A realistic, proven plan to create better schools

1. I’m sorry, this sounds like another convoluted article written by Mary Anna Towler, blaming concentrated poverty on why the city students are not getting an education.

   The reality is that the city students get more financial aid and services than the suburban students and to note, that the city teachers are as highly qualified, providing the same quality education as their suburban counterparts.

   The reality is that many city students do not show up to take advantage of getting a quality education, that’s one reason why they do not graduate,
   Another reason is that many city students do not have parents who support and value education. If they did, they would be sure to get their children to school and help prepare them for learning.

   Your scapegoat theory, that concentrated poverty is the cause for student failure is obviously based on some non-scientifically controlled research, that is cherry picked to support your confused, misguided notion that if you mix city students with suburban students, that they will improve graduation rates, hence get a better education

   That’s like putting a horse in a large fish tank and expecting the horse to become a better swimmer, because the fish will have an impact on the horse’s swimming skills.

2. To Mr. “I’m sorry, but this sounds like…” I am one of the authors of the proposal Mary Anna refers to, a journalist for 34 years, a members of the Great Schools steering committee. First, children are neither horses nor fish. Second, you are entitled to your “feelings” that this is a bad idea, or your “feeling” that the real problem is the parents or the kids themselves. But as the late Sen. Pat Moynihan used to say, Sir, you are not entitled to your own facts. To assert that there is no scientific basis for our proposal is utter nonsense. The effects of poverty on educational outcomes is the subject of 50 years of research–deep, wide and varied, Few subjects related to education have been more carefully studied and documented. Go to our website (http://www.gs4a.org), review our proposal and dig into the references at the end. There are links to easy-to-read articles in popular magazines, as well as citations for scholarly research from the 1960s to the present. And what we have posted just scratches the surface of the research. Everything we propose is based on evidence. That’s why we propose it. I suspect you won’t be digging into the research. That’s your choice. But to disparage the research is intellectual malpractice, even for a lay person.–Mark Hare

3. The correlation is there Mark, but it’s not anything that can’t be overcome by, yes, effective parenting. I’m sure you happen to remember the story of a black male RCSD student that received an $88,000 scholarship. What makes him special? Being black, a male, and a city student/resident (presumably poor), isn’t he just supposed to be another statistic? I mean, that’s a triple whammy. I posted his news story on one of our 19th Ward pages, and it was quickly commented on by several of his family members. The flow of the comments basically was crediting his success to his hard work (of course) and the support he had from his family members, especially his mother.

   Stop giving people excuses for failure, and start empowering kids to better themselves, despite their situation.

4. I am looking forward to reading the report!

5. Out of 13 people on Great Schools founding committee, not one of them is an active teacher in a city school district. But sure, you know what’s best.

6. Mark Hare writes:
   “Unlike most local charter supporters, GS4A believes that who you sit next to in school matters a lot—and the evidence supports that view. Teaching is not unimportant, but classroom demography is a much better predictor of outcomes.”

   This quote was taken from Mark Hare’s http://www.gs4a.org article. I searched all over that article to find the “evidence that supports that view”, but could not find it; please advise.

   I’ve been in education for well over 35 years, to include my own education and research in graduate school and teaching experience in urban schools
   I learned that there is a lot more to the educational process than this “Hair-Brain” notion that “classroom demography is a much better predictor of outcomes.”

   This myopic viewpoint over simplifies and misleads the public to believe that by just placing poorer students next to others who do well, the poorer students will do better.
   So, how does that happen; through osmosis or diffusion?

   I know we are all frustrated with the poor performance of some urban students and we all want to do something about it but this issue is so complex, complicated and controversial, in terms of the political, social, economical, philosophical and environmental effects and affects.

   I applaud your effort but it does not hold water, to me.

7. “Every city public school has a student poverty rate of at least 60 percent. And in many cases, the poverty rate is 80 to 90 percent. “There’s no way that the city school district can fix itself,” says Don Pryor, “because of the demographics.” “

   Thanks for the vote of confidence Don. Is it any wonder that the cities residents have been led into this terrible lifestyle due to terrible, but well meaning leftist policies?

   If the poverty rate is 80-90% and you can’t figure out how to improve it, you better stay out of the school business altogether.

   Here’s a hint, Don: Set your alarm clock. Get up early. Shower. Shave. Dress neatly. Go to work and do more than is expected of you. After that, go home and have dinner with your family, discussing each others day. Repeat.

