We need to change the conversation in this country about education. The conversation ever since the late ‘80s and early ‘90s has been about accountability and high standards. I’m for high standards as well, but we need to approach the problem in a positive, constructive way. To me that means addressing the needs of the individual children and not bashing the teachers or labeling schools [as] failures…”
-Helen Ladd
Helen Ladd is a Professor of Public Policy Studies and a Professor of Economics at Duke University and an expert on education policy. She recently concluded her term as president of the Association of Public Policy Analysis and Management (APPAM). In my interview, she discusses the arguments presented in her closing address as APPAM President, entitled “Education and Poverty: Confronting the Evidence.” She also has a recent New York Times op-ed on the same subject. Thank you to Professor Ladd for being our inaugural video interview.
Interview questions
Part 1
Q1: What do we know about being from a disadvantaged household and student outcomes?
Q2: Why do policymakers often overlook the correlation between socioeconomic status (e.g., poverty) and student outcomes?
Q3: What strategies can reduce the adverse impact of poverty on student outcomes?
Part 2
Q4: What are some initiatives that have produced results in terms of helping students in poverty to succeed?
Q5: Where should state or local policymakers start in terms of developing policies that help all students, especially low-SES ones, succeed in school?
Video of Part 2
Programs/initiatives referenced in the interview
* Harlem Children’s Zone
* East Durham Children’s Initiative (example of partnerships working on continuum of services)
* Say Yes to Education (Syracuse)
* Citizens Schools (after school programs located in 7 states)
* Smart Start (public/private early childhood initiative in North Carolina)
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