Equity

Black students suspended, expelled more than peers

According to a new study published by the University of Pennsylvania, black students make up nearly 40 percent of students suspended in Florida.

“The study details how black students in 13 Southern states receive school punishments disproportionate to their enrollments. In Florida, for example, black youngsters make up 23 percent of the public school population but 39 percent of those suspended.”

That number, unfortunately, matches with the trend of how many black men and women are sent to prison. Making up just 13 percent of the population, people of color make-up about 60 percent of the nation’s prison population. The school-to-prison pipeline is real, even if it is uncomfortable to admit. There IS a correlation between the way behavior issues are treated in our P-12 schools and the people in our prisons.

The Sentencing Project projects that 1 in 3 black men will likely see the inside of a prison cell at some point in their lives.

If that trend continues, suspending more black students will nudge them towards a path of incarceration.

But the study notes that black students are suspended and expelled more due to “unfair discipline practices” and appearing as “disrespectful or threatening.”

While the numbers for the state are bad, it gets worse in Orange County. Making up just 27 percent of the county’s public school population, black students represents 51 percent of the students suspended.

It’s much easier to learn while at school than away from it, and if schools are placing an unfair and undue burden of punishment on black students, our future workforce will suffer because of it.

How many "Karen Fitzgibbons" are still teaching our kids?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

By Lisa Mims

Karen Fitzgibbons, a teacher at Bennett Elementary in Wolforth, Texas, wrote that she was, in all-caps, “ANGRY” over the officer’s resignation, blaming “the blacks” for causing “racial tension,” according to the Lubbock Avalanche-Journal. 

“I guess that’s what happens when you flunk out of school and have no education,” she continued. “I’m sure their parents are just as guilty for not knowing what their kids were doing; or knew it and didn’t care. 

“I’m almost to the point of wanting them all segregated on one side of town so they can hurt each other and leave the innocent people alone. Maybe the 50s and 60s were really on to something. Now, let the bashing of my true and honest opinion begin….GO! #imnotracist #imsickofthemcausingtrouble #itwasatagedcommunity” 

As an educator, when I read Ms.Fitzgibbon’s quotes, all I could think, well after my initial thought of, “What an idiot!”, was about the children of color who had the misfortune to be in her class.

Didn’t anyone know how she was? How could she have hidden it so well? Maybe she didn’t. Maybe she didn’t have to. The teacher’s Wall of Silence is just as pervasive as the police. You usually have to do, or say, something horrible, for another teacher to expose you. (If you see something, say something!)

After I did some research,  I realized she probably posted it because she thought she could. After all, Wolfforth, Texas is a red state, less than 2% of the school is African-American, and the population of the town is 2.5% black. Worrying about how others would respond probably wasn’t a priority.

If Ms.Fitzgibbons had chosen to speak to her friends privately about her #imnoracist viewpoint, she would have been fine. She would have continued to go to work, views packed away on a “need to know” basis. But, I guess she was so ANGRY, she was going to let the world know how she felt,(By the way, if you #imnoracist, you probably are), damn the consequences.

I don’t believe she really thought there would be consequences.She could say what she felt about “the blacks”, and everyone would cheer her on. Kudos to those who called her out, and kudos to her district for firing her!

Ms.Fitzgibbons, maybe you should have read your district policy before you posted your vitriol.

Here’s the thing, Ms.Fitzgibbons is not alone. In a world where the majority of public school students are children of color, and their teachers are white, there are one or more in many schools around the country. The only difference is, most have enough sense not to post it on Facebook. They save it for the Teacher’s Lounge, or vent in the privacy of their homes.

These “Karen FitzGibbons”, destroy children of color, one day at a time. Put-downs, insults, and sarcasm are their weapons of choice.They label them Special Education at the drop of a hat, dole out multiple suspensions, advise parents, (although they have no medical degrees), to medicate their children,  keep them out of gifted programs and AP classes, and/or tell them they cannot go to college.

It’s not difficult to get away with these attacks, because, for many reasons, parents of children of color, do not, or have no idea how to, advocate for their children.
So, it continues.