8. As a long time City resident and a product of the Rochester City School District, I read this article with great interest and look forward to reading the report. I would like to share that St. Paul’s Episcopal Church is launching its St. Paul’s in the City series with the 2016 focus being “Initiatives to Improve Urban Education”. The series will address four different approaches to the problems of education in Rochester including a presentation on May 12 by John Wilkinson and Lynette Sparks discussing Great Schools for All.

   The series will take place at 7 PM on April 21, April 28, May 5, and May 12. All sessions will be held at St. Paul’s at East Avenue and Westminster Road and the public is welcome and encouraged to attend. Additional information may be found at http://stpaulsec.org/Websites/SPECRochester/images/Home/St_Pauls_in_the_City_2016_Flyer.pdf

9. To an outsider first seeing this, it sounds like you’re taking the highest-achieving poor kids out of the district. The population that is left is a population of equally poor students with low academic achievement. This helps the students that get out, but it makes it worse for those who are left in. What am I missing here?

10. Sometimes, Don Sherman, the information you’re looking for just doesn’t jump up and smack you for attention. This is one page on the site Mark listed that will give you the names of books that contain the facts you are looking for. gs4a.org/resources/bibliography/

    Also, if you google Raleigh Schools, you’ll find some of the proof you seem to not want.

11. Mr Sherman, Please read “Our Kids,” by Harvard Education Policy professor & researcher, Robert Putnam, and/or “Class & Schools,” by Richard Rothstein.

12. Mr. Sherman,

    Parts of your premise are dead right, and other parts are chronically flawed.

    For example, you are absolutely correct regarding your assertion that this represents another of Ms. Towler’s many, “convoluted articles, blaming concentrated poverty” — as being the sole determinant of massive failure, which exists, not only in the RCSD, but within predominantly Black, and brown, decrepit, urban schools, and districts throughout this thoroughly racist, white supremacist-based nation-state (in every direction — North, East, South, and West). We don’t even need “research” to inform us of the fact that, although poverty, like many other variables, is ONE significant factor — poverty is NOT deterministic relative to academic success.

    On the other hand, you did the same thing that Ms. Towler did, i.e., “cherry-picked” basically a single factor to explain the massive, chronic, old, old, deep-seated failure, i.e., high absenteeism due to your singular, presumptuous, assertion that “many city students do not have parents who support and value education.” Your idea is just as flawed as Ms. Towler’s. Consider for example — since the RCSD’s graduation rate has hovered around 50% (for decades — give or take a few percentage points in any given year or decade) — then, are you claiming that the massive, chronic, failure can be explained by the “fact” that roughly one-half of RCSD parents “do not [,and have not] supported and valued [their children’s] education” — for decades? The full truth of the matter is, thousands of children show up to school every day, or nearly every day, and are still failing miserably, which necessarily informs us that there are other variable at play.

    The total truth of the matter is, you and Ms. Towler (together) have identified TWO significant factors, among MANY, including lack of adequate leadership, and in some cases, down right incompetent “leadership” — at all levels of the system, as well as MANY teachers and support staff who do NOT possess necessary, non-subject-matter knowledge and skills, nor the required commitment — to help them become successful, urban educators — not to mention MANY, widespread, racist attitudes, and belief-systems, among many other problems and issues, including gross lack of EQUITABLE, NOT “EQUAL” funding and resources.

    There is NOTHING simplistic about the old, old, historic, systemic, urban education crisis. If there was, it would have probably been solved by now.

13. Dear Mr. Hare,

    First, I would like for you to know that i sincerely appreciate the efforts that you and your group have embarked upon. I have heard limited information about your initiative (specifically from Ms. Beth Laidlaw), who wrote a very dynamic, and what I believe is also a very important article (about 10 months ago), related to one of the most challenging, and major factors that we face relative to ongoing efforts to concretely, significantly, measurably, and permanently improve urban education (http://gs4a.org/tag/racism/).

    I would not say that your initiative represents “a bad idea.” However, I do believe that it represents an idea that will not be significantly effective, at least no time soon, which is a major problem that I have regarding numerous educational improvement ideas that are being touted locally, i.e., many, if not most, seem to lack urgency. I’m sure you know that many thousands of our children and families cannot afford to wait decades and centuries for widespread, significant change and improvement.

    Speaking of “facts,” I was surprised that, in the process of responding to Mr. Sherman, you chose to reference the Late Senator Daniel Patrick Moynihan (of all people). I am fairly certain that you are aware of Senator Moynihan’s scathing, super-controversial, 1965 Report, in which (even if he meant well), which is still debatable, he portrayed the Black family as completely diabolical, and pathological in nature. As you probably know, many viewed his work as self-serving, and damaging.

