High-poverty schools across the nation have been forced to narrow the curriculum much more drastically than wealthier schools—with worse consequences for low-income students. While their more affluent peers may routinely visit museums or other cultural resources, many poor urban and rural students rely on their teachers to expose them to the kind of background knowledge that is essential to subject mastery. “It has been a disaster for social justice,” wrote E.D. Hirsch, a University of Virginia education professor who has championed the link between content knowledge and reading comprehension skills, in his book The Knowledge Deficit.
Read the whole story issued by the National Education Association.