Hunter Ferguson

English 103

Professor Murrie

24 February 2014

Former revolutionary president of South Africa Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” But what if America’s weapon is falling short, dulled by the biggest problem facing the country’s public education? Fourteen short years ago at least half of the student body in four states qualified for free or reduced lunch, but now over half of the students in seventeen states are considered “poor.” In Valerie Strauss’ article, “The real 21st-century problem in public education,” she examines how poverty is our biggest obstacle to educational success.

As we continue to advance further into the twenty-first century more and more pressure is put on schools for better standards, skills, and learning. These demands go hand in hand with the idea of graduating college and securing a career, and with college in mind more stress is put on high stakes tests. But what if public schools in the United States have been stressing the right skills all along? The importance of math, science, language arts, reading, and social studies have and will remain to be necessary skills for students to obtain. Strauss argues that a new study shows that the biggest problem might not be a need for higher standards, but a look at how poverty is affecting the student body.

Less than a century ago schools didn’t educate everyone and those of a lower socioeconomic status to graduate; now all students are given a chance at education and are expected to graduate no matter their circumstances. Not only should this shift be taken into consideration, but also the number of students living in poverty, disabled students, and even those who are learning English as a second language be taken into account before standards are changed.

First, the basic needs of students should be addressed in order to help an otherwise possibly bleak future. With attention to preventable medical problems that keep students out of class and making sure that students don’t lack food to focus children already have better chances. When school budgets are cut essential employees such as nurses, guidance counselors, and social workers must remain so instruction isn’t ignored if teachers must attend to non-teaching tasks. Students in poverty need more not less; smaller classrooms, rich cirriculum, and individualized instruction help make school a more meaningful place to be engaged in. Perhaps after-school programs and summer schools should be considered in order to keep students gained knowledge sharp. Options are endless and more ideas should be investigated to ensure that education continues to be the great “equalizer.”

Rather than “fixing” poor people options should be examined on how to eliminate the inequities that oppress them. It should be recognized that those students from poverty often don’t have the same access to material resources that many of us take for granted. Students deserve a strong foundation of not only mental health, but physical health and even nutrition to viably learn. We indeed do have a twenty-first century education problem, poverty; without attending to the root of the problem in public schools the danger of continuing the cycle remains.