“It might also mean greater business and government support for maternity and paternity leave and day care so that the middle class and the poor can get some of the educational benefits that the early academic intervention of the rich provides their children. Fundamentally, it means rethinking our still-persistent notion that educational problems should be solved by schools alone. The more we do to ensure that all children have similar cognitively stimulating early childhood experiences, the less we will have to worry about failing schools. This in turn will enable us to let our schools focus on teaching the skills — how to solve complex problems, how to think critically and how to collaborate — essential to a growing economy and a lively democracy.”

—  Sean Reardon

No Rich Child Left Behind, 2013

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Sean Reardon6
American sociologist

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“We need to start talking about this. Strangely, the rapid growth in the rich-poor educational gap provides a ray of hope: if the relationship between family income and educational success can change this rapidly, then it is not an immutable, inevitable pattern. What changed once can change again. Policy choices matter more than we have recently been taught to think. So how can we move toward a society in which educational success is not so strongly linked to family background? Maybe we should take a lesson from the rich and invest much more heavily as a society in our children’s educational opportunities from the day they are born. Investments in early-childhood education pay very high societal dividends. That means investing in developing high-quality child care and preschool that is available to poor and middle-class children. It also means recruiting and training a cadre of skilled preschool teachers and child care providers. These are not new ideas, but we have to stop talking about how expensive and difficult they are to implement and just get on with it.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

“If not the usual suspects, what’s going on? It boils down to this: The academic gap is widening because rich students are increasingly entering kindergarten much better prepared to succeed in school than middle-class students. This difference in preparation persists through elementary and high school. As you may have heard, the incomes of the rich have grown faster over the last 30 years than the incomes of the middle class and the poor. Money helps families provide cognitively stimulating experiences for their young children because it provides more stable home environments, more time for parents to read to their children, access to higher-quality child care and preschool and — in places like New York City, where 4-year-old children take tests to determine entry into gifted and talented programs — access to preschool test preparation tutors or the time to serve as tutors themselves.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Karl Marx photo

“And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.”

Karl Marx (1818–1883) German philosopher, economist, sociologist, journalist and revolutionary socialist

As quoted in The Communist Manifesto (21 February 1848), p19-20.

“But rising income inequality explains, at best, half of the increase in the rich-poor academic achievement gap. It’s not just that the rich have more money than they used to, it’s that they are using it differently. This is where things get really interesting. High-income families are increasingly focusing their resources — their money, time and knowledge of what it takes to be successful in school — on their children’s cognitive development and educational success. They are doing this because educational success is much more important than it used to be, even for the rich.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Francesc Ferrer i Guàrdia photo

“It needs very little reflection to see that a school for rich children only cannot be a rational school. From the very nature of things it will tend to insist on the maintenance of privilege and the securing of their advantages. The only sound and enlightened form of school is that which co-educates the poor and the rich, which brings the one class into touch with the other in the innocent equality of childhood, by means of the systematic equality of the rational school.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Lydia Sigourney photo

“We speak of educating our children. Do we know that our children also educate us?”

Lydia Sigourney (1791–1865) American poet

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 51.

Hillary Clinton photo

“The people taking care of our children and our parents, they deserve a good wage, good benefits, and a secure retirement. And, it’s crucial that every American have access to the education and skills they need to get the jobs of the future. So we will fight to make college tuition-free for the middle class and debt-free for everyone.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Speech in Warren, Michigan (August 11, 2016)

Theresa May photo

“I hope that we all agree that the aim is to provide the right education for every child. For some children, that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.”

Theresa May (1956) Prime Minister of the United Kingdom

Maiden speech to Parliament https://www.theyworkforyou.com/debates/?id=1997-06-02a.59.0 (02 June 1997)

Jeffrey D. Sachs photo

“What a social welfare system does is enable people to live with dignity if they don’t have the means on their own. It enables households that are relatively low-income to have a place for their children to get a quality education. It allows everybody to have a dignity of work by having some vacation time or paid leave or maternity leave or father’s leave. And this is decency. This is what it means. We’re rich countries now. We should have the decency to provide dignity for everybody. I happen to live in a country that doesn’t believe it. We soaked up the libertarian ideas. I can tell you what it’s like. We have a large part of our population living in duress, in extreme poverty in the United States. It’s horrible. Because we have this philosophy, “You’re on your own.” Well, “you’re on your own” in this world means living in misery, dying many years earlier, children having no chance in the educational system. People working round the clock, no time off, no paid leave, no opportunities. It’s horrible.”

Jeffrey D. Sachs (1954) American economist

Climate, Welfare..., Australian Broadcasting Corporation, 15 October, 2018 http://www.abc.net.au/tv/qanda/txt/s4892252.htm

“During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.”

Terry M. Moe (1949) American political scientist

John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract

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