Blog post written by Kevin McCaskill, Executive Director at Madison Park Technical Vocational High School
Malcolm X once quoted, “education is the passport to the future, for tomorrow belongs to those who prepare for it today.” That preparation has been disrupted by the current COVID-19 pandemic. School districts across the country have turned to remote learning to salvage formal education, a far cry from normalcy. Although means and methods have been put in place by districts across the country to supplement learning, inequities abound. As school districts remain closed and the summer learning opportunities
In our urban school districts, these inequities are very apparent. Special education and English Learners, whose numbers are substantially greater than suburban districts, are at a disadvantage in accessing and comprehending remote lessons. These students thrive on face-to-face interactions; the personal touch enhances the learning process due to the rapports that are developed, the ability for students to ask questions, the ability for teachers to “read the room” for understanding, and the ability for students to learn from each other.
The inequities don’t stop there; access to technology and factors involving housing, food, and other socioeconomic issues have made learning for many students a difficult and trying ordeal. Urban districts must first look to meet the most basic needs of its students before the educational process even starts.
Urban districts have been responsible for providing laptops and hotspots to families; urban districts have been very instrumental in lobbying internet companies in providing free or reduced rate service for families.
Homelessness and transiency are real obstacles for districts as families as they struggle to solve short-term housing issues in an effort to meet an immediate need. Education becomes secondary to this most basic need; the uncertainty of where one may lay their head for any given evening proves to be more of a priority than logging on to solve Math problems. For students who live in tight quarters with multiple family members, finding a place to study that is conducive to positive results is problematic. If the family only has one computer, accessing remote learning in a timely fashion may be compromised.
Food shortages and proper nutrition are factors that affect student outcomes. Families that are in need of food make this their priority; most of these families depend on schools to provide at least two meals per day, five days a week for their children. Families that have experienced temporary layoffs now must depend on their children to find employment to supplement income in an effort to provide means for the family. These students place employment and providing for their families a priority; education must wait.
Urban districts have been proactive in providing meals for families and individual schools have ponied up funds to distribute gift cards and grocery store vouchers for families to meet short-term shortfalls. Schools have reached out to outside agencies such as counseling, social work, housing authorities, and healthcare, as well as school partners to support students and families any way they can.
In summary, our urban districts must support the most basic needs of students and families first before any thought of successful navigation of remote learning can occur. For some urban families, education is important but it cannot compete with the attainment of basic family needs. Urban districts play an important role in attempting to fill the gaps. These districts provide students and families with access to equipment, supplies, and necessities in an effort for students to take advantage of educational opportunities that can support all their future hopes, dreams, and aspirations.
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