With the ninth annual Moral March on Raleigh/HK on J set for this Saturday, this morning’s Weekly Briefing attempts to remind readers of the enormous similarities between the civil rights movement of the 20th Century and today’s movement for justice in North Carolina. If you’re wavering on whether to attend, the piece may provide an extra boost of enthusiasm.
The same is true for the essay below from a very inspiring Guilford County public school teacher.
Why I’ll be marching this Saturday
By Todd Warren
As a North Carolina public school teacher, I know where I’ll be this Valentine’s Day: Marching on a cold February morning with other public education allies at this year’s Mass Moral March in downtown Raleigh. Hundreds of educators will be there, wearing red and marching with Raise Up for 15, the fast-food workers organizing for $15 per hour. We’ll be there marching to the NC State Capitol, demanding full funding for public education, and saying unequivocally, “Poverty Is An Education Issue.”
If it wasn’t already clear how closely academic achievement is tied to household income, the new state school report cards clearly demonstrate this connection. Data recently released by the NC Department of Public Instruction shows that of the 146 schools that received F’s, all were schools with over a 50 percent poverty rate. Of the 561 schools that received D’s, over 97 percent had a more than 50 percent poverty rate. A recent report from the Southern Education Foundation shows that 53 percent of our students in NC are in low income families.
The strong correlation between poverty and academic achievement has been noted for decades. Nutrition, stress, lack of health-care and housing stability all play a role in brain development and student learning. This is not disputed, yet as educators, we largely ignore poverty and instead focus on how to better teach our students. No amount of revised lesson plans or new curriculum will remove the impact of poverty on student learning. Taking a stand against low wage poverty is a stand for education.
I want to be clear: there is nothing intrinsically wrong with the academic abilities of poor children. In fact, when you remove the stresses created by poverty, academic achievement goes up. There is something wrong with a society and economic system that allows so many of our children to live in poverty. Read More