Education Inner City Stateof Situation 2011

Inner City Low Income Education - Simplified

Created by: Lisa Radin, Brand StrategistTwitter @milguy23

February 2011

Lisa Radin Twitter @milguy23 _2/2011 2

Education Reform Not Sole Savior

• Education Reform will not solve the drop-out rate of low income/troubled households.

– ‘Poor reading a battle against intergenerational poverty’ – Casey Foundation, Kids Count

– “Across a range of studies, the emotional, social, and behavioral competence of young children, (such as higher levels of self-control, and lower levels of acting out) predict their academic performance in first grade, over and above their cognitive skills.” –National Center for Poverty

– “Young children who act in anti-social ways participate less in classroom activities and are less likely to be accepted by classmates and teachers. Even in preschool, teachers provide such children with less instruction and less positive feedback. These children like school less, learn less, and attend less.” – National Center for Poverty


Education More Than School or After School Program

• “85% said ‘Stable Home Environment” most important factor in determining how well a child does in school” – Chicago Urban League/Nielsen Study, 2008

– “Emotional challenges undermine fragile attitudes that underlie academic achievement.”• “Parents of children who attend low performing, under resourced schools may

be less able, or comfortable interacting with schools on child’s behalf (lost kids).” – Patrick T McCarthy, President and CEO Casey Foundation

• Ed Reform and Environmental (Family/Community) Reform needed for education stabilization

– Social services and job training disruptive innovation needed to offset negative social ills facing inner city kids and their parents/caretakers

• Must elevate out of poverty– Can we expect teachers to be parents on 24/7 protective mode and shaping a child’s

every need? • Need to manage reality of situation or while some ed reform initiatives will work,

not tackling true problems.


Current Ed Reform Tackles The Fix, not The Shape

• The following chart summarizes how inner city low income children interact with parents/caretakers and those who influence their future.

– Suburban kids have fewer powerful influencers as parent w income assumes that role.– To avoid ‘the shape’ of early childhood development (from birth) is to avoid true

education reform.– While pre-school is one strategy to shape a child, more is needed to maintain

consistency within a 24 hr day.– Obviously, not all inner city low income families apply, but with high dropout rates, e.g.

40% in Chicago, a better fix is needed.• Conventional wisdom that better schools/better teachers and STEM will solve

our educational issues in urban markets should be reconsidered when developing new disruptive strategies to educate such children.


• Inner City Low Income Kids Have Multiple Touch Points• Others influencing child development after child develops to fix the wrongs. This

Band-Aid approach is draining the economy and leaving the child without a future.

INFLUENTIALS KIDS PARENTS/CARETAKERS FIX STRATEGY SHAPE STRATEGY

Various:• Grandparent• Single Mom• Foster• Broken Home• DCFS (IL), HHS• Ward of State• Norm

Levels of Ed:Pre-KK-67-8High School CollegeCommunity College

Influenced by Luck and Action:CPS: Teachers/Special EdGovernment (local/state/federal)Religious/Church PoliceNonprofitsCommunityAfterschoolFriendsMediaSiblingsTechnology

Often:•Low Education•Low Income•Low Support System•Parents=teens=children themselves, or seniors w no to limited child development supports

Opportunistic strategic gap 2 shape early

Move fix closer to shape


BEING RETAINED IN SCHOOL IMPACTS DROPOUT RATE

• “Needing to repeat a grade – drop out increases with each change.” - National Drop Out Prevention Center

– Children who repeat a grade typically on an IEP through special education department.• “Reexamine grade retention as element of dropping out” – Chicago Longitudinal Study 2000, U of

Wisconsin, Madison

• “Zero Tolerance supervision & discipline policies = double dose of punishment = suspended & expelled have higher drop out rate” - Clemson University

• “Johns Hopkins study, large school size = drop out factories”• “Paying attention to risk indicators of attendance and truancy rates allows early

intervention.” National Research Council

– Kids who are out of school for long periods of time are typically put on an IEP to catch-up. • “ While African American men represent 14% of population young men in US they

represent over 40% of prison population (not including those on parole.” – Henry Kaiser Family Foundation, July 2006 African American Men In US

• “Cook County has the largest population of African Americans of any county in U.S.” – CUL, 2008


‘Urban schools still have a long way to go – if basic needs not met learning will suffer.’

• Most often they are from single-parent families where the parent is usually holding more then one job to support the family and so little attention is given to the child

• Due to the lack of the child’s basic needs being met, more children who attend urban schools start school with a major disadvantage.

– Students of suburban schools, with their basic needs already have been met, are able to focus on learning and satisfying their growth needs.

• Many urban students are less concerned with learning and achieving a positive self-image then they are about obtaining food or safety. This has a large and lasting affect on their student achievement.

