Recently, my local Connecticut newspaper published a front-page
report showing the differences in average SAT scores for students at various
high schools throughout Fairfield county. Predictably, the report showed that
students from high schools in wealthier communities scored much higher than
students from schools in predominately lower class cities with large minority
populations.
In Darien, a small, largely white, well to do town along
Fairfield County’s so-called Gold Coast, students averaged 1799 on their
combined Sat scores. Only 18 miles away in Bridgeport, Connecticut’s most
populous city, the largely black and Hispanic students of Bassick High School
averaged only 1024 on their combined SAT scores. Actually, the discrepancy is
even worse since only a small percentage of Black and Hispanic students even
take the SATs.
The newspaper was quick to draw the obvious conclusion that
children in wealthier communities get better educations. But why? Is it just
that wealthy community pours more resources into their schools? It is true that
their buildings look nicer and more modern and have better equipment, but
teachers in the inner city schools make largely the same salaries as their
colleagues in wealthier towns. Moreover, the schools in Bridgeport receive over
$150 million each year in State funding, largely provided by the taxation of
the residents in the wealthy Gold Coast towns. The people in Darien are
supporting two school systems, their own and Bridgeport’s.
I believe that the reasons for the education gap are not
monetary. I also believe that they are not about race or ethnicity. For most of
my life I have read articles and editorials about educational reform. No one
should dare to write or talk about it without spending some time in a
classroom, or at least talking to the teachers who are actually on the front
lines. In my financial planning practice many of my clients were teachers in
schools from all over the social and economic spectrum. I would often meet
these teachers in their schools and get a pretty good idea of what was going on
by talking with them, and just using my own two eyes.
I know that the good, the bad, and the ugly exist in the
teaching profession just as in any other profession. However, in my experience
the good, competent, and dedicated teachers far outweigh the bad. Anyone who
blames the teachers for the sorry state of education in our cities has probably
never been in a classroom to observe just what they have to deal with.
I know a young white woman fresh out of college with a
degree in elementary education who has just started teaching first grade in a
Bridgeport school made up largely of black and hispanic children. Her college
degree could not have prepared her for the chaos she encountered on her first
day. Every day presents a new challenge and these are only first graders. In
many ways, first grade is pivotal for it is then that the mind is ready to
learn how to read. If the opportunity is missed, students will fall behind and
low SAT scores will inevitably result.
Sadly and significantly, the teacher told me that on
Parent’s Night, only four parents showed up to hear about their child’s
progress. Maybe parent is the wrong word because most of these Bridgeport first
graders don’t have parents. They are being raised by grandparents some of whom
are not even in their forties. Sometimes even great-grandparents are the
caregivers for these children. Moreover, in most cases there are no men
involved in the raising of these children.
One need only contrast this situation with the Parents’
Night at a typical white middle class school in nearby Fairfield. The parking
lot will be packed with cars and the classes filled with fathers and mothers
anxiously seeking news of their child’s progress or lack of it. Actually, I
knew a young math teacher in Bridgeport who did not want to work in a suburban
school because the parents were too involved.
No amount of money will rectify the tremendous social
disaster that has taken place in American cities in the past few generations.
Unwed teenage pregnancies create an almost impossible educational problem. To
get an education certificate today, teachers have to take courses that would
almost qualify them as master psychologists.
Just the other day the newspaper told the story of a nineteen-year-old
woman who left her 3 month old child with strangers in an urban motel. Police
finally tracked her down 60 miles away in another hotel room with a group of
men. The future for this young woman is really bleak but it is practically
hopeless for her baby who has been taken into state custody. The probability is
very high that the child will be virtually uneducable by the time he goes to
first grade. He will come to regard school as a prison and by the time he gets
to eight grade he will likely be attacking classmates and teachers, and
destroying school property. Next, the probability is also very high that he
will join a street gang, become a drug addict or dealer, and eventually wind up
in jail or dead on the street.
On the other hand, the Wall St. Journal recently published
an op-ed by a young black woman who had just graduated from college. Her story
was the familiar one of a fatherless child with a teenage, possibly addicted,
mother. By the time she went to school she was completely out of bounds and
disruptive in and out of class. However, her life was transformed when godmother
took her away from the mother and placed her in a private school in fifth
grade. She credited the school and the State of Florida’s tuition support
program but I credit the godmother. Finally, the young girl had someone in her
life who cared for her and took an interest in her education.
Some advocate busing Black and Hispanic children from their
schools in Bridgeport to high achieving predominately white schools in towns
like Darien. What good will it do if there are no parents who will ask them how
they did in school today?
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