    1. http://www.theatlantic.com/politics/archiv…

    2. http://educationnext.org/moynihan-and-the-…

    With regard to “the effects of poverty on educational outcomes,” it may be true that “few subjects related to education have been more carefully studied and documented.” However, there is at least one, i.e., the same one that Ms Laidlaw wrote about — the one that I am most interested in, and thoroughly, unequivocally convinced, has more of an impact than any other single factor, i.e., the historic, and ongoing profound, and devastating effects of the tripartite beast and illness of structural, institutional, and individual racism on urban, public, education. If, for example, you google: “Impact of racism on urban education” — you will get about 784,000 results (with the following link at the top of the page:
    “Scholarly articles for Impact of racism on urban education
    ”
    If you click on the latter link, it returns another 293,000 results. Indeed, the topic rivals, if not surpasses, the amount of research that has been conducted concerning the effects of poverty on educational outcomes.

    Thus, again, I wouldn’t say that your initiative represents “a bad idea.” However, I will say, again, that it is not likely to be broadly, or widely effective (anytime soon), especially within the State that has THE most racially segregated, public schools in the nation, and definitely, a County, which is one of the most racially segregated in the State: https://civilrightsproject.ucla.edu/resear… Additionally, I’m quite sure that you are aware of inextricable links between poverty and racism:

    http://www.ohchr.org/EN/NewsEvents/Pages/D…

    http://www.africa-news.eu/immigration-news…

    http://www.globalsocialchange.com/2013/11/…

    http://www.socialwatch.org/node/16324

    I had heard that one of the churches associated with your group might be interested in doing some work with FR=EE’s Race and Education Action And Change Work Group. I hope that’s the case — because your group and ours are focused on TWO of the most significant obstacles regarding prospects for widespread, fundamental, change, and improvement within the realm of urban, public, education. The obstacle that I an convinced is most challenging, and potentially, most problematic, is outlined below:

    The Myth Of Dismantling Racial Segregation Within the U.S. Public School System: Chasing Pipe Dreams

    By Howard J. Eagle

    This slightly revised article (2004, on the 50th anniversary of the historic Brown v. Board of Education Case) was originally inspired in part by the work of several other authors, which I had read in Education Week during January and February of 2002, including a very lengthy, but limited analysis by a professor named Richard M. Merelman. The central theme of the above referenced authors is a mythical abstraction that they referred to as “re- segregation” in public education. In my response, I had argued and maintain that — although it had emerged (during the early months of 2002) as a topic of “scholarly” debate within some education circles — there was, and is, no such thing as “re-segregation” within the U.S. public school system. The plain, simple truth is that, despite the U.S. Supreme Court’s Decision in the 1954 Brown v. Board of Education Case; thousands of citizens’ protests, marches, and demonstrations in the streets; massive busing efforts; federal enforcement efforts, including the use of soldiers in numerous cases; sit-ins, teach-ins, and love-ins on the part of liberals, militants, and “revolutionaries” of every stripe, especially during the 1960’s and 70’s — the U.S. never even came remotely close to achieving full (defacto, as opposed to dejure) desegregation within the vast majority of its public schools. In addition to numerous court cases, such as the Brown Case, and many others, (some of which date back to the 1930’s and 40’s) the types of street action described above were clearly, largely responsible for helping to produce a relatively small degree of progress (considering the price that was paid) toward equal, public, educational opportunity for all U.S. citizens. However, in the main, such efforts failed to the extent that the exact same, ongoing, fundamental issue of inequitable resource distribution between predominantly white, middle, and upper class, suburban, public school students vis-a-vis predominantly black, and brown, poor and working class, urban, public school students, is as real, and as serious in 2004 — as it was in 1954. This failure can be attributed to numerous factors. One of the most critical and outstanding factors is that accommodations were made for expansion of the black middle class in particular. Many of those who benefited most from accommodations and expansion — had been former leaders, activists, and participants in the types of street actions referenced above. Amazingly, many of the same people became willing “victims” of calculated, cooptation. Thus, due largely to a great vacuum in leadership, caused by desertion on the part of people who had once lent their skills to organizing and fighting so fervently for justice and equality, (apparently only for themselves), sociopolitical movements that had been effective — died.

    Another part of the hard, cold, simple truth is that throughout the history of this nation — the overwhelming majority of wealthy, and middle class, white parents in particular — have always made it clear that they are not willing to allow their children to attend schools with large numbers of poor, black, and brown children. In fact, wealthy, and middle class people of color have also generally chosen to educate their children separately from the poor, black masses.

