Equity & Diversity Opinion

Seven Essentials for Changing the Odds

By Susan B. Neuman — October 23, 2008 4 min read
  • Save to favorites
  • Print

Listening to the 2008 campaign rhetoric, you’d be likely to think that the cure for ailing schools lies in a laundry list of education reforms that includes some combination of charter schools, school choice, performance pay for teachers, and, of course, ridding our schools of bad teachers (always an easy mark, since there’s not much left of their salaries to contribute to campaigns).

What neither Barack Obama nor John McCain has recognized is that there is little evidence any of these efforts will close more than a fraction of the difference in achievement between poor minority children and their middle-class peers. These so-called reforms, like so many others before them, will fail to close this achievement gap, not because of the schools’ failings, but because of the circumstances that have made so many children highly vulnerable.

Nearly one in five children who come to our schools is dirt poor—deprived of the resources, programs, and possibilities that may enable him or her to achieve. Of course, the way things are going, this figure is likely to skyrocket as job prospects for the poor decline while we bail out the rich. Charter schools and other such reforms ring hollow for children who come to school with empty stomachs and bleeding gums.

Rather than help these children beat these odds, we need to change the odds if we’re serious about improving achievement. And this requires a good housecleaning of federal programs.

Charter schools and other such reforms ring hollow for children who come to school with empty stomachs and bleeding gums.

Once considered an emergency safety net for economically disadvantaged children, federal programs have grown exponentially without any evidence of effects. Pet projects such as Sen. Ted Stevens of Alaska’s “Exchanges With Historic Whaling and Trading Partners” or his $968,000 earmark for “research on berries” get added to the federal budget at a stunning rate, often based on the electoral vulnerability of the member of Congress.

During my service as assistant U.S. secretary of education for elementary and secondary education in the first years of the Bush administration, from 2001 to 2003, I found that, with all the red tape, it could take one bureaucrat making $120,000 a year to oversee each program. What’s worse, the latest scores on the Office of Management and Budget’s Program Assessment Rating Tool, better known as PART, show that only five out of nearly 100 programs are even effective.

We now have solid evidence in the behavioral and neurobiological sciences to reduce the tremendous disparities in achievement. We also know how to do it. This information comes at a critical time, when the public is demanding to know whether public funds are accomplishing what they set out to do. Pre-empting more years of tired thinking, short-term reforms, and incremental tinkering with programs that have long failed our children, we need to recast our priorities and fund programs that stake their reputations on their ability to improve the performance of at-risk children.

Programs that work begin with seven essentials. They do the following:
• Actively target the neediest children;
• Begin early;
• Emphasize coordinated health and educational services, particularly for children whose families present multiple risks;
• Focus on boosting academic achievement through compensatory, high-quality instruction;
• Deliver instruction by highly trained professionals, not aides or volunteers;
• Acknowledge that intensity, or dosage, matters, defending against any dilution of program quality as a waste of public resources; and
• Hold themselves accountable for results and for children’s achievement.

When we fund programs on the basis of outcomes, we put in place a set of interventions that have been shown through accumulated trials to benefit families and that give back solid returns over time. And the good news is that there are early-intervention programs that demonstrate how we can begin to reverse the stranglehold of isolation that poverty brings. These include Early Head Start, the Nurse-Family Partnership, and Core Knowledge; community-based programs such as Books Aloud and Reach Out and Read; and after-school programs like those at the Afterschool Corporation, or TASC, that use a distinctly different form of learning.

The same tired debates about charters, or vouchers, small learning communities, or some newfangled configuration—so-called magical programs that have had less than magical results—have stymied our progress toward real reform.

Billions of federal dollars have been spent on useless programs—creating Safe and Drug-Free Communities, for example, despite the evidence now from three national evaluations that these programs have made communities neither safer nor more drug-free.

To his credit, President Bush has tried to put some of these worthless programs out of business, but most of them have come back because those who have entrenched interests care less about achievement and more about distributing funds to the right districts.

Instead, programs that follow the seven essentials differ fundamentally from traditional programs that have met with little success, “fade-out,” or failure.

Programs that follow the seven essentials are realistic about the costs needed to provide the highest quality of services for children. And by following these seven essentials, we put in place a set of programs that have been replicated time and again, changing the outcomes collectively for millions of children at greatest risk.

A version of this article appeared in the October 29, 2008 edition of Education Week as Seven Essentials for Changing the Odds

Commenting has been disabled on edweek.org effective Sept. 8. Please visit our FAQ section for more details. To get in touch with us visit our contact page, follow us on social media, or submit a Letter to the Editor.


This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Teaching Webinar
What’s Next for Teaching and Learning? Key Trends for the New School Year
The past 18 months changed the face of education forever, leaving teachers, students, and families to adapt to unprecedented challenges in teaching and learning. As we enter the third school year affected by the pandemic—and
Content provided by Instructure
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Curriculum Webinar
How Data and Digital Curriculum Can Drive Personalized Instruction
As we return from an abnormal year, it’s an educator’s top priority to make sure the lessons learned under adversity positively impact students during the new school year. Digital curriculum has emerged from the pandemic
Content provided by Kiddom
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Equity & Diversity Webinar
Leadership for Racial Equity in Schools and Beyond
While the COVID-19 pandemic continues to reveal systemic racial disparities in educational opportunity, there are revelations to which we can and must respond. Through conscientious efforts, using an intentional focus on race, school leaders can
Content provided by Corwin

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Equity & Diversity Reported Essay Do Students Have What They Need? One Survey Looks to Answer That Question
Even before the pandemic started, one state started thinking about how to understand student needs better. That plan accelerated with the virus.
4 min read
Conceptual Illustration
Pep Montserrat for Education Week
Equity & Diversity Reported Essay What the Indian Caste System Taught Me About Racism in American Schools
Born and raised in India, reporter Eesha Pendharkar isn’t convinced that America’s anti-racist efforts are enough to make students of color feel like they belong.
7 min read
Conceptual Illustration
Pep Montserrat for Education Week
Equity & Diversity Reported Essay Our Student Homeless Numbers Are Staggering. Schools Can Be a Bridge to a Solution
The pandemic has only made the student homelessness situation more volatile. Schools don’t have to go it alone.
5 min read
Conceptual illustration
Pep Montserrat for Education Week
Equity & Diversity How Have the Debates Over Critical Race Theory Affected You? Share Your Story
We want to hear how new constraints on teaching about racism have affected your schools.
1 min read
Mary Hassdyk for Education Week