ERIC Number: ED273694
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Educational Reform for Disadvantaged Students: An Emerging Crisis.
Addressing the problems of the educationally disadvantaged requires specifically focused educational reforms. This paper: (1) describes the population of disadvantaged students in terms of its composition, growth, and educational performance; (2) reviews the dire consequences of ignoring the educational needs of these students; (3) discusses the failure of current educational reforms to address their special needs; (4) sets an agenda for filling that gap; and (5) discusses implications for policy, strategy, and action. The proportion of disadvantaged students--including those in poverty and those whose chances of educational success are handicapped due to linguistic and cultural obstacles--is increasing and the degree of their disadvantage is rising. Unless the nation responds to the imminent crisis, deleterious consequences will include: (1) a two-tiered society, leading to (2) serious political conflict and potential social disruption, (3) long-term deterioration in the quality of the labor force, and (4) escalated costs for public assistance and criminal justice. Reform strategies must enrich the preschool experience, augment home and school resources, and assist students with limited English proficiency. All levels of government and other constituencies must adhere to a policy agenda which includes the establishment of goals, accountability, resources, and technical assistance. (ETS)
Descriptors: Compensatory Education, Economically Disadvantaged, Education Work Relationship, Educational Change, Educational Policy, Educationally Disadvantaged, Elementary Secondary Education, Limited English Speaking, Minority Groups, Parent Participation, Remedial Programs, School Community Relationship
NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (NEA members $3.95 per copy; nonmembers $7.95).
Publication Type: Reports - Evaluative; Opinion Papers
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. Div. of Instruction and Professional Development.