CLOSING THE GAP

By Bart Body

By using existing funds more effectively, we can improve the academic achievement of Hispanic children, and help close the gap in reading and math.

Unfortunately these programs have not been properly implemented, and the results have been disappointing.

The assumption behind any remediation program is that the student needs something different than, or more than, what is provided in the regular curriculum. But different in what way? More of what? How much more of what?

You won't know unless you ask. Every child is unique. You have to study the particular student to identify his or her special needs. Title VII even specifies that those identified as needing remediation should be pre-tested in the first thirty days of the school year (this was actually done last year for the first time, but has not happened yet this year).

But here's the real kicker: The testing in our schools does not provide the kind of diagnostic information needed to select the right program, or adjust it to the particular student. It simply assesses the level of functioning, not the kinds of difficulties that get in the way of functioning.

To close the gap in reading level for Hispanics, as well as for non-Hispanics with dyslexia or other learning impediments, we must make drastic changes in how these programs are implemented. These programs are not ends in themselves, they are just tools. Even if you have the right tools, you don't get the house built without a plan -- the right plan.