“As you can see, although there is a relationship between poverty and performance, there are exceptions at all levels of wealth. Just as there are schools that perform above and below the statewide proficiency level at lower levels of wealth, there are schools that perform above and below the statewide proficiency level at higher levels of wealth. . . .
“These results make clear that those who claim that demography is destiny and that we cannot improve teaching and learning until we have first fixed poverty are simply mistaken. In New York, there are many examples of higher poverty / higher performance schools . . .
“This is not to imply that poverty is an unimportant factor – it is extremely important, for all of us. But the idea that poverty or family circumstances outside of school are insurmountable obstacles for teaching and learning is a fallacy. As educators, we should all be active in the national discourse on issues of inequality and how best to expand opportunity for all. However, we must commit ourselves to use the time we have with our students in school as effectively as possible and to do all we can to ensure that education helps to shape a path out of poverty. Our colleagues have done it. Our students have done it. We can do it.
“We need to understand the factors that help a school achieve better learning outcomes for high needs students (higher poverty / higher performance schools). Conversely, we also need to understand the reasons why other schools do not perform as well as their demographic peers, despite having an abundance of resources and wealth (lower poverty / lower performance schools). What are the policy, leadership, and instructional practices that produce great results for our kids that can be echoed and expanded across the state? What are the educational investments – from high-quality pre-K to expanded learning time to community schools partnerships providing wrap-around services to socioeconomically integrated magnet schools – we need to make as a state in order to accelerate improvement?
“That is our challenge – to understand how to keep getting better.”
–NY State Commissioner John King, in reference to NY test results in a message in an EngageNY newsletter