Education Week - October 30, 2019 - 18

LETTERS
TO THE EDITOR

pRESIDENT & CEO Michele J. Givens
EDITOR-IN-ChIEF & ChIEF CONTENT OFFICER Scott Montgomery

A Better Use of Ed Tech
To the Editor:
Regarding the article about low educationaltechnology usage levels in schools ("Educators Tackle
Low Usage Rates for Digital Tools," Oct. 2, 2019), I had
similar challenges when incorporating ed tech in my
college classrooms. However, after conducting a study
on integrating technology into an oral ESL curriculum,
I found results that could prove useful for teachers and
districts when deciding whether or not to use ed tech in
ESL classes.
What made my research study successful was finding
a familiar messaging application students could use
to build communication, collaboration, and peertutoring skills. By using this application as a learning
tool, I helped them envision the possibility of using
21st-century technology to collaborate in building their
knowledge of a second language.
I now welcome and immediately introduce college
freshman to techniques that help maximize their
use of smartphones' social-media applications to
improve their oral ESL learning. High school ESL
instructors in the United States may find it useful,
if legally practicable, to employ a similar teaching
technique through a teacher-directed, student-peer
collaboration and tutoring program, using a socialmedia or messaging application familiar to students to
help them envision how their smartphone technology
can also be a valuable teaching tool to improve their
language-learning skills.
Jose Luis Sanchez
Educational Leadership Specialist
Oral English Instructor
College of International Business
Shenyang Normal University
Shenyang, China

OPINION
POLICY
Education Week takes no editorial
positions, but publishes opinion essays
and letters from outside contributors in
its Opinion section. For information about
submitting an essay or letter for review,
visit www.edweek.org/go/guidelines.

MANAGING EDITOR Kathleen Kennedy Manzo

CREATIVE DIRECTOR Laura Baker

DEpuTy MANAGING EDITORS
Mark W. Bomster, Stacey Decker, Emma Patti Harris

ART DIRECTOR Gina Tomko

ASSISTANT MANAGING EDITORS
Kevin C. Bushweller, Liana Loewus, Lesli A. Maxwell,
Debra Viadero

DESIGNERS Marty Barrick, Francis Sheehan

OpINION EDITOR Elizabeth Rich
SENIOR CONTRIbuTING EDITORS Karen Diegmueller,
Bess Keller
ASSOCIATE EDITORS Sean Cavanagh,
Christina A. Samuels, Stephen Sawchuk

ASSISTANT OpINION EDITOR Mary Hendrie

The Racial Equity Gap

STAFF WRITERS Evie Blad, Daarel Burnette II, Benjamin
Herold, Corey Mitchell, Michele Molnar, Arianna Prothero,
Sarah Schwartz, Madeline Will

To the Editor:
I find Education Week's article "Poverty, Not Race,
Fuels the Achievement Gap" (Oct. 2, 2019) very
troubling.
The article reports the results of a research study
that suggest the "racial achievement gap" is more aptly
understood as a "poverty gap." Yet, the first sentence of
the second paragraph reads, "Racial segregation tends
to concentrate Black and Hispanic children in schools
where most of the students come from poor families
because of the persistent connection between race and
income in the United States." Doesn't that make the
gap all about race?
Additionally, I believe a more appropriate way to
frame the gap might be as an opportunity and access
gap rather than an achievement gap, as it is not really
an issue of the students themselves but how we are
serving them.
Finally, while I have not read this research study, the
book Courageous Conversations About Race suggests
that, at least on measures such as the SAT, although
scores increase for students as income increases,
the gap between Black students and their White
counterparts persists regardless of income.

SENIOR CONTRIbuTING WRITER Catherine Gewertz
CONTRIbuTING WRITERS Michelle R. Davis,
Marva Hinton, Mark Walsh
EDITORIAl INTERNS Dominique Bander,
Maggie Campbell, Megan Ruge

Want to help
students understand
how things work and
how to organize their
knowledge as they
learn? Teacher trainer
and instructional
coach Julie Stern
shares a few tips.

