Elementary aged children in northeast Philadelphia are faced with multiple
challenges that prevent or retard their abilities to realize their full potential. The largest is
that of poverty. While poverty affects developing minds and bodies in the form of
nutrition, medical care, and social development, it is particularly crippling to the
academic development of the early child, because it creates a vicious cycle. The long-
reaching consequences for at-risk students include “ retention, special education
placement, school dropout, and later, adult unemployment” (Neuman 2009). As we will
see, some interventionist programs are more helpful than others.
The other side of the poverty coin in Philadelphia are its elementary schools, who
must compete with more affluent suburbs. They must also contend with students who
may come to school hungry, inappropriately dressed, or coming from a home that does
not read to young children or give them any academic support or encouragement
whatsoever. Given large class sizes,
In Philadelphia county/city, a quarter of the households live below the poverty
line (Census website 2009). There is a $13,000 difference between the average
household income in Philadelphia vs. the state at large, which appears to be comparable
to the national average. The population of school-aged children comprised 23.5% of the
2010 population of 1,526,006 (ibid). More than 72,000 school-aged children occupy a
home with a single parent (McGuire & Ikpa 2008). The School District of Philadelphia is
the eighth largest in the country by enrollment, and the majority of its attendees are
minorities (Cunnigen & Bruce 2010).
For example, at McKinley, an elementary school in north Philadelphia, 83.8% of
students qualify for a free or reduced price lunch, most are ethnic minorities, and 12.8%
, are non-Hispanic whites. In 2005, only 6.5% passed a standardized test covering reading,
writing, and math (that is one in fifteen) (Neuman 2009). Nearby affluent Chestnut Hill
saw close to 80% of students pass all sections (ibid). The Cook-Wissahickon Elementary
School in North Philadelphia is 60% black and 40% Caucasian, and 80% are eligible for
free lunches (Putnam et al. 2004)
One of the steps being take to improve elementary schools is that of privatization.
When a school fails to demonstrate improved test scores for three consecutive years,
“corrective actions” may be undertaken, including privatization; however John Hopkins
researchers have demonstrated that standardized mathematics test scores in the fifth grade
have remained stagnant through 2004 (Adams, et al. 2008). Moreover, Putnam et al. calls
the privatization efforts in northeast Philadelphia by Edison Schools a “failure” (2004).
Clearly, programs that promote volunteerism and targeting of those most at risk
are not only cost effective, but effective period. Children whose mothers had the lowest
IQ gained the most from the Abecedarian Project, for example (Neuman 2009). This
program was one of the earliest of its kind, run in the Carolinas, and it provided
interventions for poverty-stricken students who lagged behind.
In Philadelphia, the Experience Corps brings retirees into elementary schools,
where they can provide much needed one-on-one attention. The program was launched
in 1996, and serves 2,000-2,5000 students annually in grades K-3. In north Philadelphia,
for example, Hunter Elementary and McClure Elementary schools benefit from this
program (Experience Corps website 2010). One woman, a retired nurse, shares the story
of seeking out the small boy she was working with, only to find his apartment lacked heat
and electricity. His mother, upon getting a crafted card, promptly threw it in the trash. It
challenges that prevent or retard their abilities to realize their full potential. The largest is
that of poverty. While poverty affects developing minds and bodies in the form of
nutrition, medical care, and social development, it is particularly crippling to the
academic development of the early child, because it creates a vicious cycle. The long-
reaching consequences for at-risk students include “ retention, special education
placement, school dropout, and later, adult unemployment” (Neuman 2009). As we will
see, some interventionist programs are more helpful than others.
The other side of the poverty coin in Philadelphia are its elementary schools, who
must compete with more affluent suburbs. They must also contend with students who
may come to school hungry, inappropriately dressed, or coming from a home that does
not read to young children or give them any academic support or encouragement
whatsoever. Given large class sizes,
In Philadelphia county/city, a quarter of the households live below the poverty
line (Census website 2009). There is a $13,000 difference between the average
household income in Philadelphia vs. the state at large, which appears to be comparable
to the national average. The population of school-aged children comprised 23.5% of the
2010 population of 1,526,006 (ibid). More than 72,000 school-aged children occupy a
home with a single parent (McGuire & Ikpa 2008). The School District of Philadelphia is
the eighth largest in the country by enrollment, and the majority of its attendees are
minorities (Cunnigen & Bruce 2010).
For example, at McKinley, an elementary school in north Philadelphia, 83.8% of
students qualify for a free or reduced price lunch, most are ethnic minorities, and 12.8%
, are non-Hispanic whites. In 2005, only 6.5% passed a standardized test covering reading,
writing, and math (that is one in fifteen) (Neuman 2009). Nearby affluent Chestnut Hill
saw close to 80% of students pass all sections (ibid). The Cook-Wissahickon Elementary
School in North Philadelphia is 60% black and 40% Caucasian, and 80% are eligible for
free lunches (Putnam et al. 2004)
One of the steps being take to improve elementary schools is that of privatization.
When a school fails to demonstrate improved test scores for three consecutive years,
“corrective actions” may be undertaken, including privatization; however John Hopkins
researchers have demonstrated that standardized mathematics test scores in the fifth grade
have remained stagnant through 2004 (Adams, et al. 2008). Moreover, Putnam et al. calls
the privatization efforts in northeast Philadelphia by Edison Schools a “failure” (2004).
Clearly, programs that promote volunteerism and targeting of those most at risk
are not only cost effective, but effective period. Children whose mothers had the lowest
IQ gained the most from the Abecedarian Project, for example (Neuman 2009). This
program was one of the earliest of its kind, run in the Carolinas, and it provided
interventions for poverty-stricken students who lagged behind.
In Philadelphia, the Experience Corps brings retirees into elementary schools,
where they can provide much needed one-on-one attention. The program was launched
in 1996, and serves 2,000-2,5000 students annually in grades K-3. In north Philadelphia,
for example, Hunter Elementary and McClure Elementary schools benefit from this
program (Experience Corps website 2010). One woman, a retired nurse, shares the story
of seeking out the small boy she was working with, only to find his apartment lacked heat
and electricity. His mother, upon getting a crafted card, promptly threw it in the trash. It
