Education Week - May 31, 2017 - 22

"

Confronting the Realities
Of a Changing Population

Over the course of the past quarter-century,
issues of educational inequality have
consumed oceans of ink."

I

By Tammy Wawro

Getty

Our Children Are Made for Greatness

F

By John Schoenig
rom their origins as the progenitors
of the American urban education
system through the demographic
shifts that characterized so much of
the latter half of the 20th century,
faith-based schools have always
mattered a great deal to our K-12
landscape. In many ways, they matter now more than ever.
They matter because of their legacy of serving
the most marginalized-often recently arrived
immigrant-children and families. They matter
because they produce graduates who are more
likely to vote and give charitably and be tolerant
of diverse views. They matter because they have
been the bedrock of so many of our most at-risk
communities for generations, providing a highquality education at a fraction of the cost of their
traditional public school counterparts. They matter because, at their best, they will stop at nothing to help their students realize the greatness for
which each and every one of them was made.
For all the reasons that faith-based schools matter today, the most urgent and important may be the
unique and integral role they play in attending to the
alarming inequality of educational opportunity that
many of our most at-risk children face. While they
represent a small portion of our overall educational
ecosystem, these schools are nonetheless vitally important in nurturing the soul of our nation. They
challenge children to persist in the face of adversity,
to take pride in being constant learners, and to treat
others with the infinite dignity with which all of us
are endowed.
As my colleagues and I at the University of Notre
Dame's Alliance for Catholic Education Program, or
ACE, are fond of saying about the Catholic schools we
have been privileged to support, these schools help

LETTERS to
the EDITOR
Teachers of Color Contribute to
Better Student Outcomes
To the Editor:
I agree with certain points about school
integration expressed by Rafiq R. Kalam
Id-Din II in his recent Commentary ("Black
Teachers Matter. School Integration Doesn't,"
May 10, 2017).
I wholeheartedly endorse the importance of
black students' having more black teachers. A

place at-risk young people on the path to college and
heaven.
Signs of hope continue to abound throughout the
country in the form of "three-sector reform" strategies. These include vouchers, tax-credit scholarships,
and other publicly funded scholarships for low-income
families; school-level accountability; and innovative
teacher and leader pipelines.
I have supported some of these efforts in my role
with ACE. In ACE, we help strengthen and transform Catholic schools in service to children on the
margins of society. Through our formation programs, which include Teaching Fellows, our STEM
education research programming, and comprehensive partnership efforts, we partner with dioceses,
schools, and local communities to provide a highquality Catholic education to as many children as
possible.
All of this work is animated by our firm conviction
that every child is made in the image and likeness
of God. We believe that education is an integral part
of sanctification, and we know that we have been
granted a sacred trust in helping form future saints.
Over the course of the past quarter-century, issues
of educational inequality have consumed oceans of
ink. Unfortunately, much of what's been written reflects an abiding divisiveness that is unworthy of the
children entrusted to our care. Amid this sturm und
drang, I hope our policymakers-regardless of their
personal creed-continue to push for reform that will
serve families who are interested in a high-quality education in a faith-based key. At a time when so many
of our communities are characterized more by
what divides them than what unites them, these
schools are sacred spaces that provide an invaluable civic purpose. n
JOHN SCHOENIG is the senior director of teacher formation
and education policy for the University of Notre Dame's
Alliance for Catholic Education.

school staff that reflects the students it serves
clearly illustrates to our children what can be
possible for them. I also strongly believe that
racial, cultural, and socioeconomic diversity
benefits all students. That some charters with
highly segregated student bodies perform
well is not evidence that integration is not
important. On the contrary, research has
shown that academic gains are associated with
racial and economic integration.
I would further argue that schools with
integrated student bodies have broader
positive impacts beyond growth in literacy and
numeracy. A diverse school population also
encourages students to think in terms of "we,"
instead of "us" and "them." It contributes to
shaping tolerant adults and citizens. Given the
current state of politics, exposing children to
differences, talking about those differences, and

