- Joined
- Nov 16, 2017
- Messages
- 4,767
- Reaction score
- 1,479
- Gender
- Undisclosed
- Political Leaning
- Undisclosed
https://www.illinoispolicy.org/near...-schools-students-chronically-absent-in-2022/
Although unhealthy for me, I'm feeling a bit judgemental today. I'll be making fun of Chicago through sarcasm.
Just 14% of 3rd through 8th grade students from low-income families met proficiency standards in reading and 9% in math this spring. Compared to students who are not from low-income families, low-income students were 28 percentage points less likely to score as proficient in reading and 27 percentage points less likely in math.
My school district is pretty successful academically today, but a few years ago they were in the same boat as Chicago. They tried the standard diversity/equity/inclusion route like most public schools, but it wasn't resulting in better student performance. After some soul searching, they found that DEI was merely the surface of a much deeper problem: whiteness. They then set to work on developing tools in order to deal with the whiteness problem.
Once the district had access to the foundations of chronic absenteeism and low academic performance, things improved dramatically. Of particular help was "How White People Got Made" and "What's Up with White Women?".
My suggestion would be that Chicago Public create a toolkit that addresses whiteness - it's instrumental in improving academic outcomes.
Although unhealthy for me, I'm feeling a bit judgemental today. I'll be making fun of Chicago through sarcasm.
Just 14% of 3rd through 8th grade students from low-income families met proficiency standards in reading and 9% in math this spring. Compared to students who are not from low-income families, low-income students were 28 percentage points less likely to score as proficient in reading and 27 percentage points less likely in math.
My school district is pretty successful academically today, but a few years ago they were in the same boat as Chicago. They tried the standard diversity/equity/inclusion route like most public schools, but it wasn't resulting in better student performance. After some soul searching, they found that DEI was merely the surface of a much deeper problem: whiteness. They then set to work on developing tools in order to deal with the whiteness problem.
Once the district had access to the foundations of chronic absenteeism and low academic performance, things improved dramatically. Of particular help was "How White People Got Made" and "What's Up with White Women?".
My suggestion would be that Chicago Public create a toolkit that addresses whiteness - it's instrumental in improving academic outcomes.