Tag Archives: impact of poverty on educatoin

Civil Disobedience and No Child Left Behind – Part 8/9

There are many reasons why “nonviolent civil disobedience” is acceptable when it comes to No Child Left Behind (NCLB).

One example is latchkey children. According to the U.S. Census, 15% were home alone before school, 76% after school and 9% at night. Presumably, the 9% have parents who work night shifts.

In fact, most homework is supposed to be done after school when 76% of children are often alone without proper adult supervision.

Without parental supervision, we have many American children that avoid homework, reading assignments and studying. Instead, many of these children spend more than 10 hours a day dividing the time watching TV, social networking on sites such as Facebook. playing video games, listening to music, or sending text messages to friends, etc.

And who is blamed when these children fail to meet NCLB benchmarks? public school teachers and their unions

Then there is poor nutrition, which affects a child’s ability to learn, and too much sugar consumption has been found to lower the immune system and affect short-term memory causing memory problems in addition to mood swings.  If a child’s memory is compromised, how is he or she supposed to do well on a standardized test or remember what teachers taught in US history, English, math and science?

And who is blamed when these children fail to meet NCLB benchmarks? public school teachers and their unions

Poverty also has a huge impact on a child’s ability to learn.

The National Center for Children in Poverty says nearly 15 million children in the United States – 21% of all children – live in families with incomes below the federal poverty level – $22,050 a year for a family of four.

Combine poverty, latch key children, poor nutrition and sugar consumption, and the challenge become almost insurmountable. Even the greatest teachers and the best lessons may not be able to overcome all of these challenges.

Street Gangs South L.A. Bloods and Crips – Impact on Education

However, who is blamed when these children fail to meet NCLB benchmarks? public school teachers and their unions

Even in China, with its Confucian influenced culture and deep respect for teachers and education, poverty plays a role in children completing school or dropping out. The drop our rate in rural China often reaches 70%, where most of China’s poverty and/or lower incomes may be found. In India, the crushing 40% severe poverty rate has resulted in a country with about 40% illiteracy.

However, unlike the U.S., which makes scapegoats of its teachers and their labor unions, China is struggling to solve this challenge instead of looking for idealistic, Pollyanna solutions.

Then there is the 800,000 strong American street gang culture, which is very anti education. Street gangs in the US are into drugs and violence that influence the learning environment in US schools due to poor behavior and bad attitudes.

In 2001, the US Senate was split evenly between Democrats (50) and Republicans (50) and conservatives held a majority in the House of Representatives while G. W. Bush, a neoconservative, evangelical, born-again Christian President, ruled the country from the White House. Due to this alone, it is not surprising that NCLB became a law in 2001 that in 2010 identifies millions of teachers and more than 50 thousand public schools as failures, because public education was set up to fail due to the language of the NCLB Act.

Democrats voted for NCLB because they naively believed that teachers were capable of overcoming all of the challenges mentioned in this series, while it is obvious conservatives wanted to set the schools up for failure so private school vouchers would win support from the public.

That leads to the conclusion that shows why nonviolent civil disobedience, such as changing answers on standardized tests or helping students to select correct answers or refusing to cooperate with the federal government as several states have done, is an acceptable way to protest the poorly designed, misleading NCLB Act.

There is more than one historical precedent for civil disobedience for unreasonable and unrealistic laws such as NCLB, which will be revealed in Part 9.

Continued on August 8, 2011, in Civil Disobedience and No Child Left Behind – Part 9 or return to Part 7


Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).

His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves


Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).

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