Reread Ms.Fitzgibbons’ views, they are so full of hate. What type of influence did she have on her students’ views toward people of another race? What chance would a student of color stand in her classroom? Do you think a teacher like Karen Fitzgibbons is a fluke?

GO!

This post originally appeared on Diary of a Public School Teacher, and was republished with permission.

_______________

Diary of a Public School Teacher is a blog where Lisa Mims shares her  thoughts about any aspect of the teaching profession. She is a DEN (Discovery Education Network) STAR Educator! She loves writing and has contributed posts to Free Technology for Teachers, Edudemic, TeachHub, GoAnimate, Edutopia, etc.

How to Improve Equity in K-12 Learning

Since amendment XIV of the U.S. Constitution mandated that “no state shall . . . deny to any person within its jurisdiction the equal protection of the laws,” no child can legally be denied the right to a public education in the United States.  As such, equity in education has long been an ideal and ensuring equity among all students, regardless of their personal circumstances, has been a primary goal of educators.

Unfortunately, the practice of equity in education has been less than effective.  Government steps that have been recommended to remedy the problem include having states specifically identify and report on the teaching staff, programs, and services they deem necessary for a quality education; and adopting and implementing a school finance system to provide “equitable and sufficient funding” for all students essentially to meet learning standards.  These recommendations follow a 2013 report called, “For Each and Every Child”, in which it was reported that “some young Americans – most of them white and affluent – are getting a world-class education” while those who “attend schools in high poverty neighborhoods are getting an education that more closely approximates schools in developing nations.” The problem of ensuring that every child in the United States receives a quality education is quite a substantial one.

Better resource allocation

Perhaps then, the first step to addressing this issue should be for some determination to be made about how, under general circumstances, education can be made equitable to all students.  This assessment should not directly involve teachers or administrators, whose assessment may be skewed, but rather the assessment should be through observation.  After all, the assumption seems to be that money – preferably money poured into schools – is enough to solve educational issues. That is, reassignment of resources to support schools in poorer areas will be sufficient, along with some reporting on considered needs, to balance the public education system.  This is problematic because the issue of equity, and perhaps equality, is far more complex than an influx of money can solve – but it is certainly a good starting point.

Better feedback on what’s working.

States should provide feedback on those programs and strategies that are most effective for equity building.  Part of the problem with the government’s solutions is that they assume states and ultimately schools can figure out what it is they need or what it is they need to do to provide a quality education.  There are many elements at play, not just the immediate financial ones. Students in certain affluent areas have the benefit of the best teachers, given that it is highly desirable to have a placement in this area. It is also decidedly competitive to even try.  Therefore, a compilation of feedback from the states should be gathered in order to rank the most effective programs so that they can be shared with all.

Analyze findings for better results.

School systems need to have an approach for analyzing findings about recommended shifts in learning approaches and objectives. These approaches should be designed to help teachers and administrators understand not just what they have to avoid but also what it is that they can do to achieve optimal equity moving forward. This will take massive amounts of data that will need to be centrally collected, understood, and used to improve equity in all K-12 public schools.

The goal of achieving equity in schools has long been a goal of the education system.  However, most attempts to date have fallen far short of the mark.

What do you think needs to be done to improve the balance of education for kids in this country?

 

 

Wearing a suit equals success? It just might to these kids

Photo via Timefrozen Photography

Work hard, get good grades in school, and you’ll eventually find some semblance of the American dream in life.

It’s what all kids are taught as they matriculate through grade school. It’s why we so often hear the saying that one should “dress for success.”

It’s also why 100 men of color wearing suits greeted elementary school students on their first day of school last week.

An attempt to present a varying image to kids of color of what men of color may actually turn out to be: successful.

Statistics state that black male “students in grade K-12 were nearly 2 1/2 times as likely to be suspended from school in 2000 as white students” and that most of the nearly 2.5 million people in prisons and jails “are people of color…and people with low levels of educational attainment.”

From pictures to videos, so many kids of color see men of color as effigies of what not to become. The criminal on the news is likely a man of color and so is the high school drop-out.

