principals'
> offices, but also
> throughout the schools. In addition, we saw school trophy cases full
> of exemplary
> academic work, including clear, concise essays, wonderful science
> projects, terrific
> social studies papers, and outstanding mathematics papers. In short,
> the[se...]
> Schools made it clear to the most casual observer that academic
> performance was
> highly prized...."
>
> I can almost taste the atmosphere as described.

Unfortunately, many schools including private schools place the emphasis on
other things such as athletics.  For example the private school that I am at
gives students holidays for selling raffle tickets, and as a result they
send the message that school is to be avoided.  Indeed the entire atmosphere
repeatedly reminds seniors that they are almost done, and when a student
fails to do what is required, and administrator swoops in and fixes the
problem.  As a result the spring semester is often nearly wasted.

But beyond an emphasis on academics the report pointed out that a large
number of practices need to be changed.  The school placed an emphasis on
reading and especially on writing non fiction.  Notice that this emphasizes
communication and expository text, both of which are vital to the sciences
and math.

Then the teachers were given time to collaborate and the useless staff
meeting were done away with.  The administrators worked with the teachers to
assign them to the classes that they could handle competently.  This is in
contrast to the usual assign people to teach courses they know nothing
about.

One got the impression that teachers were treated more like professionals,
rather than having administrators micromanaging teachers.

One of the problems with trying to do this type of thing is that it is
resisted by the community.  West Texas is known for making the school the
center of social life with the football team the center of the schools.  As
a result they hire good coaches rather than good teachers.

But, even good schools can do better.  The recent Scientific American
reports some research that shows that math ability is greatly enhanced in
students who do not have excessive impulsivity.  This is in line with some
of the factors that we know are important for cognitive enhancement.  It is
possible to train students to dampen excessive impulsivity and improve
concentration.  Reuven Feuerstein has been doing it for over half a century.

Probably the most important point of the report is that there is no quick
fix, and that a variety of sensible improvements are needed.  It also
implied that the administrators are a problem, and that the current staff in
most schools is competent enough.

John M. Clement
Houston, TX