Monday, Dec. 19, 2005

Education is supposed to reduce the likelihood of
being poor. Does being poor reduce the likelihood of being educated?

In Rochester, where thousands of poor children rely on outside help for
food, clothing and health care, it's an underlying question that's being
asked openly — especially as reports show poverty becoming more
widespread.

Nearly four in 10 city schoolchildren come from households where income is
below the federal poverty level, according to data released this month by
the U.S. Census Bureau. That 39 percent poverty rate for 2003, the most
recent year available, was up from 32.4 percent in 2000 and was the
highest among the state's big cities.

The poverty rate also rose in all 17 suburban school districts in Monroe
County between 2000 and 2003, though not by as much as in the city. A
slowing economy is believed to be responsible, as manufacturers led by
Eastman Kodak Co. cut thousands of jobs, a downsizing that is still going
on.

At School 20 on Oakman Street, principal D'Onnarae Johnson said the
effects of poverty are a challenge. She's trying to get more volunteers to
assist the children in school, but she says helping them at home — after
school, on weekends and over the summer — is needed even more.

"We use everybody we can possibly get to do one-on-one tutoring of the
kids. We know that we can't do it by ourselves."

During a recent visit to School 20, retired Kodak engineer Jim Scanzaroli,
83, was among several tutors from Valley Manor Senior Living Facility who
tried to bolster the students.

"Oh, it's just great," he said. "We enjoy them very much. Kids are always
amazing."

The City School District says that many children from low-income homes are
disadvantaged in other ways as well.

According to a 2004 study by the district:
Many kindergartners arrive at school without the most basic skills, such
as being able to recite the alphabet, count to 10 or read simple words.
More than 10 percent of children under age 6 have elevated lead levels in
their blood, and 38 percent have problems with vision, hearing, motor
skills, language or cognition that impede their ability to learn. Every year, about 20 percent of the district's 34,000 students move, with some relocating multiple times, often changing schools.

Social worker Leah Meixell, who is in her third year in the district's
Program for Homeless Students and Families, said 305 homeless students
have been helped since September.

"These are only the ones that we're aware of," Meixell said. "I'm sure
there are more out there that have not come forward. It seems to be
increasing each year."
The reasons?

"I would say the number one reason is eviction. They have been staying
temporarily with friends and family and worn out their welcome, or they
can't find jobs, there are house fires, domestic violence and drug use in
the family.I just had five of them (students) walk in and say, 'My parents are on
drugs, and I need a place to stay. I want to continue in school.'"

School officials say poverty as a barrier to education can be overcome.

"All children can learn regardless of economic circumstances," said city
school Superintendent Manuel Rivera, while acknowledging that "some of the
barriers we have to overcome (as a district) are greater than those that
do not have the poverty rates we have."

Having the highest poverty level in the state among urban districts
"should be a message to this entire community to really improve
education," Rivera said.

He has proposed a Children's Zone for northeast Rochester, where poverty
is the most concentrated. The zone would focus on families, with a goal of
stabilizing children's lives so they're better prepared to learn.

Another major initiative, also in the early stages, seeks to recruit
10,000 mentors for city school kids over the next 10 years.

But the district isn't waiting for those programs to kick in. Here are
some examples of what's going on now:
School 33

There are seven health centers in city schools. One is at School 33 on
Webster Avenue. "This school was chosen because of the high rate of
poverty, the high absentee rates and the known health problems within the
population," said Rebecca Ledwin, pediatric nurse practitioner.

"We think the kids can learn better because they feel better. They are
being cared for. They can receive mental health services right here."

The clinic was established four years ago under the direction of principal
Larry Ellison.

"Healthy children lead to better attendance in school. Better attendance
in school leads to more time on tasks. More time on tasks hopefully will
lead to better outcomes," Ellison said.

Test results at School 33 have improved so much that state Education
Commissioner Richard Mills has applauded it.

Ellison believes poverty is no excuse for failure. But the school also
provides plenty of support. It has a used clothing dropoff and pickup
area, sponsors food drives and gives away books.

"We do things that might not have to be done in the suburbs," said
sixth-grade teacher Mark Frenzel, who adds that being poor shouldn't carry
a stigma.

"Just because these families don't have a lot of money, people
automatically assume that their home life is horrific. The fact is, there
are good homes and good people that need extra help," Frenzel said.
School 15

Twenty-three languages are spoken at the school on Averill Avenue. In
assemblies held three mornings a week, the children sing and learn about
the countries where their classmates come from.

But the language and cultural differences also compound the challenges
caused by poverty. Almost half of the 300 students come through the doors
not speaking English.

"You can't expect them to be functioning well when their family isn't,"
said sixth-grade teacher Barbara Holmes. "Parents need to have stable
lives themselves. That's very hard when you're new to the country, are
trying to learn English and find a minimum-wage job."

To be sure, a lot of parents at School 15 place a high value on their
children's education. Teachers say it isn't unusual for entire families to
come to school for parent-teacher conferences.

On the other hand, said sixth-grade teacher Donna Rizzo, "I've had kids
say, 'I was at church, so I didn't get my homework done.' ... Well, even
God wants you to do your homework.

"Parents are stretched," Rizzo said. "Many times I've said to myself, 'We
don't need to do more for the kids; we need to do more for the parents.
... Getting their child's homework done is not as important because
they're trying to get dinner on the table, or they're trying to pay the
rent."