• Growth needs cannot be pursued until all the basic needs of an individual are met. According to Slavin (2005) schools and government agencies need to realize that if student’s basic needs are not met then learning will suffer. This is often the case in urban schools.

– Urban students are faced with many extraneous factors that other; specifically the majority of suburban students do not need to worry about on a daily basis.

All points from: University of Michigan: Urban Education Workpaper


Education Success Demands Social/Emotional Stability

• “Dropping out = a process that may begin before a child enters school; no single risk factor can accurately predict dropout, but dropout increases with multiple factors. ” – Communities in Schools, 2007

• Schools and After School Programs only as good as the child’s willingness (personal environment/stability) to accept/learn – social/emotional trumps. -various

• “Perhaps the stronger effects of HCZ (Harlem Children’s Zone) on test scores reflect the consistency and continuity of the intervention over several years, as well as its comprehensiveness.” - Improving Education for Disadvantaged, National Poverty Center, U of Wisconsin, 10-04, April 2010

– “In school and out of school development”– “Providing adult critical mass, supports across development” (social/emotional stability)

• “Chronic economic, social and psychological stressors that young children face increase the likelihood of poor social, emotional and cognitive outcomes.” – National Center Children in Poverty, 2002

• “The greater the number of risks, the greater the drop-out rates.” – National Center Children in Poverty


Education Success Demands Psychosocial Stability

• “Family background & home experience exert a powerful influence over educational outcomes and dropping out of school.” – National Drop Out Prevention Center, Clemson University, 2007

– High household stress = more likely to drop out• “Several factors contribute to poor reading proficiency (cognitively, socially,

emotionally, physically) – Annie Casey Foundation, Kids Count

• “Help with social skills to reduce challenging behaviors in school & facilitate learning environment.” -Center Children in Poverty


Group Category Category Breakdown Grade

ACT Reading

ACT Math ACT Science ACT English ACT Composite

Means Means MeansTotal Tests Taken

MeansTotal Tests Taken

MeansTotal Tests Taken

2009 2009 2009 2001 2009 2006 2009 2009

CPS Overall 11 17.1 17.2 17.3 15,200 16.2 18,391 17.0 20,783 CPS Race Native American 11 19.6 18.6 18.2 28 18.5 19 18.7 27 CPS Race Black 11 15.7 15.9 16.1 7,052 14.8 9,345 15.6 10,133 CPS Race Hispanic 11 17.1 17.3 17.3 4,619 16.0 5,909 16.9 7,263 CPS Race White 11 21.9 20.9 21.0 1,738 21.5 1,891 21.3 1,894 CPS IEP Has IEP 11 13.6 14.4 13.9 1,187 11.5 2,399 13.4 2,471 CPS IEP Does not have IEP 11 17.6 17.6 17.7 13,113 16.9 15,991 17.4 18,312 CPS Lunch Free Lunch 11 16.3 16.7 16.7 10,527 15.4 14,509 16.3 16,924 CPS Lunch Not Free Lunch 11 20.4 19.6 19.7 3,773 19.9 3,752 19.9 3,859

CPSRace / Gender Asian / Pacific - Male 11 20.3 22.4 21.4 391 20.0 398 21.0 416

CPSRace / Gender

Asian / Pacific - Female 11 20.5 21.8 20.7 418 21.2 419 21.0 454

CPSRace / Gender Black - Male 11 15.2 15.9 16.0 2,862 14.2 4,009 15.4 4,499

CPSRace / Gender Black - Female 11 16.1 15.9 16.2 4,190 15.3 5,336 15.9 5,634

CPSRace / Gender Hispanic - Male 11 17.0 17.5 17.5 2,117 15.7 2,677 16.9 3,412

CPSRace / Gender Hispanic - Female 11 17.2 17.0 17.1 2,502 16.4 3,232 16.9 3,851

CPSRace / Gender White - Male 11 21.4 21.1 21.2 861 20.5 904 21.0 888

CPSRace / Gender White - Female 11 22.3 20.8 20.8 877 22.3 987 21.6 1,006

Chicago Public Schools: ACT scores by Race * No IEP (special education) and no free lunch scores higher (Special ed supports being cut) * In Reading: White Males score 5.2 points higher than Black Males, White Females score 6.2 points higher than Black Females.


Operational Strategy for Education

• Game Changer & Disruptive Innovation– Create new paths to problem-solve– Significant impact– Changing the game (Ed and Environmental Reform)

Graphic Source: Wikipedia, Disruptive Technology


About Lisa RadinAnalyst, Strategist, Developer

• Practiced brand strategist with agency and client-side B2B and B2C marketing expertise

• Passion for education reform • Entrepreneurial• Always finds the ‘big ideas’• Highly successful track record of driving share, sales, loyalty, increasing ROI and/or

decreasing operating expenses through insights and turning data into intelligence• Questions? Contact via Twitter @milguy23

Education Inner City Stateof Situation 2011

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