Poverty is no excuse?

One of the current mantras used by reformistas is "poverty is no excuse for poor performance at school", I heard our Education Secretary make a similar statement while explaining  poor test scores and the recent study that indicates that poverty is linked to poor reading scores in the 4th grade 


We can ignore the problem of poverty all we want, but it will not go away.  Poverty is the core of the education problem in the United States.  These children miss more school, come to school needing better nutrition and are frequently stressed from problems at home.  They have cortisone coursing through their systems impairing their ability to learn.  We can probably get them to sit still and appear to pay attention, but learning requires much more than these kids can give.


Instead of indicting the entire education system, going on witch hunts for bad teachers and closing schools that don't measure up why don't we use all of data gathering to find out who needs help and then truly look at the research and use it to help those in need of help. 


No matter what your political beliefs, the young children who go to school do not know what you mean when you tell them they are failing.  They did not cause this problem and unless someone helps them create quality environments for learning they will have a hard time helping themselves.


I would like to share an article by Daniel T. Willingham from the spring 2012 edition of the American Educator online.  Click here to read "Why Does Family Wealth Affect Learning?"  Dr. Willingham, a cognitive scientist, explains that in addition to having fewer material and social supports, children from low-income families also tend to have chronic stress that can significantly impede their learning.  Research shows that besides social service supports, a teacher' warmth toward and high expectations for disadvantaged children can help them reach their potential.

Book Review

Daniel T. Willingham is a neuroscientist and professor of psychology at the University of Virginia. He is the author of Why Students Don’t Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom (Jossey-Bass, 2009). I have always been intrigued by the question of "liking" school. In my experience most people do not like doing things they do not want to do. School seems to be a place that fits that profile for almost everybody at some time during their education. I disagree with the premise of this book. Children do like school! They like meeting their friends, they like learning new things, they like activities, they like some teachers, they like some subjects, but they do not like all of school every day. In other words they feel about school much like adults feel about work. This book presents some other ideas about "liking" school.

Willingham brings some important ideas to the classroom teacher. As a cognitive scientist he discusses the importance of story, emotion, memory, context and routine in building knowledge and developing learning experiences. He also dispels some cognitive myths that pervade the teaching profession. He shows that learning styles are much less important than the fact that people’s processes for learning and thinking are more similar than different and he provides information about the plasticity of the brain and intelligence.

Willingham’s most important argument has to do with his definition of thinking. He argues that the brain has limitations in terms of our ability to think and that if we do not teach with this idea in mind, children will not like school. His definition of thinking is that working memory receives input from the environment and then connects with long term memory to begin to create new neural pathways that remember this new information in the context of our old information. This seems logical and I think it is a useful way to define thinking.

The limitation is that our brains are not designed for thought, but for the the avoidance of thought. Most of our brain is devoted to seeing and moving and those functions operate efficiently and reliably while thinking is effortful, slow and uncertain. One of the problems is working memory, remember the model of how thinking works? Working memory is at the center of that process. One of the things neuroscientists know is that working memory can only hold about 5-7 thoughts at a time. So if thinking is retrieving information and procedures stored in long-term memory to create something new and working memory has limitations, how do we make thinking easier. Willingham believes that one must know the information and procedures well in order to come up with something new. It is our background knowledge that facilitates thinking.

Despite the brain’s limitations Willingham stresses that hard work in the form of practice pays off. IQ is not totally genetic and has been steadily rising around the world for some time. The message this should send to students is that the only limitations they have are ones they place on themselves. But, this work coupled with lots of practice that is too hard cause students to not like school.

In my opinion Willingham has overlooked the importance of motivation and seems to believe learning core knowledge is at the heart of student success. The pursuit of core knowledge often kills motivation in children. It also seems that a person can only obtain this information in school through hard work and it must be learned at a determined rate to be successful. Students will tell you they like to learn but want to have fun. Willingham believes that if the work is too hard it turns students off and if it is too easy it turns students off. I believe that if the students enjoy most of the work they will not be turned off!!