Editor’s note: This oped is by Nicole L. Mace, research coordinator for Voices for Vermont’s Children.
In 1947, Vermont Gov. Ernest Gibson said, “The very existence of civilization as we know it depends upon our youth securing the very best education that it is in our power to give.” We have historically placed a high priority on education in Vermont, and we have an excellent public school system as a result. Yet, despite this success, we struggle to turn around the disparity in educational achievement between kids from low income families and their higher income peers. Addressing this gap requires focus and leadership. On this issue, our current governor has provided neither.
This week the Vermont Department of Education released its 2010 school accountability determinations as required by the federal No Child Left Behind Act. The federal law requires schools to see that all students, including those in selected subgroups, make adequate progress each year. The subgroups include students identified by race, English as a secondary language, income, and disabilities.
This year’s progress determinations show that when you break out testing data by family income, many schools continue to have difficulty raising achievement among low-income students. Of the schools that failed to make adequate progress this year, two-thirds did not make progress with students in poverty.
In the fight to close proficiency gaps between students who are from low-income families and those who are not, Vermont is not alone: No state has successfully closed the gap. The good news is that in recent months Vermont has taken steps to tackle this challenge. Both the Vermont Department of Education and Voices for Vermont’s Children released research that outlines strategies to eliminate the poverty-based proficiency gap in the state.
The Education Department’s Roots of Success: Effective Practices in Vermont Schools identified eight practices of schools that are successfully meeting the challenge of improving education for low-income students. The Roots study revealed that schools with high achievement levels among all students have created systems of educational excellence, where there are high expectations for all students, strong leadership, and a web of best practices that support student achievement. Roots of Success illustrates that improving outcomes among low-income students is no mission impossible, but it requires an intensive, collaborative effort among schools, communities, and families.
Voices for Vermont’s Children’s report, Bridging the Gap: Pathways to Success for all Vermont Students had similar findings. Our research also revealed that while systems of educational excellence are critical, schools alone cannot address the problem of poverty and poor student outcomes.
Poor and low-income families face many obstacles. To be able to succeed, they need livable wage jobs; affordable, quality child care; access to afterschool and summer enrichment activities; medical care; safe, affordable housing, and reliable transportation. The more supports struggling families have, the better equipped they will be to give their children strong foundations at home. The stronger a child’s foundation, the more likely she will come to school ready and able to learn.
These Vermont studies illustrate that we know what we need to do to improve outcomes for all students. Doing so takes creative collaboration, effective use of resources, and, most importantly, leadership. Sadly, the only message coming from Governor Douglas is that local school boards spend too much money. There is no acknowledgment of the achievement gap, no recognition of the efforts underway in communities across the state to close the gap, and no understanding that we need to be doing more to support these communities, students, and families now so our students can achieve more and contribute more as adults. Instead, local communities are told they have to learn to do with less, which means they have to settle for doing less.
We should do more. We can do more.