    It is probably important to pause at this point, and remind readers of the fact that, with regard to public education, and specifically as it relates to academic achievement, ongoing discussions regarding the potential worth or value of desegregation and integration, are usually fueled by the underlying reality that (decades after the 1954 Brown Decision, and other types of actions mentioned above) generally, so-called “minority” students attending public schools, lag behind their white counterparts by leaps and bounds. Numerous scholars and others continue to insist that desegregation and integration represent important aspects of the solution that will eliminate this so-called achievement “gap.”

    The idea of desegregation and racial integration representing a remedy relative to effectively addressing the widening achievement “gap” between white students and students of color (anytime soon), is totally unrealistic. This vitally important issue is much too urgent for us to give serious consideration to theories that are seemingly based primarily on people’s romantic wishes, dreams, hopes, and prayers — as opposed to some type of scientific approach and/or evidence. It is time to stop pretending and romanticizing about this life and death issue, and come to grips with the total reality that surrounds continued, pervasive, racial segregation within the U.S. public school system(s).

    Clearly, an important part of the reality is that, while integration may be desirable for some — there are far more people, especially middle, and upper class whites — who do not, never have, and probably never will support racial integration of public schools. Although this reality applies to considerably more white people, particularly parents, than any other racial group — it is not (exclusively) a white phenomenon. For example, in addition to hundreds of thousands of white educators, there are many blacks, and other parents of color, who make their livings by working in predominantly black, and brown, urban schools, but would never consider sending their own children to the same school systems in which they work (even if there were no residency laws preventing them from doing so). More often than not, urban educators (both white, and those of color) live in suburban areas. Although it hinges on sick thinking — I am thoroughly convinced that it is not far-fetched to believe that many people of color who reside in suburban areas, would oppose full, racial integration of public schools.

    The degree and depth of resistance represents the main reason why racial integration is not a timely, practical, nor realistic solution for addressing the hard core, entrenched, massive, educational failure experienced in economically poor, predominantly black, and Hispanic, urban school districts throughout the United States. It is precisely due to the fact that large numbers of people, especially people of color, have come to realize, and understand the depth and pervasiveness of resistance, that many are no longer willing to spend another 50 or 100 years fighting, and struggling to achieve the unlikely, and unrealistic goal of public school integration.

    For decades, many African Americans have viewed the idea of integration as being a matter of chasing pipe dreams, or a waste of precious time and energy, that would be better spent on attempts to improve their public schools now (regardless of the socioeconomic, and racial compositions of the student bodies). The latter point represents a major reason why (as pointed out by professor Richard M. Merelman), organizations such as … “the National Association for the Advancement of Colored People, which designed and executed the arduous legal strategy that [theoretically] won school desegregation in the courts, now has difficulty maintaining a public posture favorable to it against an indifferent and sometimes hostile membership (Education Week, Feb. 6, 2002, p. 52). It is not likely that the majority of rank and file NAACP members are “indifferent” to the serious, deep-seated, widespread failure, and/or other problems that exist in poverty stricken, urban schools. On the contrary — they are probably quite concerned. Yet, there is no denying that many of them are absolutely “indifferent and sometimes hostile” relative to the idea of continuing to pursue public school integration, as a possible, immediate, or near-future solution. They have undoubtedly joined the ranks of millions who are very, very tired of chasing pipe dreams.

    Indeed, there is a need to carefully consider what will happen to the generations of predominantly black and brown children who are currently left with no choices, except attending segregated, underfunded, relatively poor, urban public schools. One thing is certain: If their academic well being and progress is dependent upon the unlikely advent of racial integration — such students will not become beneficiaries of significantly improved educational opportunities. Once again, it is impossible to overemphasize the fact that this unlikelihood is based on thoroughly pervasive, organized resistance — fueled by irrational racist and classist values, and belief systems, especially, but not exclusively, on the part of middle and upper class, wealthy, white parents.

    For those who are convinced that integration is, in part, or totally, the solution that will ‘fix’ the urban education crisis — current and long range strategy is the key, pivotal issue. This is the most notable area in which staunch supporters and advocates of public school integration fall short. With regard to addressing the crisis, some scholars, and others insist that the solution, or at least a significant part of it, lies within the need to “break up concentrated poverty,” which is another way of saying, there is a need to integrate public schools. Yet, these same advocates and supporters of integration are lacking, and in fact, totally deficient relative to development and/or implementation of practical, effective strategies and tactics that can be utilized to bring their proposed solution into fruition — without having to wait another two or three hundred years, which is the worst possible thing that people who are most in need of change can afford to do.

