Class and Schools by Richard Rothstein

         Class and Schools by Richard Rothstein was an interesting book on education reform and social class disparity and its’ impact in education. Much of the beginning of the book was spent discussing disparities between white and black students in public education systems, as well as comparing and contrasting the disparities between lower and middle and class students across the spectrum of public education. The book concludes with suggestions to close the social class gap, and the benefits these suggestions may possibly have on educating students form lower class standings. Although the book begins with facts and statistics, the reforms Rothstein proposes are much more on the humanitarian level. Background knowledge as well as conditions at home has long been a concern of my own with students, so it was interesting to read a book that stressed some of my own concerns when discussing student achievement.

            From a Foundational Analysis standpoint Rothstein does a fine job of bringing the reader up to speed quickly from desegregation to current policies in education, education reform, and the ever popular topic, standardized tests as an instrument of measuring achievement. While coming to some of his conclusions, Rothstein even reaches back to early 19^th century England as well as pre-Civil War America and reflects on policies and attempts by both the British and Americans on educating students at an early age.            

            Rothstein then moves into the arena of standardized tests and the value America places on the exams. It appears he despises most of the tests findings and suggests that their results are not good indicators of knowledge. Non cognitive skills are not being evaluated on standardized tests. These skills are the skills companies are most readily complaining that job candidates no longer possess. Non cognitive skills were once a very important component to our public education system. The achievement gap demonstrated by the tests both by whites and blacks, as well as lower and middle class is not a good representation of the problem and the disparity between classes. Rothstein also argues that ranking schools or evaluating schools on the performance of tests by students misses much of what is important in schools. “They are of little use in assessing other important academic skills , like creativity, insight, reasoning, and the application of knowledge to unrehearsed situations- each a part of what a high quality school should teach” (Rothstein, 2004). Rothstein then examines NCLB and the many of the pitfalls evident with that policy. The concept of raising achievement of students below the proficiency level exacerbates the problem; below proficiency levels are lowered as well as teachers address only those struggling. Progress is only being measured of those who fail.

            “If students come to school in unequal circumstances, they will largely, although not entirely, leave schools with unequal skills and abilities, in both cognitive and non-cognitive domains” (Rothstein, 2004). Rothstein proposes six areas where if we focused, he concludes disparity amongst students of different social classes may be diminished or reduced. The areas require much more than qualified teachers, they require government involvement, a change in priorities, and funding. In order, Rothstein proposes addressing income inequality, stable housing for lower class families, school-community clinics, early childhood education programs, after-school programs, and summer programs. Each of these proposals are possible, but would require a massive change in policies. Like most proposals of reform, an overhaul of the existing system is needed. Rothstein systematically identified areas he proposes offer students and families of lower classes the best opportunities for advancement and achievement; a so-called leveling of the playing field for families of lower class. Ethically it is a wonderful plan.

            I enjoyed Class and Schools; it contains a lot of information about a lot of issues in schools today. I found the book relevant, educational and intriguing. Much of what Rothstein proposes in the end has a utopian feel to it, which makes the conclusion so scary. As a society I don’t think we are going to be able to address much of what is currently wrong. People have the uncanny knack of turning a blind eye to issues that are not directly in their back yard. In this case, helping those most in need again will again fall very short of addressing the real issues at stake.

Rothstein, R. (2004). Class and schools. Wasington, DC: Economic Policy Institute.