Op-EdOpinion

WILSON: How Zip Codes Relate to Achievement Gaps

There’s no question that education quality has an extraordinary impact on the future lives of students. As a parent of a new middle school student, I can personally attest to the importance of dedicated teachers, early childhood education and a focused, personalized approach to education. In numerous studies, it has been shown that the quality of education, especially within the country’s public school system, varies widely by location.

There are several factors that contribute to success in adulthood. However, routinely we find that early childhood education and the empowerment of excellent teachers play a pivotal role.

Students from economically-disadvantaged areas of inner-city school districts have a plethora of obstacles to overcome, including but not limited to: lack of economic mobility, reduced health care options, and exposure to crime.

Where schools should provide some relief from these challenges, they often serve as a grim reminder of how difficult it can be to escape difficult circumstances.

Harvard University economist Raj Chetti has researched this topic extensively, compiling data from millions of Americans, he found that education quality relates to economic and social mobility. According to Chetti’s research, on average, “only about 7.5% of children from the bottom 1/5 of incomes will reach the top 1/5 of incomes nationwide. However, those odds tend to rise to 14-15% in rural areas and places with higher social capital. They sometimes decrease to below 5% in impoverished or socioeconomically-disadvantaged places.”

Children in lower income brackets disproportionately tend to be the recipients of sub-par educational resources. As Mr. Chetti pointed out on NPR’s “Hidden Brain” podcast, larger class sizes and less experienced teachers are all indicators that students are much less likely to obtain the cognitive and social skills necessary to advance themselves and their families.

The fact that these lower-performing public schools tend to be found in more impoverished or socially/culturally isolated areas is not a coincidence.

Prior to the implementation of the Every Student Succeeds Act (ESSA) in the 2017-2018 school year, education standards were largely determined by federal standards outlined in the No Child Left Behind Act (NCLB). This structure did very little to address the specific needs of the most disadvantaged communities.

ESSA seeks to improve students’ chances at success by encouraging a more personalized approach to students’ needs, strengths and interests as well as improving and decreasing the emphasis on standardized testing. Much of the research suggests this approach will do more to advance specific, individual state school system goals and impact students’ lives.

It’s very important that parents, teachers, administrators and community members take strategic steps to address factors contributing to the educational shortcomings in some of our schools while working with policymakers to equitably utilize all the tools and resources available.

The future is now, and if our community ever hopes to eliminate the disparities that are at the root of many of the issues we are often confronted with (i.e., poverty, mass incarceration, chronic unemployment) we have to begin with education.

By requiring states to identify and intervene with their lowest-performing schools and take a more tailored approach to their improvement, ESSA is poised to have a significant and measurable impact on the state of public education in America.

There is a very real correlation between underperforming schools and generational poverty. If we wish to eliminate the latter, we must tackle education with a focus and energy that is specifically tailored to the needs of our communities.

Wilson, a native Washington, is a contributing writer for The Informer and provides broadcast commentary for a variety of media outlets.

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