Middle-class kids get to play, develop their thinking ability. Poor kids are much more likely to get regimentation under the guise of socialization. On top of it, we have huge segregation in early childhood programs. I don't see these patterns changing anytime soon, and that's a big obstacle.

Middle-class kids get to play, develop their thinking ability. Poor kids are much more likely to get regimentation under the guise of socialization. On top of it, we have huge segregation in early childhood programs. I don't see these patterns changing anytime soon, and that's a big obstacle.

The origins of these [schooling] federal policies were tied to President Johnson's war on poverty. Supplemental funds were sent to school districts serving poor children to compensate for issues related to poverty. Since the enactment of NCLB, the focus on mitigating poverty has been replaced by a focus on accountability as measured by test scores.

Teaching in Providence and Oakland, I realized that the first thing is that it wasn't good enough to come in and assume that I had what my students needed in terms of knowledge and skills. I also had to show them that I was their ally. I had to show them that I was concerned about them, wanted to relate to them, and that I was fundamentally on their side.

It's about having a comprehensive vision that includes things like social supports while providing a high-quality education. It seems obvious, but when you look at schools that are really struggling, you don't see high-quality education.

Most departments of education are set up largely to regulate schools and hold them in compliance. They don't really help schools. When a school is struggling with certain kids, they can't go to the state and say, "Can you help us with resources and training?" That should be their role.

That's at the core of equity: understanding who your kids are and how to meet their needs. You are still focused on outcomes, but the path to get there may not be the same for each one.