    In addition to those referenced above, there are many other people who continue to advocate and fight for urban, educational improvement, but for the most part (understandably so) — in the face of widespread, predominantly white, well organized, and well financed resistance — have given up on racial integration as a potential solution. This does not necessarily mean that such people are pro-segregation or pro-“re-segregation” (if there is such a thing relative to public education in the U.S., which I maintain — there is not). In order for something to be reinstated or re-instituted — it necessarily has to exist first. Since desegregation, and certainly integration, has never occurred on any substantial level within the U.S. public school system, it is not really possible, nor is it historically accurate or intellectually honest to engage in serious dialogue or discussion about so-called “re-segregation.” Many people who clearly understand the desperate need for fundamental change, and academic improvement within urban schools throughout the nation, but do not accept racial integration as a realistic or viable solution, often support the following, or similar position(s): As it relates to urban, public schools in the main, (vis-a-vis overwhelmingly, predominantly white, suburban schools, in which children are generally doing well academically and otherwise), the reality that massive numbers of socioeconomically poor, African American and Hispanic children in particular, are flunking out, dropping out, dying out, and/or being imprisoned at younger ages than ever before — dictates the necessity of providing major amounts of additional, financial resources, human energy and commitment in order to produce significant, fundamental change and improvement within urban, public schools now! Those who support this or similar positions, often argue that we can worry about integration later — if at all. They also often insist (correctly so) that it is mainly white Americans (as opposed to people of color) who need to be convinced of the morality, importance, and value of integration. Urban students, as well as all students — don’t necessarily need integration or segregation: What they need is adequate and appropriate education!

    With regard to professor Merelman’s above referenced Education Week Commentary, the essential argument that the scholar attempts (unconvincingly) to advance is that equitable, educational opportunities, and significant academic improvement for economically poor, urban, public school children is totally dependent upon the wealth and deeds of white, suburban parents. He argues that… “white parents have more money than black parents to pay for schools, public or private. Parents are mainly interested in good schools for their own children, not for the children of others. It follows that whites will only support black students who happen to be in school with white children. Thus, only if they are sitting next to white children will black children benefit educationally” (p. 37). This is an incredibly shallow assertion, which seems to hinge upon acceptance of institutionalized racism. The argument completely ignores the fact that U.S. States are bound by their Constitutions to provide equitable educational opportunities for all children — regardless of race, socioeconomic status, or any other variable. Perhaps the intended point that the author was attempting to make is that — since predominantly white, suburban parents and communities (vis-a-vis predominantly African American and Hispanic, urban parents and communities) are generally far more wealthy, and economically stable, as well as, a lot more organized politically — the former group exercises considerably more clout and control over local, state, and federal legislative bodies, which are responsible for allocating resources to public schools. Herein lies one of the most critical factors embodied within institutionalized discrimination and injustice, which helps perpetuate the shameful, national, urban education crisis. That is to say, as it relates to resource allocation, nearly every state legislature in the Union has devised indecipherable financial aid “formulas,” (usually based largely on property tax), which clearly favor predominantly white, politically well organized, parents and children from wealthy suburban school districts — while blatantly discriminating against predominantly African Americans and Hispanics, as well as other parents and children from less organized, economically poor, urban school districts. Such legally sophisticated, institutionalized racism and classism has always been an inherent part of the U.S. economic and political systems. With regard to providing equitable (not equal, but equitable) funding, and equal, public, educational opportunities — the overall situation is literally a classic example of “robin-hood-in-reverse,” i.e., literally taking from the poor, and giving to the rich.

    Until and unless decisive, and probably mass action is taken — professor Merelman is absolutely correct regarding his contention that… “poor black parents, underfunded [so-called] minority school districts, and low-tax-base, largely black cities [will] continue their losing struggle to come up with educational money they don’t have.” As noted at the outset of this treatise, U.S. history bears witness to the fact that the only type of action that is likely to be effective relative to helping to secure additional, much needed, and much deserved resources for economically poor, urban school districts is community organizing and civil disobedience, including, if necessary — protesting in the halls of local, state, and federal governments — as well as, in the streets. There is absolutely no question about the fact that the cause (demand for equitable public education funding, and equality regarding educational opportunities for all children now), is a just one! The cause is in fact the same one in 2004 that produced the well intentioned, but largely ineffective Brown Decision of 1954. As it relates to prospects for change and improvement, a critical missing element, which existed 50 years earlier, is the lack of bold, committed, courageous, political leadership, particularly within the nation’s most depressed and oppressed communities. It is totally amazing that those who are considered and/or have been appointed as part of the official, and unofficial, elected, and non-elected leadership, and “representatives” of urban constituencies — have been able for as long as they have, (without a firestorm of public criticism and dis-ownership by those whom they claim to represent), to get away with not initiating decisive and indeed radical actions — designed to effectively produce significant, widespread, improvement relative to the scandalous, national, urban education crisis.

