{"id":4270,"date":"2019-10-01T11:22:27","date_gmt":"2019-10-01T15:22:27","guid":{"rendered":"https:\/\/all4schools.org\/?p=4270"},"modified":"2019-10-01T11:33:40","modified_gmt":"2019-10-01T15:33:40","slug":"failing-schools","status":"publish","type":"post","link":"https:\/\/all4schools.org\/2019\/10\/01\/failing-schools\/","title":{"rendered":"Study shows so-called “failing schools” may not be failing"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]A study from Ohio State University<\/a> shows that disadvantaged and minority children have as much academic growth as advantaged kids in other schools. Even though disadvantaged students in poorer school districts might earn lower test scores than those in wealthier districts, students in both settings show the same academic improvement<\/strong>.<\/p>\n

\u201cThe research challenges the traditional notions that performance gaps between such districts are a product of the schools, researchers said.<\/em><\/p>\n

\u201cWhat our results suggest is that that story is probably not accurate,\u201d said\u00a0Doug Downey, a\u00a0sociology professor\u00a0at Ohio State and the lead author of the study. Discrepancies in test scores between wealthy or poor districts speak more to what happens outside the classroom, he said.<\/em><\/p>\n

\u201cIt\u2019s probably more accurate to say, <\/em>there are large gaps between advantaged and disadvantaged kids at the start of kindergarten, but once they get to school, those gaps largely stop growing,\u201d<\/em><\/strong> Downey said.<\/em><\/p>\n

The study used data from the\u00a0Early Childhood Longitudinal Study<\/a>, pulling from a subsample of about 3,000 students from around the country. Children in the cohort examined by researchers took reading tests at the beginning and end of kindergarten and near the end of first and second grade. Researchers calculated how much children learned during the three periods of school and compared that with what happened during summer breaks.<\/em><\/p>\n

The results showed that children in schools that serve disadvantaged students saw their average reading scores rise about as much during the school year as the scores in more advantaged schools.<\/em><\/p>\n

Downey hopes the research can be helpful for policymakers thinking about how to evaluate schools and determining whether schools labeled as failing truly are.<\/em><\/strong><\/p>\n

If we\u2019re interested in reducing achievement gaps among advantaged and disadvantaged kids, we\u2019re going to need to think bigger than school reform,\u201d he said.<\/em><\/strong><\/p>\n

Those conclusions are in line with the work of the nonprofit group\u00a0Communities in Schools, said Amy Gordon, its executive director and CEO. The group provides services in more than two dozen schools in central Ohio to address barriers outside the classroom that can hamper learning, such as hunger, unstable housing, a lack of basic resources and the prevalence of violence, Gordon said.<\/em><\/p>\n

\u201cThe issue is not at all the students or the schools\u2019 capacity to teach or to learn,\u201d she said. \u201cThere is no doubt about the fact that ability and capacity is there. It really does come down to the impact of the non-academic barriers that kids are facing.\u201d<\/em><\/strong><\/p>\n

Some people said the research underscores the good work of educators in high-poverty districts.<\/em><\/p>\n

\u201cThe more education research we have, the better, especially when it comes to student learning and student outcomes,\u201d said Jessica Poiner, education policy analyst at the\u00a0Thomas B. Fordham Institute, an education research group.<\/em><\/p>\n

\u201cThis research and other research show that there are high-poverty schools that are doing really excellent work.\u201d<\/em><\/p>\n

\u201cIt confirms the fact that we\u2019ve got a lot of really good teachers who are doing really good in our high-poverty schools,\u201d said Scott DiMauro, president of the Ohio Education Association. \u201cWe believe that every single student, no matter where they live, deserves a caring, qualified, committed educator. And the impact that they have on student learning is immense.\u201d<\/em><\/p>\n

Yet the findings also reinforce the need to fix a \u201cbroken\u201d state report-card system, DiMauro said, echoing criticism of the grades released earlier this month.<\/em><\/strong><\/p>\n

\u201cThe way the accountability system is set up, it\u2019s set up to punish high-poverty districts,\u201d he said.<\/em><\/p>\n

Downey\u2019s research has received some scholarly attention, but he\u2019s surprised that the latest research and previous studies haven\u2019t gotten more consideration from education researchers.<\/em><\/p>\n

\u201cIt really fundamentally undermines a strong assumption about how inequality and achievement gaps emerge in the United States,\u201d he said.<\/em><\/p>\n

Gordon said the idea that obstacles outside of school affect student learning is beginning to gain more attention from public officials. She and the Fordham Institute\u2019s Poiner praised the $675 million earmarked in Gov. Mike DeWine\u2019s state budget for schools to address students\u2019 social and emotional needs.<\/em><\/p>\n

\u201cI think the awareness is really growing, that we can\u2019t keep doing the same things in education,\u201d Gordon said. <\/em>\u201cWe can\u2019t keep looking at blaming teachers and the schools and blaming the districts. We\u2019ve got to look at what our kids are facing that are outside of those controls.\u201d<\/em><\/strong>[\/vc_column_text][vc_cta h2=”SPEAK UP FOR KIDS”]Use our easy, online tool to quickly send a note Governor DeSantis and your state senator and representative. Tell them that Florida’s students deserve high quality educators in their schools. Tell them to support investments in teachers and students when they craft the 2020 budget.\u00a0\u00a0<\/strong>[\/vc_cta][vc_btn title=”TAKE ACTION” color=”danger” size=”lg” align=”center” link=”url:https%3A%2F%2Fall4schools.org%2Fbudget%2F|title:Budget||”][vc_separator][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_column_text]A study from Ohio State University shows that disadvantaged and minority children have as much academic growth as advantaged kids in other schools. 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