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The Father Factor

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(Video) Are Dads the Missing Link in Education Reform?

24 million children without biological fathers in the home. This is a stat we at NFI mention a lot. The number can be so big that it loses its meaning. However, if you take time to break most societal ills down, you find that father absence is a big part of the problem. Fix the state of fatherhood and remedy many ills in society. Education isn't immune to the father absence crisis, both in America and globally.

We recently wrote a column for CNN titled, "The Missing Piece in Education Reform—Dads". You can read our blog on it here.

Vincent DiCaro, National Fatherhood Initiative’s VP of Development and Communication, recently appeared on FoxNews Live to discuss the father-absence crisis and just how critical a fathers' role is in education. 

Gregg Jarrett interviewed DiCaro on the FoxNews Live show "On the Hunt" about the state of education reform and fathers' roles.

If you can't see the video, click here.

Jarrett points out that America's children seem to be in a deficit compared to other nations and asks the question, "What's hurting education in America?"

1) Children growing up in father-absent homes
DiCaro does well to point out that "The biggest change that has taken place in education over the last generation has nothing to do with schools, but everything to do with what has happened to the family... One in three of our children are growing up without their biological father in the home." 

2) Decline in marriage
Jarrett asks what's to blame for the decline of father involvement; unwed mothers or divorce or both? DiCaro makes clear that both contribute to what ends up being a situation where dad is just not there on a regular basis. DiCaro points out, "Out of wedlock childbirths have gone through the roof. We're at about 40% of all births are out of wedlock." He continues by pointing out that divorce is obviously still at a high rate. But DiCaro also mentions the "general mentality in our country that fathers don't play a unique an irreplacable role in their children's lives."

Jarrett asks about father absence and race. DiCaro makes clear that the father-absence issue is a global one. DiCaro says, "Father absence is not unique to any one community...this is a problem happening across the board." DiCaro continues, "...it isn't just in the United States, there was a global study done from Child Trends called the "World Family Map"; the report found, across the developed world, "children in two-parent homes do better in school than children in single-parent homes and this happens independent of income...this isn't about the haves versus the have-nots in terms of money, but kids who have two parents, and kids who have only one."

Jarrett asks, "do you think the important role that a dad plays in education is underestimated?"

DiCaro says, "Absolutely. Us dads ourselves often underestimate our role. We often think, mom has that covered, she's going to the parent teacher meetings, she's helping with homework, so the kid's gonna be fine. But even if mom's doing these things, it's still critically important for dad to do them as well. You know, dads do things differently. We interact with our children differently. We play a unique and irreplaceable role in our childen's lives, and so we need to be just as hands-on with our kids' education, reading to them every day, helping them with their homework, going to the school, being there, present in the school; a man's presence in a school communicates a lot to his kids and other kids in the school as well.

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PA is 25th State to Standardize NFI's InsideOut Dad®

Facilities Across Pennsylvania Have Been Equipped to Deliver NFI’s InsideOut Dad® Program to Connect Incarcerated Fathers With Their Children

nfi logoNational Fatherhood Initiative (NFI) has trained 37 Pennsylvania Department of Corrections (PA DOC) staff members on how to deliver NFI’s InsideOut Dad® program to incarcerated fathers across Pennsylvania.

The training took place at a Training Academy in Elizabethtown, PA on January 15 and 16 following the decision of PA DOC Secretary John Wetzel to standardize InsideOut Dad® at the state’s 24 adult male correctional facilities and 1 boot camp facility. The training equipped treatment specialists, corrections counselors, and chaplains to deliver the classroom-based curriculum to fathers seeking to reconnect with their children. The curriculum covers topics such as family history, what it means to be a man, showing and handling feelings, co-parenting, and much more.

Michael Yudt, NFI’s Senior Director of Program Support Services, who delivered the training, said, “The training revealed a great deal of excitement among Pennsylvania Department of Corrections staff for this type of program, aimed at helping inmate dads reconnect and strengthen their relationships with their children. In fact, one facilitator plans to delay her retirement until she has a chance to run InsideOut Dad® for a year.”

Pennsylvania is the 25th U.S. state to “standardize” InsideOut Dad® -- the nation’s only evidence-based program designed specifically for working with incarcerated fathers -- across its state correctional facilities. An independent study by Rutgers University qualified InsideOut Dad® as evidence-based, proving its effectiveness in building fathers’ knowledge and confidence in being better fathers, even while incarcerated.

