graduation rates
Dilapidated school, spirit of america / Shutterstock.com
Most Americans share a common understanding that many public schools in poor neighborhoods aren’t great. It’s rare that I engage anyone who doesn’t know this basic fact on some level. But what’s less common is a deeper understanding of the extent of the problem. And sadly, even less common than that? Finding individuals who express a deep conviction that educational inequity can be eliminated. Faith communities are poised to add our voices to this much-needed conversation.
Fifteen million children live in poverty in the United States. Given poverty’s impact, many of these children already face additional challenges in their lives. For many young people, education can be “the great equalizer.” A high quality school can provide students with the necessary foundation to go to college and have a variety of opportunities opened to them. Poverty can become a thing of the past. But students growing up in poverty are more likely to attend low-performing public schools. In fact, only 22 percent of children who have lived in poverty do not graduate from high school. Only 9 percent receive college diplomas. And, not surprisingly, given our nation’s historical intersection of racial injustice and poverty, African American, Latino, and Native American students experience some of the nation’s biggest educational inequities.
Perhaps the most important finding from the report is that we have both the experience and the policy tools necessary to cut poverty in half.
Between 1964 and 1973, under both Democratic and Republican administrations, the U.S. poverty rate fell by nearly half (43 percent) as a strong economy and effective public policy initiatives expanded the middle class.
Similarly, between 1993 and 2000, shared economic growth combined with policy interventions such as an enhanced earned income tax credit and minimum wage increase worked together to cut child poverty from 23 percent to 16 percent.
We can't do this alone.