18 | EDUCATION WEEK | October 30 , 2019 | www.edweek.org/go/opinion

EXECuTIVE ASSISTANT Shaiy E. Knowles
FRONT OFFICE ADMINISTRATOR Naomi Cohen
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lIbRARy DIRECTOR Holly Peele

pRODuCT MANAGER FOR EDuCATION WEEk pRESS
David Rosenzweig
SOCIAl MEDIA & AuDIENCE ENGAGEMENT
STRATEGIST Marina Luciano-Carson

lIbRARIAN AND DATA SpECIAlIST
Maya Riser-Kositsky
DIRECTOR, DEVElOpMENT Joshua Kearns
DEVElOpMENT INTERN Brittany Abrams

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& MARkETING SOluTIONS
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DIRECTOR OF pRODuCTION & OpERATIONS
Jo Arnone

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> www.edweek.org/go/Stern

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Joslyn Nedeau
INTERIM ADVERTISING pRODuCTION
COORDINATOR Christopher Logan
pRODuCTION INTERN Mumin Kheiry

ChIEF INFORMATION OFFICER Chris Hansford

"What is agency and
how can teachers
encourage its growth
among students?"
asks Larry Ferlazzo in
his new four-part
Q&A series.
Contributors respond
with their insights.

Read his post here:

VISuAlS INTERN Graeme Sloan

RESEARCh ANAlyST Alex Harwin

DIRECTOR OF SAlES, TOpSChOOljObS
David DePasquale ddepasquale@educationweek.org

DIRECTOR OF DIGITAl OpERATIONS
David Tashjian

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DEVOpS ENGINEER Mikhael Leonov

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TEChNICAl ANAlyST Jonathan Rogers

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huMAN RESOuRCES MANAGER Melissa McCurry

ACCOuNTING ClERk Rachel Nathan

CONTROllER Desireé Ford

EDITORIAl & buSINESS OFFICES:

Getty

Promoting
Agency in the
Classroom

VIDEO pRODuCER Brooke Saias

DIRECTOR, EDuCATION WEEk RESEARCh CENTER Holly Kurtz
ASSISTANT DIRECTOR, EDuCATION WEEk
RESEARCh CENTER Sterling C. Lloyd

TOpSChOOljObS SENIOR MARkETING MANAGER
Melissa Heyeck

Getty

Read her post here:

SENIOR VIDEO pRODuCER Erin Irwin

EVENTS INTERNS Rebekah Hein,
Karol Loya Martinez

DIRECTOR, SAlES,
ADVERTISING & MARkETING SOluTIONS
Karen McKay kmckay@educationweek.org

What Is Schema?
How Do We Help
Students Build It?

WEb INTERN Jarod Golub

DIRECTOR OF pROGRAMMING,
lIVE AND VIRTuAl EVENTS Matthew Cibellis

Wendy Towle

OPINION ONLINE

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ONlINE NEWS pRODuCER Hyon-Young Kim

Education Week Video

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Denisa R. Superville, Andrew Ujifusa

Wayne, Pa.

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Education Week - October 30, 2019

Table of Contents for the Digital Edition of Education Week - October 30, 2019

Education Week - October 30, 2019
Deep in the Woods, a Test Of Leadership and Resolve
Minimum Wage Hikes Stress Districts
State Bans on Bilingual Ed. Nearly Extinct
Briefly Stated
Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Later Starts: Do They Help?
What the Research Says
Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Higher-Ed. Legislation Bubbling in Congress
Raising the Bar for Evidence In Education
An Educator’s Wisdom Is Evidence
Letters to the Editor
EdWeek Top School Jobs
Science Fact vs. Science Fiction
Education Week - October 30, 2019 - State Bans on Bilingual Ed. Nearly Extinct
Education Week - October 30, 2019 - 2
Education Week - October 30, 2019 - Briefly Stated
Education Week - October 30, 2019 - 4
Education Week - October 30, 2019 - Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Education Week - October 30, 2019 - What the Research Says
Education Week - October 30, 2019 - 7
Education Week - October 30, 2019 - Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Education Week - October 30, 2019 - Higher-Ed. Legislation Bubbling in Congress
Education Week - October 30, 2019 - 10
Education Week - October 30, 2019 - 11
Education Week - October 30, 2019 - 12
Education Week - October 30, 2019 - 13
Education Week - October 30, 2019 - 14
Education Week - October 30, 2019 - 15
Education Week - October 30, 2019 - An Educator’s Wisdom Is Evidence
Education Week - October 30, 2019 - 17
Education Week - October 30, 2019 - Letters to the Editor
Education Week - October 30, 2019 - EdWeek Top School Jobs
Education Week - October 30, 2019 - Science Fact vs. Science Fiction
Education Week - October 30, 2019 - CW1
Education Week - October 30, 2019 - CW2
Education Week - October 30, 2019 - CW3
Education Week - October 30, 2019 - CW4
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