Seeing a roaring crowd of black men cheering on young students from kindergarten to fifth and sixth grades was not only heart warming, it was inspiring.

A suit represents so much more than just a tailored look. It’s success; it’s happiness; it’s an ability to overcome; it’s positive; it’s anti-everything we’ve been feed to believe that’s negative about black men.

For each kid seeing that image, it’s eternal.

I applaud this action and know it will have even more of a long term impact than it did initially.

Diverse Conversations: You Can Go Back Home

“You can never go back home.”

These famous words by Henry David Thoreau began to ruminate in my mind as I prepared to conduct an interview with President Francis L. Hendricks. You see, President Hendricks is a 1979 graduate of Mansfield University and he recently returned to the university as it’s 28th president. Apparently, “you can go back home” and to much fanfare and excitement. I recently sat down with him  to see what life is like for a former student returning home to run his alma mater. Without further ado, let’s begin the interview.

Q: What are your impressions of Mansfield University since your return to campus?

A: This is a magical place; it was when I attended here and it certainly is today! Students have always come here to learn, delve into interests and discover unknown passions. With a strong Liberal Arts base, in a beautiful rural setting, Mansfield University is able to offer professional programs in fields in which students are interested. Mansfield University has remained true to its commitment of outstanding instruction in an intimate classroom setting, where you are taught by professors who know you personally and care about your preparation for your life’s journey. The pride and commitment of our campus community is as strong now as it was when I was a student in the 1970s. From our grounds keepers who want a parent’s first view of campus to be one of beauty, to our faculty and staff who realize we are our students’ family away from family, their dedication is to our students. One of our employees just celebrated her 64th year as a dining services staff member and is valued by all.

Q: It must be exciting to come back as President. How did you react when you were offered the job?

A: I was ecstatic! I care so deeply about Mansfield University and welcomed the opportunity to come back and “pay forward” all the university has done for me. As a non-traditional candidate for University president, I truly had no expectations of being offered the position. I did however know that Mansfield University prepared me well for my future and gave me the foundation needed to be successful. At Mansfield, I was able to build relationships with professors, staff and even the President, all of whom mentored me and provided me sound advice when needed. I wanted to be able to do the same; to connect with students and serve them as those before served me. I am a product of Mansfield University and truly humbled to have been chosen its 19th President.

Q: What made you want to apply?

A: It met the criteria of what my wife and I wanted to do after I retired from the military. We wanted a position where we knew we could make a difference in the lives of others. We wanted to, once again, be part of something that was bigger than both of us; and we wanted to use our experiences and contribute to the success of the team we would join. There was never any doubt that returning to Mansfield University would be the right step for us. It also would enable me to return to the region in which I was raised. In every way, it was coming home for me and my family.

Q: Have you spent time on some goal-setting or strategic planning?

A: Yes. From day one, I have been setting the tone for how we will build upon the university’s strengths, while simultaneously addressing the challenges we face. I work closely with the university’s strategic planning committee on our next Strategic Plan. The plan, which goes into effect in 2014, sets the foundation for where the university will be in 2020. In order to remain relevant to students’ needs and thrive in the “new normal” of public higher education, Mansfield University will take the appropriate steps to ensure our students’ success. We will embrace ownership of our University’s destiny. We will broadcast our excellence and we will strengthen and build partnerships within and outside of our immediate community.

Q: What’s your impression of the community and its interaction with the college?

A: The strong connection between the university and community dates back to 1857 when both the borough and the university came into being. Community business leaders serve on our council of trustees and other committees. Faculty and staff serve in leadership positions on local and county boards. The Mansfield community embraces ours students as their own and the University works hard to partner in community and economic development, events, and assistance. After all, Mansfield and its surrounding towns are where we live and raise our children. We are neighbors, friends and partners both in and outside of the work place. That connection led me to coin the phrase, “you can’t spell community without MU!”

Q: How do you imagine continuing the momentum that Mansfield University has achieved during the past decade?

