Do You Pay Kids To Attend School?
By Robert W. Andrews
A recent Huffington Post article (http://huff.to/Qn8mMy)
highlights a new study that shows how cash incentives encourage low-income
students to stay in school to focus on their academics. For my students, who
are mostly low-income, money isn’t the incentive. The incentive comes when an
adult in their life inspires them to do well. Perhaps educators should invest
money into human capital instead of handing out an allowance for those who
maintain good behavior? Rewards are good, but if students see that their
education will get them somewhere that will be reward enough. I have seen this
first hand in schools that are, for lack of a better word, failing.
Clearly poverty effects student performance and we
should be creative in attempting to level the playing field. However, what if
these same kids the researchers studied, had amazing teachers, innovative
principals and longer school days that fostered outside interests through
internships, athletics and other activities? Would they achieve the same
results? I don’t know, but the latter sounds better to me.
I suppose this is a value judgment. Do you keep the
status quo at school, but pay the kids off to behave well and do their homework?
Or do you reinvent schools that care for students holistically? When a student
sees the same broken window year after year in their school what does that say
to the student? When students don’t have textbooks that they can take home to
study because the school only paid for one set to be kept in the classroom, how
does that affect their learning?
When students see engaged teachers who stay after
school to help them understand concepts, would they need to be paid to go back
to class? When principals reward teachers for extracurricular involvement,
provide space for writing college letters of recommendations, and give them a
good balance between structure and freedom, most students are willing to engage
without being paid.
I have seen this in one of our partner schools where
only about 25% go on to four year colleges. One of the American History and AP
Government teachers at Waukegan High School, Joshua Bill, has a cult following
among his students. After reading the Huffington Post article, one might think
he was paying the kids to work on their mock congress debates, National History
Day projects and reading primary texts.
Instead, he is just an inspirational teacher. Who would have thought
low-income kids would do their work when the only incentive is a powerful role
model who is a gifted teacher? Maybe we
should spend our resources focusing on giving incentives to the teachers who
inspire our kids and help support those struggling teachers who want to go from
just being mediocre to fantastic?
Inspiration spreads. Our Scholars, who have a group
of adults dedicated to their success, don’t take this privilege lightly. They share
the lessons they have learned with their peers, siblings, cousins and just
about anyone who will listen. Our Scholars encourage their friends to apply to
highly selective colleges with them. This past year, a number of their peers,
without any other assistance beyond our Scholars, were accepted and now attend amazing
colleges.
Paying kids to attend school feels a lot like hush
money. Giving cash to the neediest kids silences them. With this incentive,
they won’t speak out against the inferior educational experience we are giving
them. Instead we should deal with the
uncomfortable reality that not all adults are doing right by our kids. We need
to invest only in adults who care and go the extra mile for our students. This
is more difficult, but certainly more transformational to a system in serious
need of change.
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