Doing the “Impossible”: Shifting Beliefs to Enable Deeper Learning for All Students
July 20, 2016 05:01 pm
A child born into a family in the lowest income quintile has a 45 percent chance of remaining there if that child drops out of high school, while as a college graduate that child has only a 16 percent chance, according to the Brookings Institution. Clearly, students who are college and career ready are more likely to experience economic mobility. This was the theme at the recent Voices for Opportunity and Economic Mobility Summit hosted by Jobs for the Future (JFF), where presenters emphasized the economic imperative to prepare all students for college, a career, and life.
Statistics like the ones above often contribute to deep-seated beliefs about what traditionally underserved students can achieve and can impact efforts to improve deeper learning opportunities and outcomes for students in underserved schools. During the JFF conference, presenters explored how belief systems can hamper innovation in education and emphasized that educators and leaders must first believe that is it possible to successfully implement deeper learning in underserved schools.