In an emotionally-charged discussion in Gerlinger Lounge on Tuesday evening, five panelists argued that disparity of resources, educational quality and options create a rift separating low-income children and their high-income peers. This gap begins in the first years of elementary school and widens with age, resulting in low high school and college graduation rates for low income and minority students, they said. The reasons for this gap, they said, are political, racial and economic.
Teach for America Recruiting Director Amber Saloner, who taught in New York City for two years, said that by age nine, low-income children were three years behind in school and already seven times less likely to graduate.
“Schools are a reflection of society,” said Anselmo Villanueva, a retired teacher and administrator at Adams Elementary School in Eugene.
Villanueva said the fundamental challenge is that the U.S. policy makers have different priorities than education reform.
“As a country, we can do just about anything we want, but not education,” he said.
Eugene School District 4J’s Parent, Family and Community Coordinator Carmen Urbina said the nation is raising generations of illiterate children.
“By third grade we know who will make it and who will drop out,” Urbina said.
Sheldon High School teacher Jose Alonso said economic and racial disparities were entrenched when he started teaching.
“Thirty years later I am having the same conversation,” Alonso said. He started to choke up; his eyes watered. “I am crying the same tears. It’s crazy!”
Alonso said that by encouraging students of different ethnic backgrounds to share stories and articulate their thoughts, they become real-life problem solvers. Those children will in turn solve problems in their own communities. Contrary to the belief that technology will save education by closing the education gap, Alonso said that the overlooked simplicity of building relationships will set the foundation for continued learning and overall intelligence. He said new teachers must find real solutions for poor students of color rather than simply conforming entire lesson plans to focus solely on increasing students’ standardized test scores.
Assistant Vice Provost for Institutional Equity and Diversity Carla Gary said constant preparation for standardized testing is difficult to avoid for low-performing, low-income students because schools rely on high test scores to receive federal funding. But, all the same, individual teachers make a difference by honoring the children in front of them.
“Schools with more influence and (resources) don’t have to depend on test scores,” Gary said.
Higher income schools have other ways to express high student achievement, like extracurricular activities and outlets for artistic expression that create well-rounded students who are encouraged and prepared for the rigors of higher education. For schools without those luxuries, the cycle is only perpetuated by the lack of funding for music and art, both outlets for creativity and development.
“These policies are a planned priority. (Policy makers and educators) are intelligent people,” Gary said. “We know what we are doing.”
A big part of the problem is racial discrimination, Gary said.
“Race is the elephant in the room, and it is stinking,” she said. “Poor children and children of color are disposable in our society.”
Students will meet expectations, Gary said, and society and the school systems give poor students and students of color low expectations.
“Children raise themselves to the level of your expectations, or drown in their own failure.” Gary said. “I don’t know if we have the courage to get to it. I know we have the capacity.”