Can’t Buy Me Love



By 01/08/2014

2 Comments | Print | NO PDF |

The so-called War on Poverty has been fantastically successful at eradicating poverty among the old and devastatingly miserable at eradicating poverty among the young. It’s not hard to see why. It’s easy to reduce or eliminate poverty among people, such as seniors, who are not expected to work: Give them money and free services, like Social Security and Medicare. Voilà, problem solved. What our young people require, however, is so much more. And it’s nothing a government program can provide.

What they need, first and foremost, are parents with the emotional stability, resources, and commitment to do their most important job well. That means making good decisions daily about what they will or won’t expect of their kids; the time they will or won’t spend with them; the books they will or won’t read to them; the experiences they will or won’t provide. It shouldn’t be controversial to say, then, that many poor parents struggle to make these good decisions, often because they themselves are still growing up and are trying to do the job alone.

If we want to reduce intergenerational poverty — the real social scourge in America — we need an all-out effort to encourage everyone to follow a simple rule: Don’t have kids until you are ready to provide for them, emotionally and financially.

That means taking children who are growing up today in dysfunctional families and dysfunctional communities, and often attending dysfunctional schools, and transporting them into environments that can, as President George W. Bush would say, “touch their hearts.” The most promising among these are schools of choice that prepare students academically and vocationally — so that they might see a future for themselves beyond the walls of poverty — but also emotionally, socially, and spiritually. These are schools of character and conviction, schools with a clear sense of moral purpose, that aren’t bashful about shaping kids’ characters and compasses.

Such schools should be measured by the degree to which their graduates are college- and career-ready, yes, but also fatherhood-ready and motherhood-ready. The true measure of the impact of education reform — or any other campaign in the War on Poverty — is whether it produces self-sufficient citizens who can build strong and healthy families for the next generation.

-Mike Petrilli

This first appeared as part of National Review Online’s symposium on the War on Poverty at 50.




Comment on this article
  • wsgk says:

    Note that the latest Fryer/Dobbie report found that the Promise Academy female students were 12 percentage points less likely to get pregnant in their teens. A huge impact – under reported IMO – more significant than enrollment in college since enrollment and completion are obviously two very different things. Labor market outcomes and teen pregnancy are two indicators that should be included in all long-terms studies of charter school impacts. I would wager that a good share of KIPP college non-completers got decent jobs (which may even have led to dropping out as is common at community colleges.)
    http://www.nber.org/papers/w19581

  • Sydney says:

    The children of “parents with the emotional stability, resources, and commitment to do their most important job well” are successful at least partially because they attend schools IN their communities where their parents can volunteer often, become familiar with the school community, and communicate informally with other parents. The most successful kids are those whose education continues beyond the school day, at home and in social activities and extracurriculars. If you take already marginalized kids OUT of their communities and explicitly encourage them to “see a future for themselves beyond the walls of poverty,” you’re alienating them from their families and communities, the very people that make or break a child’s academic future. It’s obviously crucial to strengthen the schools that serve at-risk populations, but it’s a mistake to tear those kids away from their communities. Exceptional schools are not enough.

    We need to QUIT transporting kids INTO the environments that we deem heart-touching, and instead put our energy into creating neighborhood schools that validate culture and transform existing communities into healthy, positive environments that promote academic achievement.

  • Comment on this Article

    Name ()


    *

         2 Comments
    Sponsored Results
    Sponsors

    The Hoover Institution at Stanford University - Ideas Defining a Free Society

    Harvard Kennedy School Program on Educational Policy and Governance

    Thomas Fordham Institute - Advancing Educational Excellence and Education Reform

    Sponsors