Educational Equity

This week, we read a chapter by Jean Anyon called, “What “counts” as educational policy? Notes toward a new paradigm.”  In this chapter, she investigates educational experiences made available to students of various social-class contexts, examines reforms in urban education, and presents her thoughts on education policies over the past seventy-five years, highlighting the reasons behind why failing education policies are systemic in low-income, inner-city areas. In addition, she provides the reader with evidence that poverty directly impacts a student’s education.

Anyon states, “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. These findings empirically support the argument that for the urban poor, even with the right educational policies in place, school achievement may await a family’s economic access.” (74) In doing research on the topic, I found an article online called, "Poverty and School Funding, Why low-income students often suffer." This article reiterates some of Anyon's major points. Anyon also delves into how income allows parents and families the access to better resources, less emotional stress, fewer health and behavior issues, better living conditions, and many more. 

The author also points out the importance of understanding that poor students and low intelligence does not necessarily go hand in hand, and that economics can either be a guiding path or a hurdle for students regarding their education. Anyon presents the results of a study showing how a family’s socioeconomic status (SES) does impact a child’s cognitive ability and that poverty has a negative impact on early intellectual achievement. A study demonstrated that “the disadvantages of being poor outweigh by far the race or family structure of children as causes of the cognitive disadvantages.” (76)

Anyon outlines overwhelming amounts of evidence to prove that increased familial supports such as financial resources and less segregated neighborhoods raise educational achievement, and, mentions that what happens to children during their early years can have life-long implications. In her conclusion, she mentions, “As education policymakers and practitioners, we can acknowledge and act on the power of urban poverty, low-wage work, and housing segregation to dwarf the most curricular, pedagogical, and other educational reforms. The effects of macroeconomic policies continually trump the effects of education policies.” (83) After reflecting on her chapter, I was reminded of the community concept. We can debate pedagogical policies and a “one-size-fits-all” solution to educational problems but without looking at the total package and the community, we can only go so far. We have to help break this systemic problem of low-income equals low-quality and sub-par education. 

Anyon left us with a possible solution to what we may be seeking in education. She states, “Policies that set the standards schools must meet would identify the money, materials, teachers, courses, and neighborhood needs that must be filled in order to provide opportunities to learn at high levels. Educational accountability would be conceived as a public undertaking, centrally involving families, communities, and students, in consultation with district and government officials.” (84) In researching a little bit further, I found a New York Times article and video about a girl who grew up in poverty named Angelica Gonzales who graduated at the top of her class and headed off to college only to return four years later without a degree. This shows that her early life of living in poverty resulting in a "get out of here" attitude could still have negative implications in life. Here is her story.

I found the suggestion I previously quoted to be a perfect wrap up for us in this particular class this semester. It ties in the hidden curriculum of work that we read about previously from Anyon. It ties in the community aspect of education (Blank, Johnson and Shah) and how we must all be a part of education to help it truly become successful. Equality is not enough. I was also thinking about how my socioeconomic status and my access to a certain life growing up allowed me to have certain educational opportunities. It made me think about how important it is to be the culturally responsive educator that Villegas and Lucas presented to us by examining our own educational experiences and those of our students.

We must remember to create equitable learning environments for our students both current and future, and to not only look at policies that help students and families but what we can do to change those policies and laws that hold certain people back as well. It is important to examine the findings of the studies presented here and to be mindful of these findings in our practice as professional educators. By being knowledgeable of these boundaries in our educational system and realizing what we must do to help positively impact education policy, we can create positive and long-lasting change.