How Perceptions Affect The Achievement of The Socio-Economically Disadvanted in Public Schools

In my 16-year leadership of two public schools, I uncovered a disconcerting reality: Our subconscious beliefs about poor children create obstacles for them, a truth now validated by research.

Throughout these years, I followed the educational journey of economically disadvantaged preschoolers, witnessing their evolution from eager 4-year-olds to 6th graders grappling with unique academic challenges. I vividly remember praying for these delightful children, hoping they would sustain their love for learning through 6th grade and beyond.

Efforts to address the achievement gap faced resistance within school communities. The Balanced Literacy approach, blending direct phonics instruction, decoding, comprehension, and fostering a love for reading, favored socioeconomically advantaged students but left struggling decoders behind. This led to the unintended consequence of transforming once-eager preschoolers into those disliking school, influenced by resource constraints and staff perceptions that obscured their true potential.

State and district initiatives advocating for a robust, science-based reading curriculum encountered skepticism from those perceiving explicit phonics instruction as "traditional" and reminiscent of outdated "kill and drill" practices.

The Affluent's Dog Whistle: Balancing literacy approaches became challenging, with fears that rectifying the situation might make our more privileged school resemble impoverished city neighborhoods—termed as mere "state test prep factories." Affluent parents, reliant on school choice, were repelled by anything threatening their school's perception, leading to an exodus when a Title 1 designation occurred. Staff, too, succumbed to these perceptions, as observed when cautioning against becoming a drill-and-kill school like a particular neighboring poor one.

Ironically, despite challenges faced by some schools in that district, their literacy scores often surpassed ours, attributed to a staff highly trained in the Science of Reading, a resource our school lacked. This realization underscored how preconceived notions about disadvantaged children impeded effective solutions for narrowing the literacy gap.

Perceptions also influenced resource allocation, with fears that focusing on economically disadvantaged students might jeopardize enrichments and after-school programs. Anything perceived as threatening the arts-infused, whole-child approach for advantaged children met resistance, limiting the inclusivity of the term "whole child."

Research on Our Perceptions of the Poor in Schools: Studies from Northwest University in Evanston, IL highlighted the impact of perceptions of poverty on programming for disadvantaged children, justifying maintaining an instructional balance in favor of the more advantaged.

These perceptions create obstacles for parents considering the benefits of research-based reading instruction for all children. However, explicit instruction in spelling, phonics, and decoding can harmoniously coexist with joyful literacy development, benefiting all children, regardless of their background.

Reflecting on my 31 years in public education, I've learned that challenging our perceptions and embracing evidence-based strategies are crucial to narrowing the achievement gap. Confronting preconceptions fosters a more equitable and enriching educational experience for every single student.

References:

Silverman, D. M., Hernandez, I. A., & Destin, M. (2023). Educators’ Beliefs About Students’ Socioeconomic Backgrounds as a Pathway for Supporting Motivation. Personality and Social Psychology Bulletin, 49(2), 215-232. https://doi.org/10.1177/01461672211061945

Ferguson H, Bovaird S, Mueller M. The impact of poverty on educational outcomes for children. Paediatr Child Health. 2007 Oct;12(8):701-6. doi: 10.1093/pch/12.8.701. PMID: 19030450; PMCID: PMC2528798.

Chris Briggs-Hale is the CEO of Waterfall Learning, LLC, and a Certified Professional Coach.  He served public schools for 30 years, 15 of which were as a principal.  Chris served as a Senior Consultant for McRel and Marzano and Associates, a site visitor for the National Schools of Character Award (Character.org), and was a Board Member with Eunice Kennedy Shriver for the Community of Caring in Washington, DC. Chris has consulted for schools extensively across the United States. He is the recipient of the 2013 Red Cross Community Hero Award, the 2004 Sally K. Lenhardt Professional Leadership Award from Lesley University, the 2004 Community of Caring National Administrator of the Year, and the 2013 Community Service Hero, American Red Cross, Colorado Springs.For more information about onsite, job-embedded coaching with Waterfall Learning, click here.