"When individuals come to prison, not only does the community suffer, often their children, innocent victims in the situation, pay a toll. This program addresses the need for male offenders to stand up, face their responsibilities, and truly be a man in every sense of the word. Not only do we need this program, society does, as 90% of our men will return to our communities one day," said Secretary Wetzel.

SCI-Mahanoy, a facility in Frackville, PA, has been running InsideOut Dad® and was instrumental in arranging for implementation across the entire state. As a result of the training, each of the 25 facilities aims to offer InsideOut Dad® once per quarter as a voluntary program for inmates, with state-mandated eligibility criteria in place for fathers seeking to participate in the program.

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The Missing Piece in Education Reform—Dads

classroom, education, fatherhoodWriting for CNN’s Schools of Thought blog, NFI's Christopher Brown and Vincent DiCaro reveal the missing piece of education reform. Brown and DiCaro point out that "There is no shortage of answers about how to improve our nation’s schools, including more charter schools, school vouchers, standardized testing, lower teacher-student ratios and performance-based hiring, pay and promotion of teachers. However, what we find lacking in almost every debate about education reform is the role of families - especially fathers - and the support they can and should provide to ensure children’s educational success. If parents, educators and reformers are to make a difference in improving children’s educational success, we must expand our definition of education reform."

They continue, "children in two-parent homes were more likely to stay on track in school and have higher literacy, both of which are critical to overall educational success." 

Pointing to research on marriage from Pew Research Center saying barely one-half - 51% - of adults today are married, down from 72% in 1960, the article says, "The decline of marriage, the rise of divorce and the increase in out-of-wedlock births - now 40% of all births - has contributed to the reality that more than 24 million children in America live in homes absent a biological father."

Brown and DiCaro do not write only to complain, but to offer real solutions for educational improvement. They point out several real-life things fathers can do at home and in school to help their children succeed:

  • Attend school and class events, or even spend a day in the classroom—your presence communicates something to your child and to their teachers. 
  • Read to your children every day. 
  • Help with school work. 
  • Don’t let mom do all the work. 
Some believe that school is “mom’s territory,” but fathers are just as important to their children’s educations as their mothers. Brown and DiCaro add that schools can help to create father-friendly environments by:
  • Including posters, reading materials and visual cues that show dads are welcome. 
  • Distribute parenting resources targeted to dads, as well as moms. 
  • Hold seminars for staff members to remind them how important it is for dads to be involved. 
  • Create dad-centric events, like “Dad and Donuts Day” where fathers join children at school for breakfast.

Brown and DiCaro do well to explain, "Changing parents’ and schools’ views of parental involvement are part of education reform. But most importantly, we must also address and reverse the two most disturbing trends of the past half-century - the increase in the number of children growing up in father-absent homes and the decline in marriage. These two issues are inseparable and have a direct impact on our children’s success in school."

Read the full article at CNN's Schools of Thought.

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photo credit: dcJohn

Advocate for Dads in Washington, DC!

capitol building advocate for fatherhoodOne of NFI’s goals is to be a voice for fatherhood on Capitol Hill. Over the years, for example, we have helped push through funding that supports organizations seeking to equip dads.

So, while there is funding for programs providing needed services to fathers, there is a general lack of funding available for organizations to obtain the “capacity-building” training and services they need to build long-term sustainability.

What is capacity-building? It is what organizations need to be more effective in their service delivery in the present and more viable organizations in the future. Leadership development, organizational development, program development, and community engagement would all qualify as capacity-building services.

That is why we have created an initiative to inform Congress that federal fatherhood grantees should be allowed to use a portion of their funds to procure capacity-building services and training.

While service delivery is the most important use of grant funds, those services need to be delivered by effective organizations – and that is where capacity-building comes in. It will help organizations do a better job serving fathers and ultimately lead to better outcomes for children.

We have set up a page on our website where you and/or your organization can make your voice heard! The grant program for fatherhood programs will be reviewed in Congress later this year, so now is the time to ensure that future grantees will have the flexibility to use some of their grant funds for capacity-building.

Here is what we would like for you to do: 

As an individual – Use our special webpage to send your opinion directly to your members of Congress. The more voices that come on board, the more persuasive we can be!

As an organizationSign on to become an "endorsing organization" of this effort to allow federal fatherhood grantees to use a portion of their funds for capacity-building services. Your organization's name will be listed alongside National Fatherhood Initiative as a supporter or this important advocacy effort.

