By Esther J. Cepeda
When prospective educators go through training to prepare for teaching low-income, minority or at-risk children, they learn how to empathize with their students’ lives. They’re taught to acknowledge environments lacking in resources, order or stability and “meet” the students at their level before expecting them to learn as easily as other children do.
Yet for all the lip service that modern pedagogy pays to the precept that “all children can learn,” rare are the educators who believe this enough to push such students toward their full academic potential.
Cepeda is a columnist with the Washington Post Writers Group.