Developing Resilient Learning Communities To Close The Achievement Gap

DEVELOPING RESILIENT LEARNING COMMUNITIES TO CLOSE THE ACHIEVEMENT GAP
Robert Stephen Topf, Virginia Frazier-Maiwald and Dr. Martin L. Krovetz

Excitement sparkles in the eyes of Juwan and Leticia. Like the other kindergartners in this inner city San Jose, California elementary school, they elatedly begin their formal schooling experience. Juwan is African American. Leticia is Mexican American.The majority of students at this school are, like themselves, students of color. Many are children of immigrants whose parents have had limited formal education. Most of the students are learning English as their second language.

If the trends hold true, Juwan and Leticia will probably not be as academically successful as their Asian or White classmates. As they proceed through the grades, theyare apt to score lower on statewide tests, participate in fewer advanced placement courses, and be less likely to graduate high school directly into a four year university program. 

There is an achievement gap in our nation's schools. As a whole, Latino and African American students are not achieving on par with their Asian and White classmates. 

Demographics indicate that students of color arenow the majority population in California schools. Understanding the achievement patterns of these students and honestly tackling the real issues as to why the gap exists are essential to reversing the trends. "Their parents don't value 
education," "There are not enough books in the home," "They're poor." These comments are representative of many discussions that occur when educators come togetherto discuss the achievement gap.

However, conversations of this nature must not be used to excuse, justify, influence or predict student performance. The whys beneath the disparities in achievement and notions about equality and equity must be honestly confronted. Research and experience show that what schools do matters tremendously. These authors feel passionately that there is both a moraland pragmatic imperative to close the achievement gap. By promoting equity and access to education, with particular attention to the needs of Latino and African American students, meaningfully engaging families in the education process, manifesting a spirit of critical inquiry, and as a concerned community, maintaining a determined focus on developing a resilient learning community. 

This chapterwill use resiliency as a lens to describe how schools can assist students like Juwan and Leticia in reaching their academic potential. We will look at the characteristics of resilient schools, as well as the attitudes, practices, and professional behaviors that help educators transform schools into resilient learning communities. We will also provide vignettes that exemplify the kinds of schoolsand experiences that promote resiliency in Juwan and Leticia. 





What Is Resiliency?
Resiliency is the ability to overcome adversity. Based on longitudinal studies, researchers found that for every child who comes from an "at-risk" background who will need special intervention, there is a higher percentage of children coming from that same "at risk" background who are able to become healthy,competent adults without intervention. The foundation for Resiliency Theory is in the definitive research of Werner and Smith (1992). Their work is based on identifying the protective factors within the family, school, and community that exist for the resilient student (Benard, l991; Krovetz, l999). Werner and Smith write that the resilient child is one "who loves well, works well, plays well, andexpects well." (1992, p. 192).

Resilient children usually have the following four common attributes (Benard, 1991):

* social competence: ability to elicit positive responses from others, 
thus establishing positive relationships with both adults and peers,

* problem-solving skills: resourcefulness in problem resolution, seeking 
appropriate help from others,

*autonomy: sense of one's own...