Education Week - January 22, 2014 - 15

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April 11, 1965
Yoichi Okamoto /LBJ Presidential Library
"WE DO NOT INTEND TO LIVE IN THE MIDST OF ABUNDANCE, isolated from neighbors
and nature, confined by blighted cities and bleak suburbs, stunted by a poverty of learning and an emptiness of leisure.
Te Great Society asks not how much, but how good; not only how to create wealth but how to use it; not only how fast
we are going, but where we are headed. It proposes as the first test for a nation: the quality of its people."
PRESIDENT LYNDON B. JOHNSON in his 1964 State of the Union address
disadvantaged kids," he said.
"I think the bad side of this legacy of the
War on Poverty is we just re-legislate something
that's similar to what we had before,
and ignore the fact that what we've been
doing has not been very helpful."
However, research by Mr. Deming suggested
that those looking for educational
benefits in Head Start may have been too
shortsighted: While testing gains did fade out
for Head Start participants, they saw better
life outcomes after age 18-including higher
rates of high school graduation and college
attendance, and better health-than siblings
who were not in the program.
Beyond School Policy
Similarly, a 2007 Georgetown University
study found the federal school meal programs
that were expanded during the War
on Poverty improved poor students' overall
educational attainment by a full year, likely
because they increased attendance and reduced
malnutrition in early years. That's a
more significant effect than most instructional
interventions could boast.
"People who are in education can't just
think about school policy," said Gary Orfield,
a distinguished research professor and
a co-director of the Civil Rights Project at
the University of California, Los Angeles.
"A family's access to education and
ability to take advantage of it are heavily
shaped by job policies, economic policies,
and other policies. These are things that
were really understood by the reformers
in the 1960s."
Pedro Noguera, the executive director of
the Metropolitan Center for Urban Education
at New York University, said he thinks many
War on Poverty initiatives lost steam as they
became too focused on education without the
other foundational supports.
Even before the federal No Child Left Be-
hind Act was passed in 2001, Mr. Noguera
said, the expanded focus on academic standards
in the 1980s and 1990s changed the
public discussion of the purpose of education.
"It was not a Republican shift; it happened
under [Democratic President Bill]
Clinton as well," he said. "But education by
itself is not going to lift anybody out of poverty.
You just put more and more pressure
on schools who are serving the poorest children
and they have fewer resources."
The demographics of poverty have also
shifted in ways that break down old alliances
to end poverty.
Though the War on Poverty went hand in
hand with civil rights legislation, in 1960, 64
percent of the non-elderly poor were white.
Today, 42 percent of non-elderly poor are white,
and schools and neighborhoods are often doubly
segregated, by both race and poverty.
Ironically, this increasing concentration of
poverty may be an unintended consequence of
the success of housing and school integration
efforts of the 1960s and beyond, according to
Richard J. Murnane, an education professor
at the Harvard Graduate School of Education
and co-author of the 2014 book Restoring
Opportunity: The Crisis of Inequality and the
Challenge for American Education. The laws
and lawsuits against race-based housing dis-
as a proxy for all races. This made sense in
the 1960s-Latinos, Native Americans, AsianAmericans,
and others all made up less than
5 percent of the nation's population-but is
out of touch with modern community dynamics,
particularly in the West, where the economic
disparity in a school may be solely between
Asian-American and Latino students.
"We need to think about what segregation
means in our society now," Mr. Orfield said.
"It's not just about isolation from whites;
black and Latino middle-class families have
largely abandoned the central cities as they
raise their families."
Mr. Noguera said he sees the future of antipoverty
programs in regional rather than national
approaches that take into account more
localized ethnic and linguistic isolation in
high-poverty communities, but also broader
regional differences in poverty.
For example, in large swaths of the South
and Southwest, a majority of public schoolchildren
live in poverty. "In those cases,
there's no one to integrate with; the poverty
is just too great and too widespread," Mr.
