“…the stubborn achievement gaps between rich and poor, minority and white students persist.”

In my past experience as a teacher in New York City, in two decades, the conversation about change and improvement was the topic, while schools remained basically unchanged. It caused disheartenment and disappointment to see the same problems persist. It was more vivid for me since I did not go elementary or high school in New York, but in Puerto Rico. At least Puerto Rico had an excuse to have poor public schools, but I wondered why, a main city of the United States had a similar situation.   A city where wealth was noticeable in all areas except in education. Maybe the lack of stability, (more than half of new teachers leave teaching, and most do so within the first five years) in the teaching profession has something to do with it, as I read the following passage from the U.S. Department of Education, National Center for Education Statistics (2014 Report on Teacher Attrition and Mobility)

“About 51 percent of public school teachers who left teaching in 2012–13 reported that the manageability of their work load was better in their current position than in teaching. Additionally, 53 percent of public school leavers reported that their general work conditions were better in their current position than in teaching.” http://nces.ed.gov/fastfacts/display.asp?id=28

 

via Crux of Connecticut Judge’s Grim Ruling: Schools Are Broken – The New York Times