A: We will continue to assess everything we do, from the programs we offer to the services we provide our students and their families. We will make adjustments based on those assessments which is the key to remaining relevant for current and future students and our alumni. We are key producers of leader-ready individuals in their chosen fields of study. Mansfield University greatly impacts the local community, region, Pennsylvania and beyond with its graduates and its presence. We must constantly look at how we can improve upon our delivery of education and services.

Preparing students for their life’s journey, must remain our primary focus.

Well, that concludes my interview with President Hendricks. I would like to thank him for consenting to this interview. Good Luck!

 

Digital Early Learning Program in Napa County sees strong results

Submitted by Dr. Barbara Nemko, Napa County Superintendent of Schools

 “The children love [the program] and in fact they ask daily, ‘Is it my turn on the iPad today?’ Also … we as teachers are learning too.” – Marianne Stegman, Site Supervisor, St. Helena Child Development Center

Tackling Achievement Gap Before Kindergarten

Research has shown that children from low-income families come to school typically lagging two years behind their more privileged peers on standardized language tests. This achievement gap, which has been called a 30 million word gap (Hart and Risley, 2004), affects their ability to learn to read, and persists throughout their school careers. Identified as equally important in learning to read by researchers is access to books in the home. Again, children from low income families frequently have few or no books at home, and enter kindergarten not knowing that books in English are read from left to right, or being able to identify the letters of the alphabet.

To prepare these at-risk students for kindergarten, The Napa County Office of Education (NCOE) began collaborating with local non-profit NapaLearns to launch the first countywide offering in the nation of a digital early-literacy program. The program primarily uses the Footsteps2Brilliance “app” on tablets and other devices, and is provided at no cost to preschools and to parents of preschool age children in the county, including those not enrolled in a preschool program.  The digital early literacy tools include libraries of books that are engaging, animated, and capable of reading themselves to children in either English or Spanish.  These books teach the 1,000 most important Dolch words, as well as phonics and comprehension skills, through stories and games that motivate children to want to read the stories again and again.  Once downloaded onto a device these books can be opened with or without wifi.  For those families who cannot afford a device, NCOE has partnered with NapaLearns to offer a rent-to-buy HD Kindle for children.

The Results are Immediate and Impressive

NCOE’s Digital Early Learning program was piloted in 2011 as a 4-week summer boot camp for four-year old English language learners.  Impressive results in language use led us to administer the Peabody Picture Vocabulary Test, pre- and post, to kindergarten students the following year, producing statistically significant results in both expressive and receptive language.  The countywide launch for all preschool students came in February 2014, and Napa County preschoolers were challenged by me to read one million words by June 30.  Instead, they topped five million, and have continued their astonishing rate of growth. A kindergarten teacher recently administered the DIBELS test and discovered that the children who scored the highest were those who spent the most time reading their digital books at home. There are currently over 1,200 children enrolled who have been exposed to  over 12 million words, and have correctly answered the comprehension questions on their  first try 67% of the time. These children are using the program at home 55% of the time.

The Family that Reads Together…

The staff working on our Digital Early Learning initiative have conducted extensive bilingual and multicultural community outreach, and opportunities for parent training, to ensure the widespread participation in this free program.  In one year we have provided more than 30 parent workshops, as well as workshops for preschool and kindergarten teachers.  Outside of Napa, we were invited to the White House Summit on Early Literacy to share about the positive impact of digital early learning in our county.  Moving forward, we are excited to begin an ongoing five-year longitudinal study, to determine if children who use our digital early literacy in preschool are more proficient readers at the end of third grade than children who do not.

For more information on this program, contact Seana Wagner, Public Information Officer at [email protected] or 707-265-2351.

 

Read all of our posts about EdTech and Innovation by clicking here. 

Trayvon Martin and the Burden of Young Black Males

Initially, I was hesitant about writing an opinion piece on the killing of Trayvon Martin and the subsequent public outcry because a multitude of gifted writers had already tackled the story from seemingly every angle. However, after reading Charles M. Blow’s, “The Curious Case of Trayvon Martin,” I was inspired by the last line of his piece, which states, “And that is the burden of black boys, and this case can either ease or exacerbate it.” As always, the New York Times columnist delivered his commentary in a poignant and articulate manner. This motivated me to write my own critique of the situation, and hopefully, someone will benefit from my thoughts and observations.

