After reading the assigned selections from both the Spring and the Gatto texts, I find myself contemplating again our society's expectation that public schools can and should solve the problem of poverty. As I review the various programs that have been used to address this expectation, I feel admiration for those who have tried to improve the lives of the poor. And when those programs fail to solve the problem of poverty and are discarded and then replaced by another program, I wonder how long the cycle will repeat itself.

Recently in the news there has been coverage on the new Promise Academy of Harlem. David Brooks devoted one of his Op-Ed pieces to it last week in the New York Times. (http://www.nytimes.com/2009/05/08/opinion/08brooks.html?_r=1&emc=eta1) This school reports success with raising test scores of poor students in reading and math. Gains of 1.3 to 1.4 standard deviations far surpassed the meager gains of 0.3 standard deviations generated from other programs such as Head Start. This success is attributed to more time in school and the provision of health and psychological services. It sounds great. But is there more to think about.

I wonder what is being done at Promise Academy in the areas of history and science. Rothstein's article makes some important points about the problems that can arise from an exclusive focus on reading and math at the expense of history and science. Will the focus on reading and math deprive poor students of the cultural and scientific knowledge that is more accessible to students in more affluent areas? In addition to having basic skills needed to work, don't all people need education that will promote critical thinking, not to mention the understanding of scientific principles related to health? Rothstein's article raises good questions. I see our schools providing fewer experiences in the areas of history and science, and I think that deprives our students of a full education. What about having more reading and math woven into the disciplines of history and science? And then there is the question of the arts. Where does our preoccupation with reading and math skills as demonstrated through stnadardized tests leave the arts? Will we produce a population that has no appreciation for great music or fine art?

I am a language arts teacher, and I see a need for better instruction in this area. I also am concerned that we are neglecting other important areas. And I remain concern that standardized tests alone do not measure one's ability to think - a skill that is definitely needed for success. I think more is needed to eradicate poverty than good test scores.