Declaring Bankruptcy on Educational Inequity

Abstract

The authors consider Ladson-Billings’ (2006) charge to reframe the way the ‘achievement gap’ is viewed, and put forth the metaphor of “bankruptcy” as a way to acknowledge the educational debt and educational inequity and move towards debt forgiveness in public education. Specifically, the bankruptcy metaphor is used to examine the debt embedded in the historical progression of federal school reform policy including the No Child Left Behind (NCLB) act. Acknowledging this debt requires valuing and supporting children and their families through educational policy that supports equity. The authors assert that reconciliation of the debt requires working across disciplines and agencies to address the larger community issues surrounding educational inequities.

Popular Media Portrayals of Inequity and School Reform inThe WireandWaiting for “Superman”

“…For example, the work of Condron (2011) suggests that countries that are more egalitarian in how they distribute wealth tend to also produce a higher percentage of students who are successful in school, and that in the United States the unequal distribution of wealth is closer to economic inequities plaguing economically developing countries. Also, Waiting overlooks research suggesting that parents and caregivers play an important role in academic success (Laureau, 2011), although Canada's HCZ does not (Bass & Gerstl-Pepin, 2011;Tough, 2009). By focusing on five stories featuring supportive, caring families, the problem of unsupportive home structures is written out of the narrative.…”

“…As noted earlier, an interesting omission in Waiting for Superman is the solution promulgated by Jeffrey Canada in the Harlem Children's Zone, an approach to school reform that takes a holistic, community-based approach to change (Bass & Gerstl-Pepin, 2011;Tough, 2009;Yeh, 2013). HCZ does not just focus on quality teachers, but brings together social workers, healthcare providers, educators, and community members in an effort to overcome generational poverty by supporting children beginning in the womb and beyond, as well as their parents and the community as a whole (Tough, 2009).…”

Boarding Schools and Capital Benefits: Implications for Urban School Reform

“…Ascher, 1991;Johnson, 1980). Equality and equity in school quality is important to student outcomes because the school is the only common ground for students in this country, and the only ground that educators and education policymakers have control over (Bass & Gerstl-Pepin, 2011;Spring, 2003Spring, , 2007. Therefore, school is the logical place to start as we navigate our journey toward equality and equity in education.…”

“…Most educational researchers and other social scientists recognize that the problems associated with low-achieving disenfranchised students are rooted in greater societal ills (Banks, 2003;Bass & Gerstl-Pepin, 2011;Clark, 1965;Coleman, 1966Coleman, , 1988Delpit, 2006;Heath, 1983;LadsonBillings, 2007). However, as educators, we cannot afford to wait for society to acquiesce and accept responsibility for the appropriate educating of students of color, the poor, or any other population suffering from lower academic achievement (Bass & Gerstl-Pepin, 2011).…”

“…However, as educators, we cannot afford to wait for society to acquiesce and accept responsibility for the appropriate educating of students of color, the poor, or any other population suffering from lower academic achievement (Bass & Gerstl-Pepin, 2011). According to Bailey and Paisley (2004), the best chance of changing negative trends for students of color and students lacking adequate resources lies within the school environment, and will require innovative strategies if this trend is to be reversed, and quality common schools are to be available and equitable for all students (cf.…”