THE PROBLEM. Fifty-one percent of all K-12 students in the United States are now considered “low-income.” Compared with their middle and upper class counterparts, their rate of absenteeism is higher; they are suspended from school more often; their grades are lower, and they are less likely to move up to the next grade level on schedule. And, a disproportionate number of them are severely affected by such negative childhood experiences as neglect, trauma and stress.
The compounding (and confounding) effects of poverty. For many low-income children, underperformance in school—combined with adverse environmental factors—can create a downward spiral that leaves them with little hope for their futures.
The source of the problem. According to the social psychologist Dacher Keltner of UC Berkeley, “powerlessness is the greatest threat to the development of young people. Their bodies are under assault, and it’s poverty that’s coming after them.” Omar Carrera, the executive director of the Canal Alliance in Marin County, says it more succinctly, “Poverty kills values.”
It is no wonder, then, that the “achievement gap” (the difference in performance of low-income kids compared to their middle and upper income counterparts) has remained so intractable over the past twenty-five years. One example from the prominent journalist, Paul Tough: “The difference between the SAT scores of wealthy and poor high school seniors has actually increased over the past 30 years, from a 90 point gap in the 1980s to a 125 point gap today (2016).”
The “first obstacle.” Furthermore, Tough writes, “Those of us who seek to overcome these educational disparities face many obstacles—some financial, some political, and some bureaucratic. But the first obstacle, I would argue, is conceptual: We don’t yet entirely understand the mechanisms behind childhood adversity.”
OUR RESPONSE. Our first priority is to convince educational practitioners of the transcendent importance of the social and emotional wellbeing of the individual child and the need to draw on science to come up with remedies. Once we get their initial buy-in, we'll recruit local talent of retired professionals and roll up our sleeves.
Seeking a Project Champion. To get started requires securing the time and services of a retired professional to be a project's champion. As the saying goes, "No champion, no change." If you're interested, contact Clint Wilkins at [email protected].
The compounding (and confounding) effects of poverty. For many low-income children, underperformance in school—combined with adverse environmental factors—can create a downward spiral that leaves them with little hope for their futures.
- Physiologically, a child’s neurodevelopment may be impaired by a lack of attachment at home, leading to cognitive deficits that lead in turn to higher risk behaviors and greater susceptibility to disease, social problems and disabilities.
- Academically, the student who is three months behind grade-level in language acquisition at the end of first grade is often two years behind by the end of fifth grade and three or four years behind upon entering high school.
The source of the problem. According to the social psychologist Dacher Keltner of UC Berkeley, “powerlessness is the greatest threat to the development of young people. Their bodies are under assault, and it’s poverty that’s coming after them.” Omar Carrera, the executive director of the Canal Alliance in Marin County, says it more succinctly, “Poverty kills values.”
It is no wonder, then, that the “achievement gap” (the difference in performance of low-income kids compared to their middle and upper income counterparts) has remained so intractable over the past twenty-five years. One example from the prominent journalist, Paul Tough: “The difference between the SAT scores of wealthy and poor high school seniors has actually increased over the past 30 years, from a 90 point gap in the 1980s to a 125 point gap today (2016).”
The “first obstacle.” Furthermore, Tough writes, “Those of us who seek to overcome these educational disparities face many obstacles—some financial, some political, and some bureaucratic. But the first obstacle, I would argue, is conceptual: We don’t yet entirely understand the mechanisms behind childhood adversity.”
OUR RESPONSE. Our first priority is to convince educational practitioners of the transcendent importance of the social and emotional wellbeing of the individual child and the need to draw on science to come up with remedies. Once we get their initial buy-in, we'll recruit local talent of retired professionals and roll up our sleeves.
Seeking a Project Champion. To get started requires securing the time and services of a retired professional to be a project's champion. As the saying goes, "No champion, no change." If you're interested, contact Clint Wilkins at [email protected].