Michael Atherton wrote: "I believe that the assumption that the effects of 
poverty are untreatable serves the same function as previous claims that Blacks 
cannot be educated because they are intellectually inferior.  It justifies a 
policy of inaction and maintains the status quo..."

I agree on this point. The Minneapolis school district has demonstrated that 
better than average results can be obtained with respect to test scores, 
attendance, disciplinary actions, etc., are possible in school with very high 
poverty rates. North Star elementary school is an example where the students 
are 
above-average, about 95% of the students are black, and over 90% of the 
students 
are qualified for free and reduced-price lunches.

One of the things that has distinguished North Star from most other 
predominantly black schools is a fairly stable staffing situation. The district 
leadership made an effort to recruit and retain teachers at that school. But 
there is 
no way to create a comparable situation at most of the high-poverty, high 
minority schools so long as inexperienced teachers are heavily concentrated in 
some of the schools, and the district continues its practice of laying off many 
teachers it, in reality, plans to rehire or replace.

"Choice" in the form of vouchers and the proliferation of charter schools 
simply leads to inequality in other forms so long as the serious systemic 
problems in the central city school systems don't get fixed, and so long as 
students 
from poor neighborhood have limited to no access to the district's better 
community schools.

The folks that oppose vouchers and say that the problem is parental 
involvement, poverty, etc., (e.g., spokespersons for the DFL) are simply 
reinforcing 
negative racial prejudices about people of color and are lending credence to 
the 
claim of voucher / "choice" advocates that they are leading the civil rights 
movement of the 21st century.

-Doug Mann, King Field
www.educationright.com
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