Category Archives: Schools and Culture

Discipline and Students of Color: the Ecology of Student Experience

You are a student of color in a large American high school, perhaps also a recent immigrant. A friend of yours has run afoul a school code; let us say by talking disrespectfully, out of control, to a teacher. Continue reading

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Assault on Obamacare Imperils Low Income Students

The Congressional assault on Obamacare undercuts school reform by eliminating health care insurance for many low income students; healthy kids learn better. Continue reading

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Mindfulness and the Low Income Brain Drain

Mindfulness and meditation emerge as one tool in schools’ slow grapple with the psychological and neurobiological consequences of poverty in student lives. Continue reading

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I Am A Teachers’ Union Man (With An Asterisk)

Against a decline of unions in general, scant evidence exists for charges from free market types that teachers unions are a chief hindrance to school reform. But there is room for teachers’ unions to be more effective school change agents. Continue reading

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After All These Years, Separate Still Looks Unequal

Resegration of American neighborhoods leaves kids of color disproportionately exposed to the challenges of growing up in homogeneously poor neighborhoods and going to inferior schools. Comparisons to their poor white counterparts show the latter more likely to live in economically mixed neighborhoods with correspondingly better schools. Will one day we hear renewed calls to desegregation of schools and communities? Continue reading

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History Lessons and Poor White Kids

This voyage into the world of the white underclass begins with a challenge to American myth. The colonies did not simply, as the school books tell, embrace the new European immigrants all on equal terms. Continue reading

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Many Years of School Reform: A Veteran Teacher Reflects on Changes in Kids and the Classroom

The attention span of young kids in particular has shortened, both in the intellectual and physical sense, over the duration of Ticia’s career. Roughly 50% of kids need to be moving all the time – feet, bodies, hands, fingers — whereas at the beginning of Ticia’s working life compulsive movement described perhaps only one or two out of a class of 30. This is one category of school measurement where boys have continued to reign supreme. Continue reading

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