In case you haven’t heard the story, Trayvon Martin, an unarmed 17-year-old African-American male was gunned down on February 26, 2012 by George Zimmerman, an overzealous neighborhood watch volunteer. His killing outraged people from all around the world, especially once the circumstances surrounding his death were released. More specifically, statements made by Trayvon’s girlfriend, who was on the phone with him during the incident, and reports from eye witnesses who heard Trayvon cry out for help seconds before the shots were fired. This certainly refutes Zimmerman’s claim that he acted in self defense.

What makes this case so appalling is that Zimmerman has yet to be charged with the crime, because investigators purportedly cannot find evidence to dispute his claim of self defense. However, ask yourself this; what if all other things remained constant and Trayvon grabbed Zimmerman’s gun and shot him in self-defense? Police would have taken Trayvon into custody and at the pre-trial hearing he would have been remanded without bail. Seemingly, the Florida law would not apply to young black males “standing their ground.”

Point blank, Trayvon Martin was racially profiled and subsequently killed with an Arizona brand ice tea and a bag of skittles in his possession. That was his crime, craving snacks while watching the NBA all-star game with his father and subsequently walking to the store for an Arizona brand ice tea and a bag of skittles. It seems that “walking while black” is a class B felony in the state of Florida.

Hopefully, this case will entreat the state of Florida to repeal its “Stand Your Ground” law, which stipulates that a citizen who feels as though they are in clear and present danger can claim self defense even if they chose not to flee from their assailant. Since the passage of the law, self defense claims pertaining to homicides have almost tripled, and many of the people killed were unarmed.

Zimmerman’s claim is not viable, because under the law, the instigator of the confrontation cannot claim self defense. The body of evidence that is presently available clearly shows that Zimmerman instigated the altercation and carried out his crime with impunity. He is apparently nowhere to be found, and disconnected his phones before going into hiding. He should know that because of his crime, he will always be in jail, just minus the bars.

Trayvon’s senseless killing illustrates “the burden of young black males.” The burden that I speak of is the burden of knowing that once you reach puberty and start exhibiting adult features, you will be labeled as a threat. The burden of knowing that “I am Trayvon Martin” and that his fate, could be your own.

How do I tell my 12-year-old nephews that once the cute and childish features make way for more mature ones, for many people, they will instantly graduate to “suspect zero” status? How do I tell them that some people will attempt to minimize their success and magnify their failures, simply because of the color of their skin? How do I tell them that minor infractions will be treated as B felonies? To be young and black in America is tantamount to being perpetually on probation.

Talk to young black males all over America and ask them if they have ever experienced discrimination and an overwhelming majority of them will tell you vivid stories of police harassment, profiling and blatant racism. We all remember the point when we received our “education.” When we first realized that for some people, nothing we could do would ever be enough. When we learned that the measure of a man in America is not the content of his character, but the color of their skin. When we realized that we had to adhere to a different set of rules and, instead of complaining, we took note of this inequality and worked diligently to combat it.

No matter how hard you try, unless you have been in our shoes, you cannot fully understand the damage that these experiences can have on a person’s psyche. However, we have a choice; we can wallow in self pity or we can resist the stereotypes that are thrust upon us and become the men that our creator wants us to be. Our young black boys need our help; they are under attack from all sides, even from within their own race. They cannot weather the storm on their own.

We have to demand justice and put America on notice. It needs to stop racially profiling young black males, and imprisoning and executing them inequitably. How long will we allow the genocide to continue? A black male in America is indeed an endangered species, especially in the country’s urban cities, where the unemployment rate is well above the national average and going to prison is “business as usual.”

Going forward, let’s write a new chapter; not only for ourselves, but also for our children and grandchildren. Our forefathers did not die so that our young males can be gunned down in the street for no other reason than being black. This has happened before and unfortunately will happen again. However, when it does, we will exhibit the same outrage and resolve that we’re exhibiting in response to the killing of Trayvon. In the words of the great Eldridge Cleaver, “You’re either part of the solution or part of the problem.” Which will you be?

