Ain't Nobody Be Learnin? Nothin?: The Fraud and the Fix for High-Poverty Schools, by Caleb Rossiter
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Ain't Nobody Be Learnin? Nothin?: The Fraud and the Fix for High-Poverty Schools, by Caleb Rossiter
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America s most challenged families are segregated into high-poverty schools. Despite a 20-year experiment in nationwide school reform, few students make it over the slippery bridge to the middle class. In this book you will meet the students, families, teachers, and administrators who struggle inside this failed system, and consider proposals to give them a fighting chance.
Caleb Rossiter recounts his experiences as a math teacher of African-American 9th and 10th graders in the poorest wards of the nation's capital. He describes the obstacles facing teachers who are held accountable for the performance of students whose average skills are years below grade level.
Rossiter, also a professor of statistics at American University, explains how the No Child Left Behind law allows school districts to use so-called "data-driven" measures of teacher and even "school" effectiveness that ignore learning deficiencies and behavior patterns that began before a child's first day in school. These measures violate basic norms of statistical analysis, yet are used to make comparisons and draw policy-level conclusions.
He exposes the pretense of success claimed by "school reformers" who pressure teachers to award unearned grades and, if they won't, paper over failure with imitation classes euphemistically termed "credit recovery."
He then offers reasonable solutions that would enable children who attend school ready to learn to be freed from the disruption of poorly socialized peers, who can be better served in alternative settings.
Ain't Nobody Be Learnin? Nothin?: The Fraud and the Fix for High-Poverty Schools, by Caleb Rossiter- Amazon Sales Rank: #1366191 in Books
- Published on: 2015-05-10
- Original language: English
- Dimensions: 9.00" h x .66" w x 6.00" l, .80 pounds
- Binding: Perfect Paperback
- 264 pages
Review "As a professor at American University, I set out to explore why our university had such a minuscule enrollment of African-American students from D.C. public schools. When I began teaching in a high-poverty high school in 2010, it took me a year to grasp the severity of the challenges my students faced. It took another year to see that, amazingly, roughly half of them could still make it. Some had a determined, proudly competent parent who rigorously managed their behavior. Others provided their own seemingly magical inner motivation. When I managed to separate a large math class into two smaller ones, based on behavior and effort, the motivated students remarked on how easy it had suddenly become to learn without the usual disruption.
"In our economically segregated society, ZIP code does matter. It is an excellent average predictor of how easy it is for a school to educate a child. The mechanism for this correlation is the physical and psychological damage of growing up in poverty, which leaves large numbers of alienated and disruptive students in the classroom. These students have the power to make everyone's education impossible. The situation is dramatically different for poor children who attend "admission" schools public, charter, religious, or private. These schools push out disruptive students, either under the radar or as a matter of explicit policy. At these schools, nearly all of the surviving students master middle-class social skills and college prep or vocational academics, and graduate with a shot at the middle class.
"And herein lies a partial answer to our ongoing national waste of potential. Every public or charter school should strive to replicate the academic achievement of the admission schools, yet keep embracing the commitment to educating every child." --Excerpted from Prof. Rossiter's OpEd in the Washington Examiner, May 5, 2015"The best account of public education in the nation's capital I have ever read." -- See: Teacher assails practice of giving passing grades to failing students --Jay Mathews, The Washington Post, May 17, 2015
About the Author Caleb Stewart Rossiter had a long career as a public policy analyst and university professor in Washington, DC, before he decided to find out why so few of the city s African-American students attended his university. He spent three and a half years as a high school math teacher in Washington, DC's high-poverty public and charter schools the half year because he resigned when ordered to raise failing grades for students who were six years behind and made little effort to catch up. As an analyst and a teacher he is uniquely qualified to combine classroom realities with policy proposals that can address the heart-breaking failure of our multi-billion dollar effort to build poor children a reliable bridge to the middle class.
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Most helpful customer reviews
2 of 2 people found the following review helpful. Everyone who cares about education should read this book. By chris richardson This is a terrific book. It is clear presentation of how the "reformers" are pushing education in a direction that does not serve students and does not serve students' families. Rossiter explains how the "testers" proceed from bureaucratic notions divorced from the everyday realities of students, their families and their lives, in poverty stricken neighborhoods. The "testers" ignore the myriad effects of poverty on the development and education of young people and pretend that school "reform" can happen without addressing those realities. Rossiter has some typos and grammar mistakes, he makes some assertions that may not be fully supportable. Nevertheless, he speaks from real experience in some of the the most under-resourced schools and working with the some of the most under-resourced students in the country -- yes, in the nation's capital. He explains how the needs of communities experiencing poverty cannot be understood using dominant white-privilege based thinking, the schools cannot be treated as if they are white middle-class schools and the solutions cannot ignore the realities of those neighborhoods, particularly the brutal effects of poverty. Everyone truly interested the debate about education, in understanding the real challenges in our worst schools or wanting to work to improve schools in this country, should read this book.
0 of 0 people found the following review helpful. A breath of fresh air!! By Moonman As someone who has spent over 30 years teaching in high poverty schools in LA, I can say that this is the first book I've read that tells the truth about what a sham education is in our inner cities. Rossiter pulls no punches as he chronicles the social promotion that is the scourge of our current system. It benefits no one but the administrators who are either unwilling or afraid to stand up to this huge problem. Of course the reformers are making money had over fist with all the testing, data driven studies, and charter schools. Not only does Rossiter honestly and insightfully acknowledge what's wrong but also has suggestions for programs that could solve the problem. For Pete's sake, everyone and anyone genuinely interested in our inner city schools needs to read this book!
0 of 0 people found the following review helpful. valuable contribution to a necessary conversation By William M. Fudeman Caleb Rossiter focuses on the needs of the young people rather than the data-driven 'need' for test score performance that is undermining the genuine purpose of education. Rossiter says important things to say about his experiences as a teacher, and about policy choices that could better meet the needs of poor students. A valuable contribution to a necessary conversation.
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