We will soon inform Congress and the White House of all the people and organizations that are behind this effort. 

Thank you so much in advance for helping us in this important effort. If you have any questions please don't hesitate to contact Vincent DiCaro, NFI’s Congressional liaison at vdicaro@fatherhood.org.

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New Jersey Focuses on Fatherhood

National Fatherhood Initiative (NFI) has been awarded a contract from the New Jersey Department of Children and Families (NJDCF) to strengthen the state’s services to fathers.

NFI logoThrough the provision of training and technical assistance on its flagship 24/7 Dad® program, NFI will help the state’s 175 NJDCF-funded agencies deliver standardized, high-quality services to fathers across the state. This 18-month process will give NJDCF the ability to more effectively measure the impact of fatherhood programming on pro-fathering skills, attitudes, and knowledge in New Jersey.

Each of NJDCF’s 175 service providers will send two to three staff to a two-day, NFI-run Fatherhood Program Camp. At these camps, the staff will be led through NFI’s Father Friendly Check-Up™ workshop to measure the degree to which their current services are catered towards meeting the needs of fathers.

Then they will be trained on how to deliver NFI’s 24/7 Dad® program, which will help them educate and inspire the fathers they serve with practical skills and encouragement on their importance to their families. They will also be trained on how to integrate NFI’s Understanding Domestic Violence™ workshop into the 24/7 Dad® program.

The end goal of this training program will be to create in the service providers an organizational culture that supports the effective delivery of fatherhood programming, to equip them with a research-based fatherhood skill-building program in the form of 24/7 Dad®, and to give the providers the means to effectively address the issue of domestic violence. Ultimately, this program will allow NJDCF to increase the well-being of children throughout New Jersey.

Christopher A. Brown, executive vice president of NFI said, “We are excited to partner with the state of New Jersey on this innovative program to help the state’s family service providers more effectively engage New Jersey’s fathers. Every child deserves to have a 24/7 dad, and NFI stands ready to help New Jersey reach that honorable goal.”

NFI will provide NJDCF with evaluation tools to measure the impact of this program. For example, 24/7 Dad® includes a pre- and post-survey that facilitators can use to measure the impact of the program on pro-fathering self-efficacy, attitudes, and knowledge, and ultimately allow NJDCF to conduct a statewide evaluation on the program’s impact.

Additionally, NFI will provide reports to NJDCF and each of its providers that show the pre- and post-assessment results of the Father Friendly Check-Up™ to determine whether or not the agencies have become measurably more father friendly over the course of the first year of the program.

National Fatherhood Initiative has a long history of providing comprehensive training and technical assistance on a statewide and national level. NFI has run statewide initiatives on behalf of Texas, Pennsylvania, Ohio, and Virginia, and has been involved in consulting with and operating portions of city & county initiatives in Milwaukee, WI and New York City. In 2006, under an open competition, NFI was awarded the administration of the National Responsible Fatherhood Clearinghouse.

Under this federal contract, NFI provided and coordinated training and technical assistance for all of the approximately 100 fatherhood grantees of the U.S. Department of Health and Human Services. Also in 2006, NFI was awarded a grant to run the National Responsible Fatherhood Capacity-Building Initiative with support from the U.S. Department of Health and Human Services / Administration for Children and Families / Office of Family Assistance.

If you or someone you know is interested in learning more about the New Jersey program, or would like to engage NFI on a similar county- or state-wide fatherhood initiative, please contact Erik Vecere, NFI VP of Project Design & Consulting at evecere@fatherhood.org. Visit our For Organizations page for more information related to NFI's programming.

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When the Principal's Name is Dad

As a graduate of home education, I often get two common reactions when people learn that I was homeschooled through 12th grade.  "Wow, I would have never guessed - you don't act like a homeschooler!"  I believe this is meant to be a compliment on my social skills and fun, outgoing personality... I think.  Or, "How you did learn advanced math and science at home?!" 

Actually, yes; I stand before you as proof that calculus and chemistry can be successfully mastered without a full-fledged laboratory and a professor with a specialized degree.  (While my AP test scores will prove this, please don’t ask me to solve any differential equations right now.  It’s been 8 years and I’m a little rusty.)

