MNPS Board Member Amy Frogge offers these thoughts in a recent Facebook post:
Yesterday’s post about Rocketship generated a lot of conversation and fabulous articles to share. Those conversations made me aware of the need to refocus our efforts on the real root of the problem in Nashville’s schools: childhood POVERTY, which is increasing in local schools and across the nation. Addressing the impact of poverty on children is something I think we can all get behind.
Most people don’t understand that when we talk about “good” or “bad” schools, we are really just talking about the types of students in the school. Schools that serve children who come to school well fed, with access to good health care, from homes with books and plenty of resources, who have had the chance to attend high quality preschools, who attend wonderful summer camps, and who benefit from after-school enrichment activities are typically deemed “good” schools. (Think Williamson County.) Schools with large populations of high needs students are often deemed “bad” schools. (The larger the population of high needs students, the worse the school is often rated.) While there are certainly exceptions, most schools have committed teachers and good leadership. And while there is much work to be done at the district and state level to create and effectively implement a consistent vision to improve education in Nashville, as well as to provide adequate resources and the proper supports for our schools, there is also much good to celebrate in local schools.
I’m personally trying to address the issue of poverty by supporting community schools (that provide extra supports for children in need), by trying to focus on equity at the board level, by advocating for pre-k and whole child education for ALL children, and by sending my own children to Title I schools. (Research shows that socioeconomic diversity in schools helps improve outcomes for students.)
This is a great article about how education policy can exacerbate, or alternatively- lessen, the impact of poverty on learning. It concludes: “poor children need access to the same kind of deeply human present and multidimensional future that we all wish for our own children. That should be our rallying cry. That should be our highest aim.” We must want for all children what we want for our own.
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