2 Reasons the Concept of “Justice for All” Does Not Apply to American Schools

In the US, the concepts of equality and justice are intertwined. The idea of “justice for all” has existed since America’s early days.

But the truth is that the application of this idea has been far from perfect to this very day. Let’s take a quick look at our historical lapses in carrying out the idea and how those affect us today.

  1. De jure and de facto segregation. De jure segregation, or legalized segregation of Black and White people, was present in almost every aspect of life in the South during the Jim Crow era: from public transportation to cemeteries, from prisons to health care, from residences to libraries. Under segregation, Black and White people were to be separated, purportedly to minimize violence. De jure segregation, or “Jim Crow,” lasted from the 1880s to 1964. Jim Crow laws were efficient in perpetuating the idea of “White superiority” and “Black inferiority.”

De facto segregation is the direct manifestation of de jure segregation, because the U.S. government could mandate that laws that segregated the races were unconstitutional, but it couldn’t change the hearts and minds of its people. If people didn’t want to be in the presence of another ethnicity or race, they could certainly make this a reality. So, de jure segregation was implemented by law; de facto segregation, by common understanding and personal choice. After the passage of the Civil Rights Act of 1964, many White citizens simply moved to the suburbs to avoid mixing with Black citizens. This “White flight” led to the creation of “chocolate cities” and “vanilla suburbs,” which are still prevalent today.

In relation to education, the legal segregation of the races in Southern schools was deemed unconstitutional by the Supreme Court’s decision in Brown v. Board of Education (1954). In the United States today, however, Black and Hispanic students tend to be concentrated in schools where they make up almost the entire student body. Also, the percentage of Black students in majority White schools has decreased to a level lower than in any year since 1968.

De facto segregation is a huge problem in the United States as it allows bigotry and discrimination to occur more easily. What happens as a result?  Many schools in mostly Black neighborhoods find themselves unequally funded and seriously neglected.

  1. Persistent stratification. The disparities between rights of certain ethnic groups in American culture can easily be identified by the disparity in the number of individuals incarcerated in the nation’s prison systems. African American men are arrested and imprisoned at disproportionately higher rates. Reports indicate that even when similar crimes were committed by White and African American men, the penalty was more severe for the latter. As a result of this socioeconomic stratification, a privileged class exists, with some Americans receiving benefits unavailable to others. For example, data from the U.S. Department of Labor reported higher unemployment rates for African Americans and Hispanics across all major age and gender groups in 2009.

The number of children from ethnic minority groups living in poverty continues to increase as well. In 2006, approximately 13 million children were living in poverty. The number of Hispanic children living in poverty has increased by 23% since 2000, and the number of African American children living in poverty increased by 8.4%. A 2006 study showed that social status had a significant influence on mortality rates, as well as “chronic diseases and injuries with well-established risk factors such as alcohol use, tobacco smoking, obesity, elevated blood pressure, cholesterol, and glucose.”

We need to be aware of history so that we can understand certain attitudes and problems that exist today, and hopefully repair them as we continue to strive for the ideal of “justice for all.”

Now I want to hear from you: what are some factors that prevent us Americans from fulfilling this admirable ideal? Share your thoughts in the comments.

 

Study: Nearly 90 percent of full-time professors are white

According to the National Center for Educational Statistics, just 16 percent of full-time professors at post-secondary institutions are minorities. That means that 84 percent of those in full-time professorships are white, 60 percent are men and 25 percent are white women.

Those numbers decrease slightly with faculty. 79 percent of the instructional faculty within this nation’s colleges and universities are white and just six percent are black.

Considering the hiring boom that many schools have experienced since the start of the 1990’s, it’s mildly surprising that not many minorities were included in that growth.

The Condition of Education: Characteristics of Post-secondary Faculty shows that there was a 42 percent increase in the number of instructional faculty hired from 1991-2011. During that 20 year period, not many institutions hired minorities to fill their vacant positions.

