I am a native Washingtonian. I still live on the same street that my parents brought me home to 50 plus years ago. I am a product of D.C. public schools. I began my education prior to integration. I was taught by, in my opinion, the best-prepared teachers in the city. I remember that most of my teachers had masters’ or doctorate degrees and they taught in the field in which they earned their degree. They were highly qualified, dedicated, and allowed no child to be left behind. The principal knew every student by name. She knew our strengths and weaknesses. She made sure that her teachers addressed the individual challenges of each student. I left public school well prepared to face the world.
Through the years, I have witnessed many changes in both education and community. I have watched my neighborhood demographic change from middle class Black families, to a neighborhood where drug use, unemployment, and the lack of marketable skills has resulted in random acts of violence. Today, my neighborhood is nearly unrecognizable due to gentrification. However, my immediate concern is not growing property taxes or well-intentioned, but ill-informed redevelopment projects. My immediate concern is for the children in my neighborhood, right now; the children struggling to succeed in a rapidly changing environment and an ineffective education system; children who are taught by teachers, who do not relate to their personal struggles and lack the skill set to respond to their individualized needs.
The Every Student Succeeds Act (ESSA) addressed many of my concerns in education. The NNPA continues to echo the message that giving parents a voice in how the school system operates is vital to closing the achievement gap. It’s critical that parents engage with educational leaders and demand equal access to high quality teachers. Unfortunately, high-poverty schools are disproportionally staffed by unprepared, substitute, and out-of-field teachers. Although there are numerous causes for this phenomenon, the fact remains that, ill-prepared teachers undermine student achievement.
According to an article by Emma Garcia published by the Economic Policy Institute, about eight in 10 poor Black students attend high poverty schools. Garcia found that 81 percent of poor, Black children attend high poverty schools compared to 53.5 percent of their poor White peers. It is also noted that attending a high-poverty school lowers math and reading achievement for students in all racial and ethnic groups. These discrepancies in access to adequate education expand into discrepancies in economic prospects and social mobility.
ESSA requires states and districts to ensure that low-income students and students of color are not disproportionally taught by ineffective, inexperienced, and out-of-field teachers. ESSA requires state and school district report cards to include the percentage of inexperienced teachers, principals, and other school leaders; teachers with emergency or provisional credentials; and out-of-field teachers. Reporting this data provides states with the comparative data necessary to examine the root causes of inequities. Title II of ESSA provides program grants to states and districts that can be used for teacher preparation, recruitment, support, and continued learning. ESSA changes the distribution formula for funds by requiring that any increase in funding is prioritized to states with high rates of students living in poverty. ESSA has ended the requirement of states to set up teacher evaluation systems based significantly on students’ test scores. Growing evidence suggests that using student test scores to determine teacher effectiveness is misguided and does not improve instructional practices. ESSA includes a Teacher and School Leader Innovation Program that will provide grants to districts that want to try out performance pay and other teacher quality improvement measures.
At some point, we must stop treating our children like widgets. They won’t all fit into a round hole; some of them are square pegs. They all have gifts and talents, but it is difficult to realize potential with a rotating door of teachers and school leaders. The cuts in the federal education budget have targeted teacher training and professional development. We owe our children the best education possible. They are our future.
Together, we can fulfill the promise of ESSA and ensure that every student succeeds.
By Lynette Monroe
Lynette Monroe is a master’s student at Howard University. Her research area is public policy and national development.