Effective Schools for the Urban Poor

It seems only fair that the reader know what biases, if any, inform the summary remarks I plan to make. Equity will be the focus of my discussion. By equity I mean a simple sense of fairness in the dis tribution of the primary goods and services that characterize our social order. At issue is the efficacy of a minimum level of goods and services to which we are all entitled. Some of us, rightly, have more goods and services than others, and my sense of equity is not disturbed by that fact. Others of us have almost no goods and access to only the most wretched serv ices, and that deeply offends my simple sense of fair ness and violates the standards of equity by which I judge our social order. I measure our progress as a social order by our willingness to advance the equity interests of the least among us. Thus, increased wealth or education for the top of our social order is quite beside the point of my basis for assessing our progress toward greater equity. Progress requires public policy that begins by making the poor less poor and ends by making them not poor at all. This discussion of edu cation will apply just such a standard to public school ing. Equitable public schooling begins by teaching poor children what their parents want them to know and ends by teaching poor children at least as well as it teaches middle-class children. Inequity in American education derives first and foremost from our failure to educate the children of the poor. Education in this context refers to early acquisition of those basic school skills that assure pupils successful access to the next level of schooling. If that seems too modest a standard, note that as of now the schools that teach the children of the poor are dismal failures even by such a modest standard. Thus, to raise a generation of children whose schools meet such a standard would be an advance in equity of the first order. I offer this standard at the outset to note that its attainment is far more a matter of politics than of social science. Social science refers to those formal experiments and inquiries carried out by