Rocketship Education, What It Means to Low-Income Areas, and What Preston Smith, Its CEO, has Learned

Public education is immeasurably important for the personal development of people on an individual basis, for societies’ social capabilities at large, and for the betterment of the entire world. As many people have heard – and it’s true – the rich get richer, and the poor get poorer, particularly in the United States.

Places that are economically disadvantaged are especially subject to poor education, in turn creating a poverty trap that keeps many in poverty on a generational scale. Rocketship Education has vowed to change this, effectively doing so for thousands of students hailing from low-income, poor areas each and every year. With more than a handful of schools across the United States, tallying in at eighteen from Washington DC to California to Tennessee and back, with all of them being fixated in poor places, disadvantaged young people are getting help in advancing their fresh, influenceable lives. CEO and co-founder Preston Smith has been alongside his creation in Rocketship Education since its inception longer than a decade ago. Below are a few things Mr. Smith has learned throughout his years with the nonprofit network of public charter schools.

Seeing as Rocketship Education only teaches students through the fifth grade, they must turn to other schools following graduation. In order for low-income families to obtain quality educations for their children, with their common inability to not be able to afford private school, parents must push nearby schools to boost what they offer. This means parents should be willing to move their kids around to better, more promising schools, even if it’s not convenient.

Teachers are compensated better at Rocketship Education than the vast majority of public schools in low-income areas. As such, admins are able to find teachers that better meet their needs. The overarching quality Rocketship Education looks for is pliability in teachers’ instructional methods. This means looking for teachers that share this trait, rather than those with years upon years of experience.

Kids with special needs are never kept in special education-only classrooms for more than 20% of their time at school, helping build their own, other students’, and teachers’ prospects.

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