Noguera said. "We need a much stronger and
more creative state and federal role there."
More Progress for Seniors
ESEA LAUNCH: President Lyndon B.
Johnson (seated at table) addresses a
crowd at the signing of the Elementary
and Secondary Education Act of 1965 at
his former one-room school, Junction
Elementary School in Johnson City, Texas.
The centerpiece education law
established the Title I program for
disadvantaged students.
crimination that picked up steam during and
after the 1960s made it easier for middle-class
minority families to leave segregated neighborhoods,
but this often made those neighborhoods
more economically isolated, Mr. Murnane said.
Poverty-based residential segregation is now
more common among black families than white
ones, he noted, and leads to more deeply concentrated
poverty at local schools.
Both Mr. Noguera and Mr. Orfield argue
that the housing and school integration programs
developed in many cases a tendency
to use race as a proxy for poverty and "black"
At the same time, as older Americans become
generally whiter and wealthier than
those under 18, there has been less common
cause for poverty supports for younger
people.
For example, Social Security and the Older
Americans Act of 1965 set out extensive safeguards
to prevent older people from falling
into poverty. Today, the poverty rate of those
65 and older has dropped more dramatically
than any other age group, from nearly 50
percent to less than 20 percent, even as more
Americans live longer. According to census
data, nearly 29 percent of children live in
areas with 40 percent or higher concentrations
of poverty, while only 8.5 percent of
those over 65 live in concentrated poverty.
"Poverty got alleviated for elderly people
because we framed it in way that couldn't be
challenged," Mr. Orfield said, noting that Social
Security and Medicare for older Americans
are generally viewed as more like insurance
than welfare programs. "Programs to
end poverty for children are not well-framed
as rights, not indexed to inflation, and do not
have a well-organized constituency."
And while educators and social service
workers struggle to counteract the effects of
poverty, the goal posts keep moving.
"Low-income children have higher IQ
scores today than they did in 1970," Mr. Murnane
said. "It's not that our schools are worse
than they were-that's the not the case at
Coverage of educational equity and school reform
for this series is supported in part by a grant from
the HOPE Foundation and the Panasonic Foundation.
Education Week retains sole editorial control over
the content of this coverage.
all-but the labor market has changed so
fundamentally, it has affected the skills a
student needs to make a middle-class living."
In 1960, 80 percent of adults in poverty had
not graduated high school, and policymakers
focused both the Elementary and Secondary
Education Act of 1965 and the Higher Education
Act of 1965 on ensuring all Americans
earned that basic diploma. Today, according
to the U.S. Census Bureau, 80 percent of
adults in poverty have a high school diploma,
including equivalency diplomas-it's just not
enough anymore.
"This seems to be something that's driven
by intentions without regard to outcomes,"
said Neal P. McCluskey, the associate director
of the Cato Institute's Center for Educational
Freedom in Washington. Because federal
student loans and grants are not connected
to students' college readiness, "there are
huge numbers of people who are being given
money to go to college and they don't finish,
and have loans they can't pay back."
And, while a greater proportion of young
Americans enroll in college today than in
1964, the gap in college enrollment between
high school graduates from high and low-income
families has inched up: 29.7 percentage
points in 1975 versus 29.9 percentage points
in 2010, according to census figures.
As policymakers consider the next steps in
reducing child poverty-including the reauthorization
of the Elementary and Secondary
Education Act, the Higher Education Act, and
other laws born of the War on Poverty-Mr.
Murnane said the lessons from those 1960s
efforts provide "existence proofs that the
country can do better by low-income kids
than we are doing."
"You need consistent school supports and
sensible accountability-both, not one or the
other," he said. n
A LONG-TERM LOOK AT
CHILD-POVERTY RATES
The proportion of children under 18
living in poverty dropped markedly
after the War on Poverty began. But
childhood poverty rates began creeping
up again in the 1980s and now are as
high as they were in 1965.
