Beyond marketing the problem and stylizing the opposition.

As a society we currently provide support to young people through the work of

non-profits. Much of what underlies the approach to working with inner-city youth has for the most part relied on a social science orientation. As a result, a mind-set seems to have emerged that relies so much on social science research that it ignores, replaces or at the very least seems to have forgotten what real life experience is all about.

The assumption that dysfunction is always the predictable outcome of dire circumstances ignores basic human motivation. A great deal of the resources, energy and rhetoric from non-profit youth organizations has been deficit focused, towards the ‘at-risk’ category of young people; i.e. dropouts, remediation, those with a history in the juvenile system.

Whether it’s the extreme cases of intolerance or the subtle tacit dismissal towards those desiring to focus on the achievers; the fact remains that there is no ‘social justice’ for achieving students if they are being under-served and ignored while they wait for others to catch up. Many will give a number of sociological reasons for not asking or expecting more of certain kids.

People actually think they’re doing someone a favor by not asking of them that they do their best.

-Cultural critic, columnist Stanley Crouch

Of course choosing between at-risk vs achievers sets up a false dichotomy so we wish the best for those who focus on the ‘at-risk’ students. But it isn't fair for the achievers to be conveniently trotted out when the subject of accountability arises then shuffled to the back in anonymity because they aren't useful when marketing the problems.

We believe there is space for a mutually exclusive alternative directed at students whose accomplishments go unacknowledged and unrewarded.

The ethos of struggle

vs

a culture of opportunity and achievement

Taking advanced math has a greater influence on whether students will graduate from college than any other factor—including family background.

8 Adelman, C. (2006, February). The Toolbox Revisited: Paths to Degree Completion from High School through College. Washington, DC: U.S. Department of Education. (p. xxvi)

In the Unites States, by contrast to many other cultures, the focus is often on perceived innate ability—if some students do not make an effort in mathematics this is accepted on the grounds that some students just do not have a gift for it.

Building Blocks for Success, Rob Muller and Alix Beatty of Practical Strategy LLC for Achieve, Inc.