A new study from the University of Virginia outlines demographic shifts that are presenting challenges for suburban schools.
Traditionally Affluent Suburban School Systems Struggle With Rising Poverty.
The Washington Post (2/26, Brown, Shapiro) reports a University of Virginia’s Weldon Cooper Center for Public Service study found that inner suburbs’ poverty rates are rising even as cities “are becoming younger, more affluent and more educated.” As the number of low-income children rise “in traditionally affluent and high-performing school systems,” suburban school superintendents and school boards “are wrestling with how to adequately serve the rising number of poor children who come to class with far more needs than their more affluent peers.”
Experience has taught me that, in the case of serving traditionally under-served, low-income students, the 10,000-hour rule definitely applies. It takes years to understand the nuances of educating under-resourced students. The key is that poverty is not an excuse for low achievement, but poverty is the reason why we have to do things differently.