Build School Readiness
Build School Readiness
Student Deficit Fallacy
Research has shown that students must possess four key characteristics to learn effectively from classroom instruction:
1. Disposition for learning
2. Adequate cognitive functioning
3. Knowledge base for the content being presented
4. Sufficient study skills and strategies
However, school readiness should not be determined solely by the capabilities of the child. Instead of asking if students are ready to learn, the better question may be: Are we ready to provide them the supports they need to overcome both academic and non-academic barriers to achievement?
Non-Academic Barriers to Achievement
According to the U.S. Department of Education, more than one-third of all students have psychosocial challenges that prevent them from fully benefiting from traditional academic instruction (Epstein, M., Atkins, et al., 2008; Adelman, H. & Taylor, L., 2005; Barriga, A., Doran, J, Newell, S., et al., 2002).
“It is easier to build strong children than to repair broken men.”
[Frederick Douglass, Abolitionist]
“The deficit model is based on the normative development of students whose homes and communities have prepared them for schooling long before they enter school. Children who come to school without that preparation, and without the continuing home support of family members who can reinforce the goals of schooling, face expectations that they have not had the opportunity to fulfill. All too quickly the students become candidates for suspected ‘disability.’ Why can't we see students' difficulties as ‘human variation rather than pathology’?”
Student Learning Supports
According to Child Trends, a nonprofit, nonpartisan research center, the key to successful student support is integration. Schools need to focus not only on traditional tutoring and mentoring but also broader initiatives, such as linking students to physical and mental health care and connecting their families to parent education, family counseling, food banks, or employment assistance.
Quality implementation of this integrated student support is also critical. Research has shown that the impact of low-quality or partial implementation on student learning outcomes is no different than no support at all.
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