Addressing Race and Class Disparities in Urban Schools

"There is a crisis in America--too many black, Hispanic, and poor Americans are ending up in prisons, the streets, gangs, or graveyards. This result has partially been born from an American belief that race and poverty define the life trajectories of urban schoolchildren. Poverty and failure don't have to be destiny. We need to show every child there is hope. They can succeed because of good schools that believe in them. We (NUA) provide instructional strategies that enable educators to empower their students. Our advocacy is defined by demonstrating to the teachers and communities that all children, regardless of their life situation, are capable of graduating high school and can prepare to enter a college of his or her choice." ~ Eric Cooper.

Follow-up comment by Eric Cooper, provided after the Conversation to expand on Diane Wittner's question that refered to the ideas of John Taylor Gatto:
"Gatto's historical references to the why of public education is important and relevant, so more people might become aware of the structural challenges life-long learners face. Yet how one translates progressive education practice in the context of that understanding can provide a rich tapestry of life-long learning expereinces for students -- in spite of the challenge of the mundane. John Dewey who I mentioned during the interview gets it right when he suggests that knowledge is "...the fruit of our understanding," or that knowledge is not separate from doing. For my perspective how knowledge is imparted within the limitations of how public education is imparted is more important than the structures and policies that may interfer with deep learning."