    Lastly, the remote possibility of racial integration representing part of the solution relative to the crisis in urban, public education, is an issue and question that is largely dependent upon the commitment of its advocates, especially white persons. For those who are serious about their belief in the morality and value of racial integration, and truly committed to bringing it into existence, huge numbers of white people in particular, must necessarily be willing to confront the deep-seated, irrational, racism harbored in the hearts and minds of their mothers, fathers, aunts, uncles, cousins, friends, neighbors, and colleagues. It is important to consider that, historically speaking, (in the main) people of color have not been guilty of establishment and maintenance of pervasive, organized, resistance to racial integration within the U.S. . On the contrary, there is probably no example in the history of the world in which people have surpassed the efforts of African Americans and other people of color to integrate into a society that has repeatedly rejected them as equals. It would not be morally or ethically right, nor would it be logical to now blame African Americans and/or other people of color for being sick and tired of chasing that which certainly appears to be a pipe dream.

14. It takes hard work to succeed in life. Why is it we try and put a bandaid on problems instead of healing the wound beneath? Kids need to WANT an education, parents need to get INVOLVED with their kids by showing them love and that they care. What was our graduation rate in the 40’s, 50’s, and 60’s in these city schools? I’ll bet it was much higher yet many of these students were raised in poor families. What is lacking is PRIDE and willingness to work hard if you truly want to be succeed. My father left high school in the 10th grade yet was there every night helping my brother and I with homework. We saw how hard he worked to provide for us so we were driven to succeed. Before my dad died, he had three homes and a large net worth. All because he took charge of his own life. My brother and I graduated college and both of us are successful, because of the role model we had. My view is to show more tough love with these kids…and parents. If you don’t come to class or want to learn, you’re out as you’re disrupting people who want to learn. I don’t care if you live on the streets. If you decide to take your anger out on the community by committing a crime, you pay the price. I would like to see more prisons built to protect those that WANT to live in our society. And parents that are too dumb to realize popping out more kids than they can handle is adding to the problem, you need to pay your debt to society and have Norplant surgically implanted to prevent pregnancy. Idiots that are too lazy or stupid to to succeed or are addicted to drugs? We should pay them $1,000 to be sterilized. No trash giving birth to babies that have no choice but be born into a life of poverty. Maybe this so called committee should interview 80 and 90 year olds and find out how they were successful in raising families with no financial, social aid. Curious? when we mix the poor kids with a 50/50 ratio in with the kids from Pittsford, Penfield, Brighton, etc…what are we going to to with the vacant inner city school buildings? You don’t really think you’re going to bus kids from these burbs into the city do you?

15. Eric Maloney,

    Are you familiar with the term ANECDOTAL — as opposed to old, old, generalized, massive, entrenched, systemic, patterns, which exists among millions (locally, regionally, and nationally) throughout this thoroughly racist, white supremacist-based nation-state (in every direction — North, East, South, and West)?

    Are you arguing that millions upon millions are simply making “excuses for failure,” and/or waiting for people like Mr. Hare to “give [them] excuses for failure,” or are there other factors at play?

    Creating concrete conditions by which children can become “empowered to better themselves, despite their situations” — is exactly what Mr. Hare’s group seem to be attempting to do.

    You speak of “empowerment” as if it’s some type of magical, mind-warp-strategy- game. IT IS NOT. In order for people to become empowered, it is necessary to sufficiently address the concrete conditions that are rendering them powerless. Get it? Probably not.

16. Mr. Sherman,

    I am in complete agreement with your challenge of Mr. Hare’s assertion that “classroom demography [in and of itself] is a much better predictor of [academic] outcomes” vis-a-vis “teaching.” His statement is indeed representative of a grossly conflated, and convoluted, oversimplification (at best). In fact, there is abundant research that supports the exact opposite, especially as it relates to economically poor, urban, children of color who are taught by white, middle, and upper class teachers with suburban, and/or rural backgrounds. Examples of the type of research, which contradicts Mr. Hare’s notion that so-called “classroom demography” the most decisive factor relative to academic success of poor, urban, children of color, vis-a-vis teachers’ skills, and especially their cultural knowledge, and competence — includes findings spelled out in a recent report regarding a major study conducted by the American Federation of Teachers’ Albert Shanker Institute. Some of the findings and conclusions noted in the Report titled “THE STATE OF TEACHER DIVERSITY IN AMERICAN EDUCATION ( http://www.shankerinstitute.org/sites/shan… ) are as follows:

    “■ Minority teachers can be more motivated to work with disadvantaged minority students in high-poverty, racially and ethnically segregated schools, a factor which may help to reduce rates of teacher attrition in hard-to-staff schools.