SOURCE: U.S. Census Bureau
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Education Week - January 22, 2014

Table of Contents for the Digital Edition of Education Week - January 22, 2014

Education Week - January 22, 2014
50 Years Later, Verdicts Are Mixed On the Nation’s War on Poverty
A K-12 Titan in Congress to Move On
Fla. Pushes Longer Day With More Reading In Struggling Schools
Personal Danger of Data Breaches Prompts Action
Contents
News in Brief
Report Roundup
Funds to End For Little Rock Desegregation
Union, District Clash in Pittsburgh Over Teacher Evaluation
Revised GED Ushers in New Era With More Testing Competition
In Five States, Districts Bail Out on Race to the Top Grants
K-12 Publishing, Ed-Tech Markets Experiencing Rising Revenues
Blogs of the Week
Still Segregated After 50 Years: A Visit To Cincinnati’s West End
Among States, Spending Gaps Have Widened
Spending Plan Aims to Relieve Some K-12 ‘Sequester’ Pain
Calif. Transgender Law Takes Effect In Schools, Amid Efforts to Repeal It
State of the States
Wash. Governor Pledges School Aid Boost
BRUCE FULLER: Is Small Beautiful? New York’s tiny high schools lift kids, harden segregation
RUFINA HERNÁNDEZ: A Common Cause for the Common Core
JEFFREY D. WILHELM & MICHAEL W. SMITH: Don’t Underestimate the Power of Pleasure Reading
Letters
TopSchoolJobs Recruitment Marketplace
XU ZHAO, HELEN HASTE, & ROBERT L. SELMAN: Questionable Lessons From China’s Recent History of Education Reform
Education Week - January 22, 2014 - Personal Danger of Data Breaches Prompts Action
Education Week - January 22, 2014 - 2
Education Week - January 22, 2014 - Contents
Education Week - January 22, 2014 - News in Brief
Education Week - January 22, 2014 - Report Roundup
Education Week - January 22, 2014 - Union, District Clash in Pittsburgh Over Teacher Evaluation
Education Week - January 22, 2014 - Revised GED Ushers in New Era With More Testing Competition
Education Week - January 22, 2014 - In Five States, Districts Bail Out on Race to the Top Grants
Education Week - January 22, 2014 - K-12 Publishing, Ed-Tech Markets Experiencing Rising Revenues
Education Week - January 22, 2014 - Blogs of the Week
Education Week - January 22, 2014 - 11
Education Week - January 22, 2014 - 12
Education Week - January 22, 2014 - 13
Education Week - January 22, 2014 - 14
Education Week - January 22, 2014 - 15
Education Week - January 22, 2014 - Still Segregated After 50 Years: A Visit To Cincinnati’s West End
Education Week - January 22, 2014 - 17
Education Week - January 22, 2014 - Among States, Spending Gaps Have Widened
Education Week - January 22, 2014 - Calif. Transgender Law Takes Effect In Schools, Amid Efforts to Repeal It
Education Week - January 22, 2014 - State of the States
Education Week - January 22, 2014 - Wash. Governor Pledges School Aid Boost
Education Week - January 22, 2014 - 22
Education Week - January 22, 2014 - 23
Education Week - January 22, 2014 - RUFINA HERNÁNDEZ: A Common Cause for the Common Core
Education Week - January 22, 2014 - JEFFREY D. WILHELM & MICHAEL W. SMITH: Don’t Underestimate the Power of Pleasure Reading
Education Week - January 22, 2014 - Letters
Education Week - January 22, 2014 - 27
Education Week - January 22, 2014 - TopSchoolJobs Recruitment Marketplace
Education Week - January 22, 2014 - 29
Education Week - January 22, 2014 - 30
Education Week - January 22, 2014 - 31
Education Week - January 22, 2014 - XU ZHAO, HELEN HASTE, & ROBERT L. SELMAN: Questionable Lessons From China’s Recent History of Education Reform
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