Educational Thugs And Gangs Cripple US Schools

No shortage of ink had been put to paper pondering what it is that ails America’s education system. We know that, on average, our kids’ educational outcomes lag behind those of other wealthy countries, but why is that? But one of the core problems, if not the core problem, is only rarely discussed: the staggering, and increasing inequality that marks the American economy today.

That’s the conclusion Linda Darling-Hammond, a professor of education at Stanford University, has drawn from her research. AlterNet recently spoke with Darling-Hammond — below is a lightly edited transcript of the discussion.

Joshua Holland: You’ve done research on the connection between poverty and educational outcomes. We hear a lot about how poorly American students do compared to those in other wealthy countries, in terms of math or reading scores, but you found that American kids in wealthier schools do quite well. Tell us a little bit about that.

Linda Darling-Hammond: Well, there are a couple of things to know before we talk about the scores. First of all, the United States has more children living in poverty, by a long shot, than any other industrialized nation. Right now about one in four children are living in poverty. In most other industrialized nations we’re talking about well under 10 percent, because there’s so many more supports for housing, healthcare, employment, and so on.

With that very high poverty rate, our average scores on international tests look a little above the average in reading, about at the average in science and somewhat below the average in math, and a lot has been made out of that in the United States. But in fact, students in American schools where fewer than 10 percent of the students live in poverty actually are number one in the world in reading. Students in schools with up to 25 percent of kids living in poverty would rank number three in the world in reading, and even schools with as many as 50 percent of kids in poverty scored well above the averages in the OECD nations – which is mostly the European and some Asian nations. Our teachers are doing something very right in terms of educating kids to high levels in much more challenging circumstances than children face in other countries.

The place where we really see the negative affects are in the growing number of schools with concentrated poverty, where more than 75 percent of children are poor. And there — the children in those schools score at levels that are near those of developing countries, with all the challenges that they face.

JH: In the United States, we have five times the rate of childhood poverty as the average in the OECD countries. MORE