Outside of ethnicity and growth, the study also found that the wage gender gap between men and women professors was well north of $16,000. Less than half of America’s private and non-private post-secondary institutions had tenure systems, faculty at for-profit colleges and universities make far less than those at non-profit schools, and less than 10 percent of all faculty within higher education are employed at for-profit institutions.

What’s striking is the gross under-representation of minority professors at America’s higher education schools. While many may be concentrated within Historically Black Colleges and Universities or schools who have a high number of black students, that percentage makes barely a dent in the overall number of black, Asian, Hispanic, American indigenous who may teach at America’s best schools of higher learning.

While the government is rightly focused on the rising cost of education, we should slightly turn our attention towards why many colleges and universities fail to hire minorities for faculty and professorship positions.

The tech divide: An opportunity gap schools must close

By Robert Baker

Computer programming is growing at twice the average rate of national job growth according to Code.org —and by 2020 there could be nearly a million more IT jobs than U.S. college graduates available to fill them, representing a $500 billion economic opportunity waiting to be realized.

Living in Silicon Valley, I see firsthand the impact that technology skills make on one’s earning potential. Often times a college graduate with an IT degree can find a job with a six-figure salary right out of college.

Growing up with access to technology, and the opportunity to learn key IT skills such as coding and app development, gives students a huge economic advantage over their peers. But these opportunities too often are defined by a student’s family income.

While 90 percent of families with household incomes above $100,000 have broadband access at home, only 64 percent of those with incomes between $20,000 and $29,000 have home broadband, according to the Pew Internet & American Life Project.

Schools not only have an opportunity, but an obligation, to be the technology equalizer that levels the playing field for all students—but too often, we see a similar divide between schools in wealthier and poorer neighborhoods.

While virtually all schools have basic hardware and connectivity, there is a sharp contrast between those that have the high-speed wireless connections that can support devices for every student, and those that lack this sophisticated technology infrastructure. There is also a knowledge gap between schools that have savvy instructors who can teach students IT skills such as coding and app development, and schools without this expertise on their staff.

We need to do everything possible to get technology in front of more kids at an earlier age, accompanied by curriculum that teaches them coding and other IT skills. Fortunately, there are movements under way to help bring these skills to more students.

A growing number of states have passed laws allowing computer science to count toward math or science credits needed for graduation. Code.org offers free local and online workshops, curriculum, and instructional videos to help schools teach computer programming. Other nonprofit organizations, such as Yellow Circle, offer free online environments for students to learn IT-related skills.

Of course, none of these resources will do any good if students aren’t connected or don’t have access to devices.

Although 2014 marked the first time that the number of apps in the Google Play store exceeded the volume in Apple’s App Store, many app developers recommend starting with iOS first as their platform of choice. “It’s my contention that iOS development is quite a bit easier,” writes programmer David Bolton.

Add in the fact that Apple currently has a 90-percent share of the tablet market in schools, according to education research firm MDR, it’s clear that Apple’s platform is an important tool for students to gain exposure to.

But Apple devices also are more expensive than devices with similar specifications running on other platforms, which raises a significant question: How can schools in economically disadvantaged communities afford these tools?

That’s where companies like Mac to School help. We enable schools to save on the cost of high-quality Apple equipment by reconditioning and recertifying used iPads, iMacs, and MacBooks and selling them to educational facilities for a fraction of the cost of new machines.

Schools can purchase up to four times the equipment by purchasing recertified devices, which allows them to put that extra money toward wireless infrastructure, teacher training, and other essential ed-tech needs.

Given the huge demand for IT-related employees, and the technology divide that exists between wealthy and poor communities, there is both an economic need and a moral imperative to expose all students to technology skills at a young age—regardless of their ZIP Code or their parents’ income level.

Technology is a gateway to future success, but students from impoverished areas will need access to the same tools and devices if they are to be given the same opportunities as their peers from wealthier families—and schools have a critical role to play in ensuring these opportunities for all students.

Read all of our posts about EdTech and Innovation by clicking here. 

_____

Robert Baker is the co-founder and chief executive officer of Mac to School, which buys, sells, and recertifies Apple equipment for education.