So when I came across Quinn Cumming’s article in the Wall Street Journal about her experience home-schooling her daughter, I resonated with what she shared about the evolving nature of homeschooling.  It is becoming a more widespread and respected form of education.  There are countless resources and opportunities available to amplify home education curricula and extra-curricular activities. 

describe the imageAnd just because a child spends normal school hours at home does not mean that he or she is deprived of all opportunity for socialization with peers.  Church activities, neighborhood playmates, and competition in sports leagues afforded lots of interaction with other kids.  I turned out fine, and so did my brother.  (That's him on the right at his high school graduation in 2007. He's now a 2nd Lieutenant serving in the U.S. Air Force. Please humor my proud-big-sister bragging indulgence!)

But, what stood out to me in Ms. Cumming’s article was the role that her husband played in the decision to homeschool their middle school daughter and in the day-to-day responsibility of educating her.  Together, the couple reviewed a variety of educational programs for their daughter, and after settling on home-schooling, the father plays a continued role in teaching.  Ms. Cummings admitted that math is not her forte, so her daughter takes an online math class “with great lashings of help from her father.”

As a homeschool graduate, I am familiar with “great lashings of help from dad,” administered graciously and patiently to me and my siblings.  While Mom was heavily invested in hands-on teaching during elementary school, Dad always said that Mom was the teacher and he was the principal.  That was code for “If you give Mom a hard time with school, you’ll have to answer to me.” 

Then, as we advanced to the more challenging aspects of school, Dad became more involved.  It wasn’t that Mom couldn’t handle the advanced subjects, but with seven children, she and Dad took a “divide and conquer” approach.  Dad has been our math tutor, proofread our papers, and coached the sports teams we played on (our “P.E. credit”). When the time came to look for a different form of education for another younger brother to meet his unique needs, my dad played a leading role along with my mom in determining that public school was the best option for this particular sibling.

Research clearly shows that there’s a father factor in education.  Children who grow up with involved fathers are more likely to get A’s, less likely to repeat a grade, and more likely to be read aloud to as a child.  I appreciate the investment my Dad made in my education and that he continues to make with my younger siblings, regardless of the format of the education.  He is genuinely committed to helping us achieve the potential he sees in us.

But perhaps the most poignant father factor in homeschooling that Ms. Cumming’s article pointed out was the importance of dads in socializing boys into men.

“Homo sapiens have walked the Earth for at least 130,000 years and, in this time, they learned to be human from their elders, not from their peers. Mandatory education in the U.S. is less than 150 years old. Learning to be a productive adult human by spending a third of every day with other kids might be a good idea, but it's too soon to tell. I'm still unsure that the people best equipped to teach a 14-year-old boy how to be a man are other 14-year-old boys.”

As my younger brother has begun attending public school and enjoyed increased socialization with his peers, the change in his behavior has me sharing this uncertainty Ms. Cummings expressed in the last sentence. Boys learn what it means to be a man not from their mothers, teachers, or buddies at school.  They learn this from their dads. 

Home education is certainly not the only way to socialize children into adults and to provide a robust education, and countless students of all types benefit from dads who invest in their education.  For my family, I can attest to the benefits of having a principal / teacher / coach whose name is also Dad.

What Was Missing in Sandusky Case? Fathers

SanduskyJerry Sandusky was found guilty of 45 counts of sexual abuse a week ago. Despite the verdict, important questions should continue to be asked. Why didn’t the assistant football coaches do something? Why didn’t the school administration do something? But the biggest, most pointed question is, “How in the world was Sandusky able to prey on so many young boys for so long?”

From our perspective, Sandusky would not have been able to do what he did had he not had access to so many boys growing up in father-absent homes.

Ronnie Polaneczky of the Philadelphia Inquirer brings up this point in her column, Sandusky case underscores importance of fathers. She asks, "What if so many of Sandusky's victims hadn't needed father figures in the first place?" She answers her own question: “This never would've happened.”

Sandusky intentionally surrounded himself with children from homes that didn’t have involved fathers by starting a foundation, The Second Mile, dedicated to helping boys from “disadvantaged” homes.

Polanecksky writes, “I'd bet my own dad's hypertension meds that Sandusky never would've groomed those Second Milers for sex had the children had active fathers whose wrath Sandusky might've feared.”

Of Sandusky's known victims, six had no father in their lives and three admitted to never having known their dads. On the witness stand, many of the boys said they thought of Sandusky as the father they'd never had.

