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WASHINGTON, DC -- Citing resources and not ability, Congressman Chaka Fattah (D-PA) criticizes a report by the National Assessment of Educational Progress that shows students in Atlanta, Chicago, the District of Columbia, Houston, Los Angeles and New York City lag behind their peers in reading and writing.
“Students in the six large cities and all other large urban areas have by every definition the least qualified teachers, the most over-crowded classrooms and the most outdated learning materials.”
“Consequently, it is not surprising, that students in urban and even rural areas score more poorly in reading and math than do students in districts where they have the most educational opportunities, including qualified teachers, small class sizes and updated learning materials,” according to Congressman Fattah.
Congressman Fattah further rejects the notion that poverty, race or English as a second language consigns these students to poor academic performance. Instead it’s the fact that children in urban and rural school districts don’t have the same educational resources as do students in the more affluent districts. Something the Congressman is working to change through legislation.
H.R. 236, The Student Bill of Rights would hold states accountable for providing equal resources to all students including highly qualified teachers and guidance counselors, challenging curricula, up-to-date textbooks and materials, and small classes.
Currently, lawsuits challenging state methods of funding public schools have been brought in 45 of the 50 states. |
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