    ■ Minority teachers tend to have higher academic expectations for minority students, which can result in increased academic and social growth among students.

    ■ Minority students profit from having among their teachers individuals from their own racial and ethnic group who can serve as academically successful role models and who can have greater knowledge of their heritage culture.

    ■ Positive exposure to individuals from a variety of races and ethnic groups, especially in childhood, can help to reduce stereotypes, attenuate unconscious implicit biases and help promote cross-cultural social bonding.

    ■ All students benefit from being educated by teachers from a variety of different backgrounds, races and ethnic groups, as this experience better prepares them to succeed in an increasingly diverse society.”

    The study cited above does not represent an anomaly, or brand new information. For example, according to legendary educator Harry K. Wong ( http://www.harrywong.com/about-us/about-ha… ), “Two hundred studies have shown that the only factor that can create student achievement is a knowledgeable, skillful teacher.” ( http://www.newteacher.com/pdf/only1way.pdf ).

    Additionally, if you google “importance of cultural competence in urban education,” the topic brings up about 1,480,000 results.

    The point is, with regard to effective, urban education, an abundance of research-based information exists, relative to the vital importance of necessary, specialized, teaching skills, and cultural knowledge (as key “predictors of [academic] outcomes”).

    I also agree with your assertion that, for us to believe (even if it was to occur on a large, and/or significant scale), which I predict it will not — not in your, my, and/or Mr. Hare’s lifetime (as clearly indicated via the minuscule results of the nation’s oldest urban-suburban program) — “just placing [overwhelmingly, mainly Black, and brown] poorer students next to [overwhelmingly, mainly white, middle, and upper class students], the poorer students will do better, [is obviously a] myopic viewpoint [,which] over simplifies [very complex issues and problems], and [potentially] misleads the public.”

17. S, johnny,

    Let me see if I have this straight — for nearly 370 years that public education has existed in this thoroughly racist, white supremacist-based nation state — “the cities residents have been led into this terrible lifestyle due [exclusively] to terrible, but well meaning leftist [as opposed to rightest] policies” as well?

18. Yes howard,
    It’s unfortunate that you can’t recognize that the left’s mission is to reign in and control the black community, and hold them back. Look at people like LBJ, Margaret Sanger, etc. Oh, how about Robert Byrd, the democrat senator from W. Virginia who was a prominent member of the KKK until he passed away not to many years ago.

    Remember, Abe Lincoln was a Republican. So was MLK. You don’t have to go back 370 years. Just look at the 60’s til now.

    Tell me how programs like affirmative action, that state that blacks aren’t as qualified as whites and need special treatment are good for blacks. Pay attention to what Walter Williams and Thomas Sowell, who both grew up in the ghetto, have to say.

19. “You speak of “empowerment” as if it’s some type of magical, mind-warp-strategy- game. IT IS NOT. In order for people to become empowered, it is necessary to sufficiently address the concrete conditions that are rendering them powerless. Get it? Probably not. ” HE, in response to Eric Maloney.

    On the contrary Howard, empowerment is NOT something you wait for someone else to give you. Empowerment is something you create within YOURSELF and it is the left who keep promising blacks that they will tear down the “walls”, all the while building them higher.

20. The comment below should read:

    “So johnny,”

    Let me see…

21. johnny,

    When it comes to concretely, significantly, and measurably improving the old, old, urban, education crisis, which IS the topic of Ms. Towler’s article — thoroughly abstract, super-rhetorical declarations such as “it is the left who keep promising blacks that they will tear down the “walls”, all the while building them higher” — means absolutely nothing. I can’t respond (specifically, nor intelligently) to your hyper-rhetorical quote — because I have no idea what it means. I’m not sure that you do either.