One boy said, he (Sandusky) "treated me like a son in front of other people.” Another victim testified, "I looked at Jerry as kind of a father figure...I didn't want to lose somebody actually paying attention to me."

NFI understands children have an innate need for their fathers’ affirmation and attention. “Children have a hole in their soul the shape of their fathers,” says NFI President Roland Warren. And we know from decades of research that fathers matter. Whether a father is in the home and involved or not changes just about everything – for good or ill.

Sadly, folks like Sandusky know this and prey on children with absent fathers. Like drug dealers or gang leaders, they exploit what they recognize as a weakness or vulnerability in a child craving adult male attention.

To note, this is what DC sniper Lee Malvo said about how John Muhammad caught him up in his web: “Anything he asked me to do I'd do. He knew I didn't have a father. He knew my weaknesses and what was missing.”

We also know through social science research that children from father-absent homes are far more likely to suffer physical and sexual abuse than those growing up in two-parent families.

Economics will not fix this problem. Needy children exist in wealthy homes, too. Only a society willing to educate and train up a generation on the importance of fatherhood can change this problem.

In other words, we need to get to the root by asking the most-pointed question more often: “Why were these kid’s victimized?” More often than not, the answer is going to be because their fathers weren’t there to protect them physically and emotionally.

Photo credit

Father Absence And School Discipline

Before I joined NFI’s staff, I never heard of the term "father absence," but I was most certainly a product of it.

Raised by a single, African-American mother in a tough neighborhood, I had to navigate the dangers of my environment and still be a well-behaved student. My mother worked late five days a week, and I was left alone often. Naturally, I modeled my behavior after the tough guys in the neighborhood, carrying that attitude into school. I was in trouble frequently for insubordination and not following instructions. Mom attributed much of my actions to my father not being around to help guide me.

A national survey conducted by the Department of Education’s Office of Civil Rights (OCR) points to a glaring gap between the discipline students of color faced compared to their white counterparts. The numbers showed that while the collected data counted for just 18 percent of African-American students, Black males were shown to have nearly twice as many suspensions and even higher numbers for expulsion.

According to recent reports compiled using Census data and other sources, it was found that last year just 33 percent of Black children lived in a two-parent household compared to 85 percent of Asian children, 75 percent of White children and 60 percent of Hispanic children. Nearly all children living in single-parent homes lived with their mothers, with over half of those being Black children.

While the OCR survey is said to be expanding its research categories in the ongoing survey, it hasn’t been said to include data regarding the number of parents in the home. Education Secretary Arne Duncan addressed reporters in an open call on Monday ahead of the release of the data, asserting that the numbers are not directly a result of discrimination. Educators, obviously invested in what the data means ultimately, wisely noted that race, poverty and struggling school districts plays a part in what’s happening.

I scoured a lot of text while writing this blog entry, and not one person mentioned the family structure, at least in my searches. There is nothing said on whether these students of color are in two-parent homes or not. According to research, children from father-absent homes are more like to have behavioral problems. Why are commentators ignoring this reality?

In my own experiences, not having my father present in the home directly impacted how I behaved when I was not under my mother’s care. I’m not a statistician or researcher, but other numbers mesh with this report. 24 million children live apart from their biological fathers, with two out of three Black children and one of three Hispanic children dealing with father absence.

That alone points to something I’d like to see the OCR address in their further collection of data. While it’s not the Department of Education’s aim to offer a counter to the problem of father absence, I’m a living example of how the issue of academic failure could also be attributed to growing up in an unbalanced home environment.

Regardless of race and other societal factors, you can’t always expect well-behaved children in the face of father absence. In fact, the more the gap widens between fathers and children, the more we can expect numbers like this to spike even higher, and that’s truly a shame.

Lessons Learned: Giving to Receive

One of the first Bible precepts that I learned in Sunday School as a small boy was that it is better to give than to receive. Now, as a little guy, I wasn’t a big fan of this concept, especially around my birthday and Christmas. In any case, a few days ago, I was thumbing through a recent copy of Forbes magazine and I came across an article by Michael Norton provocatively titled “Yes, Money Can Buy Happiness…If you give it away.”

Norton is a professor of business administration at Harvard Business School and he has been researching how changes in income impact well-being. For example, he recently asked 315 Americans to rank their happiness on a 100 point scale and predict how happy they would be if they made ten different incomes, ranging from $5,000 up to $1,000,000. So, for example, he found that those who made $25,000 a year predicted that their happiness would double if they made $55,000. But when he measured their actual happiness, the change was about 7%. Moreover, he found that once people reached the US median income (about $60,000), the happiness return on additional income was very small.

