Post 3: What Counts as Education Policy?

 

Jean Anyon, What Counts as Education Policy?

Quotes:

Jean Anyon writes about research on the need for educational reform, highlighting the connection between academic performance and socio-economic status, with a disproportionately negative effect on racial minority groups in concentrated areas of poverty. 

When comparing the educational policy and resulting achievements in urban students, from the beginning of the twentieth century to now, Anyon notes:

“Although achievement is higher now in that larger percentages of students remain in school past the elementary years than in 1900, I would argue that the improvement is relative and illusory. That is, while in the early twentieth century, relatively few urban poor students went beyond fifth grade, the vast majority did not require further education to find employment in industries that could lead to middle-class income.” (Anyo, 69)

I believe this quote is very relevant to the text, as conversations pushing continued reform are often dismissed under this “illusion” of improvement. As the author points out, these broad comparisons lack the relevant context that informs the gravity of the outcome. In the past, education for poor urban students was minimal, in comparison to what's available today. However, just as relevant to note is that, in the past, that was enough education to receive employment providing a middle-class income. Today, the current educational achievement in urban poor areas appears as an improvement, but really presents the same obstacles for life-long success, as proper education is increasingly required for employment that provides a living-wage. This point establishes greater urgency in the author's call for reform.     

The author continues discussing the perpetuation of poverty in specific communities, linking current federal and metropolitan policies that have resulted in segregated, low-income areas that lack accessible jobs, resources, funding, and quality education. These policies place barriers on low-income families and have devastating effects on their children, disproptrioanly effecting minority groups in America.

 In discussing the effects of poverty on children, the author states:

“As I will report, a recent national study of young children confirms the potential of impoverished circumstances to prevent students’ full cognitive growth before they enroll in kindergarten. Of countervailing power, however, is research demonstrating that when parents obtain better financial resources or better living conditions, the educational achievement of the children typically improves significantly.” (Anyo, 74)

This quote demonstrates just how quickly poverty negatively impacts a child's life, often creating an unideal household environment with increased parental stress and a lack of time/resources spent on richer learning, due to economic pressure and low-income. As a result, poor urban students start school at a disadvantage, with lower cognitive development. However, research has demonstrated that changing the income level or living conditions for these families results in significant educational improvement for children. This serves as significant evidence supporting the author's connection between socio-economic status and educational achievement.

By narrowing down the primary barrier for poor urban students, the author is hopeful for change, stating:

“A new paradigm of education policy is possible—one that promotes equity-seeking school change and that includes strategies to create conditions that will allow the educational improvements to take root, grow, and bear fruit in students’ lives.” (Anyo, 84)

The author discusses potential solutions, including higher living wages, increased jobs/preparation in cities, increased income/corporate tax for the wealthy, enforcing anti-discrimination laws, and better public transit routes. These measures would help to increase the area's funding, with which more schools can be created with smaller classroom sizes, offering greater resources such as vocational classes, and greater community outreach/input can be established.  

Reflection:

I remember feeling jealous as a kid that my cousins received a private education while I went to public school. It wasnt until I was older that I understood this wasnt the privilege I thought it was when compared to my situation. Living in a middle-income town, I was able to receive a good education for free. My cousins, living in a lower-middle-income city, had fewer public options for quality education, which pushed them into taking on the financial burden of private K-12 schooling. Fortunately, with budgeting, they were able to afford private education, but for many others, public education is the only option. This is why it is so important to improve public education universally, ensuring every student has a proper start and a fair chance of success in life. 

List of organizations that help low-income students attend college:

https://www.collegeraptor.com/getting-in/articles/college-admissions/8-awesome-organizations-that-help-low-income-students-get-to-college/