22 | EDUCATION WEEK | May 31, 2017 | www.edweek.org/go/commentary

owa's geographic diversity is evident in our vast cornfields and
farmland set against sprouting urban skylines. Our 3.1 million
residents are also becoming more racially, ethnically, and culturally diverse, which is reflected in our state's public schools.
Twenty years ago, 90 percent of Iowa's public school students
were white. Today, 77 percent of our student enrollment is white,
10 percent is Hispanic, and 6 percent is black. More than 100
languages are spoken in the households feeding into the Des
Moines school system, which is Iowa's largest urban district.
Students and families with diverse backgrounds have different
ways of interpreting the many issues that arise in day-to-day school
life. There are differences in how we communicate, make decisions,
and act toward each other in and out of the classroom. Reaching all of
our students and being sensitive to their needs, regardless of race, is
an important priority for the Iowa State Education Association. One
way we are addressing this need is by offering classes in the association's professional-development academy.
For the past two years, the academy's diversity classes, which are
taught by licensed trainers, have grown in popularity. Since they
were first offered in 2015, we have seen a 38 percent increase in
participants taking the "Black Lives Matter" course; a 68 percent
increase in those taking the "Far From Home: Building a Supportive
Classroom for Refugee Students" course; and a 41 percent increase in
those taking the "New Iowans" course.
While it is still too early to measure success, this uptick in participation shows that educators are working hard to keep up with the
growing student diversity in their classrooms. Teachers recognize that
Iowa's demographics will continue to change, and they want to understand how best to relate to their students.
The Iowa State Education Association has an active multicultural
committee, which has worked hard to recruit people of color to union
leadership positions at the local and state levels. Our future goals
include recruiting a more racially balanced leadership team at the
national level and studying how we can get more people leading the
classroom who share cultural backgrounds with those they teach.
We also want to see more children of color eventually enter the teaching
profession. We know that some of the best recruiters are teachers themselves. Having a racially diverse teaching force can make a big difference
when it comes to encouraging students of color to pursue the profession
themselves. Our ISEA Student Program, which allows college students
who plan to enter teaching to join the association, gives these young people access to leadership workshops that include cultural-sensitivity training and networking opportunities. If we can build the case with students
of color about the benefits of entering the teaching field and leading the
classroom, then we have gone a long way toward recruitment.
Public education is a great equalizer when all schools are given the same
resources to help their students succeed. Our aim is to level the playing
field so that all students receive the same great education to which they
are entitled, regardless of their ZIP codes. I am confident the association
is building toward that future. n
TAMMY WAWRO is the president of the Iowa State Education Association and a teacher
on release from the Cedar Rapids Community School District in the state.

creating a safe space in which to discuss them
is vital.
The Diverse Charter Schools Coalition, which
I lead, is a growing national organization of
over 100 diverse-by-design charter schools
that represent successful school-integration
models. Members of the coalition believe that
it is possible to address inequity, increase
achievement, and broaden educational
opportunities without laying integration aside.
I commend Kalam Id-Din II for his charter
school's achievement gains, but we believe that
when more teachers of color teach in integrated
schools, they contribute to better student
outcomes.
Sonia Park
Executive Director
Diverse Charter Schools Coalition

COMMENTARY POLICY
Education Week takes no editorial
positions, but publishes opinion
essays and letters from outside
contributors in its Commentary
section. For information about
submitting an essay or letter for
review, visit

www.edweek.org/go/guidelines.


http://www.edweek.org/go/guidelines http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - May 31, 2017

Education Week - May 31, 2017
Where Career Plans Start Early
States Struggle to Define ‘Ineffective Teachers’
Trump Priorities on Full Display In K-12 Budget
For Schools, Rating Students’ Character Is a Tricky Prospect
News in Brief
Report Roundup
Charter Win Brings Big Shift to L.A. Unified
Reading and the Mind : An Author Q&A
Letters to Districts Prompt Worries About E-Rate’s Future
States’ Spec. Ed. Work Offers a Jump on ESSA’s Demands
Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Budget Plan Spares Some Ed. Research Efforts, Cuts Others
Trump Budget Draws Ire, Tepid Support From School Choice Worl
Darienne Driver: A Collective-Impact Approach to Equity
Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Peggy Lehner: Money Doesn’t Ensure Equity
Veronica Palmer: Empowering Families to Lead
Pedro A. Rivera: A Fair Formula for Funding
John Schoenig: Our Children Are Made for Greatness
Tammy Wawro: Confronting the Realities of a Changing Population
Letters
TopSchoolJobs Recruitment Marketplace
Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - For Schools, Rating Students’ Character Is a Tricky Prospect
Education Week - May 31, 2017 - 2
Education Week - May 31, 2017 - 3
Education Week - May 31, 2017 - News in Brief
Education Week - May 31, 2017 - Report Roundup
Education Week - May 31, 2017 - Charter Win Brings Big Shift to L.A. Unified
Education Week - May 31, 2017 - Reading and the Mind : An Author Q&A
Education Week - May 31, 2017 - Letters to Districts Prompt Worries About E-Rate’s Future
Education Week - May 31, 2017 - 9
Education Week - May 31, 2017 - 10
Education Week - May 31, 2017 - 11
Education Week - May 31, 2017 - 12
Education Week - May 31, 2017 - Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Education Week - May 31, 2017 - 14
Education Week - May 31, 2017 - 15
Education Week - May 31, 2017 - 16
Education Week - May 31, 2017 - 17
Education Week - May 31, 2017 - Trump Budget Draws Ire, Tepid Support From School Choice Worl
Education Week - May 31, 2017 - 19
Education Week - May 31, 2017 - Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Education Week - May 31, 2017 - Pedro A. Rivera: A Fair Formula for Funding
Education Week - May 31, 2017 - Letters
Education Week - May 31, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 31, 2017 - 24
Education Week - May 31, 2017 - 25
Education Week - May 31, 2017 - 26
Education Week - May 31, 2017 - 27
Education Week - May 31, 2017 - Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - CW1
Education Week - May 31, 2017 - CW2
Education Week - May 31, 2017 - CW3
Education Week - May 31, 2017 - CW4
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