Ironically, he did discover one way to “buy” more happiness with your money: Give it away. He hypothesized that although making more money helps us accumulate more material things, it does little to give us what the research shows makes us happier—quality relationships with others.

To test his theory, he and his team did a little experiment. They approached strangers on the street and gave them different sums of money ($5 or $20) and told them that they had to spend the money by the end of the day. But half were instructed to spend the money on themselves while the others were told to spend it on someone else. At the end of the day, Norton’s team learned that those who had to spend the money on themselves bought stuff like coffee and food. However, those who had to spend the money on others did things like donate to the homeless or buy a gift for a loved one.

So, who was happier? Yep, those who gave the money away. Interestingly, there was no difference in reported happiness between those who had to give $5 away verses those who gave $20 away. I guess when it comes to giving, it truly is the thought that counts.

So, why I am sharing all this? Maybe because it’s fundraising season and NFI needs you to give to us until you are in a state of joyous glee. Good guess, but nope. (Although, we certainly need the support and you can donate here. And, no gift is too large. :-))

Well, it is because I vividly recall that one of the early words that each of my kids uttered was “mine.” I seems that children are genetically wired to be self-focused and it’s a dads job to model and teach their children the joy that can be received from giving. And, you don’t need to wait until Sunday to start teaching. That is, if you can spare $5 bucks.

For kids, the "waiting" is the hardest part

CNN.com published an opinion piece by NFI president, Roland C. Warren, on the new documentary Waiting for "Superman."

His argument -- dads are the supermen kids need right now to succeed in school. The system will take time to sort itself out, but moms and dads can start today to build successful students.

So far, over 1,100 people have recommended the article on CNN.com, and there are nearly 200 comments.

Join the discussion at CNN.com!

The Time for Waiting is Over

By now, you have probably heard about the new documentary, Waiting for "Superman". If you haven't, take a look at the trailer here.

We at NFI had the privilege of seeing the film at its D.C. premiere last week, and we recommend it highly to dads and families. (it is out in LA and NYC now, with a wider release scheduled for October 8).

The film takes a close look at the types of students that our public school system is producing, and the results are not pretty. The United States ranks near the very bottom in reading and math in the industrialized world. Up until the 1970's, we were producing the best students in the world. What happened?

The film tries to answer that question and provides some strategies to turn things around. We are not experts on how to fix a large, complex educational system, but we do know one thing: dads can make an immediate impact on how well their children do in school. Today. They don't have to "wait" for the system to improve.

Without a single new program or additional dollar spent, children's academic performance can improve when dads read to them, help them with homework, talk to them about school, and encourage them.

We know from research that when dads do these things, children do better. When dads don't, children struggle. Education is not just mom's territory. Dads have to be engaged, too.

We want to challenge dads to contribute to school reform by starting with their own kids - today. We have created a discussion guide for Waiting for "Superman" and some other advice to help dads get involved. The film's official website also has some ideas.

So, dads, let's stop waiting for Superman to come save our kids. Let's be supermen!

The "Fathering Gap" in Education

This article, from yesterday's Washington Post, Making the Grade Isn't About Race. It's About Parents, is one of the more powerful pieces I have read in a while. Written by an English teacher from T.C. Williams High School in Alexandria, VA, it bravely confronts some of the most thorny issues around why some students do well in school and others don't.

The most fascinating thing about the conclusions he reaches about the "achievement gap" in education is that his students themselves - not the "experts" - are helping him see what the real issue is.

When he asked his students, mostly black, about why they don't study as hard as students from Africa, a student replied, "It's because they have fathers who kick their butts and make them study."

Another student said, "You ask the class, just ask how many of us have our fathers living with us."

When he did, not one hand went up.

Furthermore, when empirical evidence meets real world experience, you know you are onto something. Several studies, including a landmark study from the U.S. Department of Education, reflect the reality that this teacher is recognizing in his classroom - children with fathers in the home get better grades, are less likely to drop out, and enjoy school more.

Hopefully this article will help the "experts" - who like to focus on less important demographic data - rethink the solutions for helping our children do better in school. They, like this wise teacher, should start listening to the children they seek to serve.

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