    In any case, with regard to politics, race, power, and education — here’s the REAL issue:

    The long and clear historical record bears witness to the FACT that, since the origins of public education (nearly 370 years ago), each and EVERY U.S., and NY State Administration (bar none) — have established, and/or supported RACISTS and CLASSIST rules, regulations, policies, practices, laws,, and procedures that guide and governs the INSTITUTION of public education in manners that accrues advantages to overwhelmingly, predominantly white, middle class., and wealthy students and communities — while at the same time — reinforcing old, old, historic, systematic discriminatory, disadvantages for predominantly black, economically poor students and communities (in the main). THIS IS AN INDISPUTABLE FACT, which is connected to the reality that the tripartite beast, and illness of STRUCTURAL, INSTITUTIONAL, and INDIVIDUAL RACISM is an inherent part of the very foundation of white supremacist-based U.S. society, i.e., thoroughly embedded, and entrenched within its social, economic, political, and “dominant” cultural systems (from day-one), and therefore necessarily reflected in EACH AND EVERY MAJOR INSTITUTION WITHIN THE SOCIETY (BAR NONE), and especially within its public, and private educational systems, which represents the institution that arguably (other than family, and possibly mass-media) — is THE most effective institution within the society — relative to helping prop up, reinforce, maintain, and perpetuate the old, old, historic, white supremacist-based, educational, and general, status-quo.

    Check out the video at the link below (beginning at the 4:00 minute mark— to at least 4:36), and let us know what you think about Jane Elliott’s statement regarding education and racism. I’ll be waiting to read your response.

    The Struggle Continues…

    The Racism Discussion with Oprah & Jane Elliot part 1

    https://www.youtube.com/watch?v=l8PicAzrNU…

22. Wow Howard. Wow. I had to watch this twice, but each time I hear more anger and racism from HER. Wow

    How about this?

    We put the past behind us, no mater how bad the act, either real or contrived. Put a smile on your face and just start living the life you’ve dreamed. There’s no one stopping you but yourself…….And people like you and that woman who profit from keeping past grievances alive. As a white male, I can tell you we’re all sick of this racist stuff. We accept you. Move forward and ef the real racists. To bad that you don’t realize who accepts you and who uses you.

23. johnny,

    “We put the past behind us, no mater how bad the act, either real or contrived. “

    WHAT??? This article is about the PRESENT, which of course is thoroughly intertwined, completely bound up with, and totally inseparable from the PAST.

    “Put a smile on your face and just start living the life you’ve dreamed. There’s no one stopping you but yourself.”

    WHAT??? Is this the message that you advocate we should give to OUR children?

    “And people like you and that woman who profit from keeping past grievances alive.”

    WHAT??? You’re not serious — are you?

    “As a white male, I can tell you we’re all sick of this racist stuff. We accept you. Move forward and ef the real racists. To bad that you don’t realize who accepts you and who uses you.”

    WHAT???

    Check out the video at the link below, and tell us (HONESTLY) — had you been in the audience — would you have stood up?

    http://www.worldstarhiphop.com/videos/vide…

24. Howard, you’d think you’d get it being you taught for 23 years (which to anyone that reads what you consistently write, is probably a pretty scary thought).

    What’s the difference between an Asian student, a white student, a Hispanic student, and a black student that makes their testing scores drop in the order I listed the four? When you taught, did members of those four races hear what came out of your mouth differently? Probably not. but I’m sure your Asian and white students routinely scored higher than your Hispanic and black students, yes? Why was that? Were you racist towards your Hispanic and black students?

25. Mr. Maloney,

    I am certain that ” what [I] consistently write ,[especially, and particularly regarding the historic, and ongoing, tripartite beast and illness of structural, institutional, and individual racism] is a pretty scary thought” for you. I clearly understand why.

    You raised some very interesting and important questions (quoted below). I am certain that you believe your questions (quoted below) — are straight forward, and have simple answers. However, as an experienced, knowledgeable, educator, I can tell you (without any doubt what so ever) — there is NOTHING simplistic regarding the answers to your important, HISTORICAL QUESTIONS, That is, in order to fully, and clearly understand the answers, you would necessarily have to place your examination/study into historical perspective and context. I wish I had more time to elaborate, but at the moment, I’m much too busy, planning ACTION to help address the conditions referenced via your important questions. Hopefully, I’ll find time to respond more comprehensively, later. Meanwhile, I’m inviting you to join us in an important, and related action, later this afternoon. See additional information at the following link: https://www.facebook.com/events/1332175370…

    1) “What’s the difference between an Asian student, a white student, a Hispanic student, and a black student that makes their testing scores drop in the order?”

    2) “When you taught, did members of those four races hear what came out of your mouth differently? Probably not. but I’m sure your Asian and white students routinely scored higher than your Hispanic and black students, yes? Why was that?

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