Christina Jordan’s Neighborhood

  Sir Ken Robinson defines creativity as “the process of having original ideas that create value”. He reiterates that it is a process and not a random act of inspiration, and that it needs to prove its worth. He points out that creativity is not the opposite to formality – instead a mixture of discipline and space to innovate are required. Robinson contends that “creativity is as important as literacy and should be treated as such.” Our schools are currently designed, like he said, in a hierarchy, in which specific skills, namely math and languages, are valued over others.
 Sir Robinson mentioned a couple reasons why having this hierarchy is ridiculous:

• The purpose of education shouldn't be to get into college.

• Believe in high standards does not mean education has to be standardized.

• We don't need to reform education -- we need to transform it.

• Creativity is a part of not apart from intelligence.

• We don't grow in to creativity, we get educated out of it.                                                                                                                                                                                                         One of the reasons why an academic hierarchy is ultimately futile is because people cannot accurately assign value to skills that may or may not be valuable in 30, 20, or even 10 years. If we cannot accurately assess what skills children will need for the future- how can we place a value or emphasis on any particular skill now?                                         Sir Robinson further ridiculed the stress we place on children to be right and not make mistakes. Children, and people in general, need to be willing to make mistakes in order to create an innovation. In fact, some of the most well-known products (penicillin, coca-cola, etc) are the results of what was initially a 'mistake.' This all-out rejection of mistakes stifles creativity, perhaps, more than any one factor in our schools and in society.                                                                                                                                                                          
  

By finding new ways to praise children’s efforts and ideas, and less ways to assess them on their mistakes, we will embrace the initiative to rethink the fundamental ways we educate children in the context of their endlessly, vast capabilities.

          There are several points in Arne's Duncan's speech of which I dissent, however the overarching purpose: a plead to realize the urgency through which educational reformation must take place, is immediately and timelessly relevant.

“By almost any standard,” Duncan told a Columbia University audience of students, teachers, and faculty, “many if not most of the nation’s 1,450 schools, colleges and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom.” While this statement is unequivocally true, Duncan's failure to state what specific component is 'mediocre' renders the potential effectiveness of the statement itself-at best mediocre.  The abstractness of this earlier, 'mediocrity' claim is indicative of the circumlocutory speech that merely calls for, rather than offers a solution. Duncan does, however, reference what he considers 'pristine' models of schools of education. The shared characteristic that contributes to each of these programs' effectiveness is the central emphasis of a practicum or field experience.

To this end, I consider myself blessed to be a part of an equally propitious program- Mississippi Teacher Corps. Being able to immediately introduce the practical components of 'Advanced Methods in English' to my seventh grade class only two days after receiving instruction, both actualizes coursework and prevents instruction from becoming at all theoretical. Taking this course in preparation, rather than in conjunction with teaching would not have rendered the same lucrative advantage.

In especially the 21^st century, teacher roles and responsibilities are ever-more demanding. At a time when teachers are required to not only instruct, but moreover be TST coordinators, committee coordinators, parent-teacher coordinators, behavior incentive activity coordinators, academic and behavior interventionists, as well as psychologists and/or (at times) social workers, not to mention literacy and exceptional education specialists - preparation today needs to require students to teach while receiving training. Preparation should include training in how to differentiate instruction and how to provide advisory services to students. The best training in this type of individualized education is not conceptual, but rather requires the teacher to regularly implement and actualize differentiated instructional practices with each of their students.

Critics of teacher preparation programs say that current teacher-training programs are too heavily steeped in theory and not useful in the classroom. They say that those who teach in schools of education are clueless about how to reach children with dyslexia, attention deficit disorder, Asperger’s syndrome or other learning challenges. To this end, Duncan understands that the only way to evaluate a teacher-training program is to look at how the teachers perform once in the classroom; the only way to do that is to measure how the students are doing.

With so much scrutiny aimed at measuring student performance from kindergarten to high school, many education schools never get around to asking the high-stakes questions about how well teachers are doing in their profession, where they received their training, how much they learned, and what can be improved. Until we start scrutinizing this part of the process, and look at who is teaching the teachers, we’ll never empower students to reach their academic potential and create a workforce that is globally competitive.

Terrance Buckner is a teenager from Brooklyn and a graduate of the mothshop which seems to be some sort of creativity workshop where people get together and tell stories and read poems and the like. Anyway Terrance decided to share with an audience at the moth shop his experience of persecution when he first admitted he was gay to his family and classmates. Terrance tells a story where he admits to his mother that he is gay(because he feels she needs to know) and his brother finds out. His brother pronounces this the next day at school and people start questioning Terrance on his sexuality, to which Terrance admits he is homosexual. He then faces ridicule from friends and classmates and gets jumped after school. The next day Terrance decides to stand up to the bullies symbolically by wearing his "skinny" pants, sending the message that the bullying was not going to defeat him. In the end, Terrance feels he has won because he didn't let the bullying change who he was.
The story as a whole was a pretty stereotypical gay bullying story and its too bad that it happened. Unfortunately apart of being homosexual is being different(in terms of sexuality) from most of the population and kids pick on other kids who they deem as "different" or "wierd". Even though homosexuality is far more accepted now than it was in the past, the very nature that homosexuals make up a relatively small percentage of the population means that gay kids will always receive some ridicule or persecution from the peers, although this decreases with age.
As far as the story's relationship to teaching and education I suppose the moral of the story is to know who to trust, don't gossip, don't ruffle feathers, and always be yourself. Don't ever let others' negativity prevent you from being who you are and becoming the best person you can be.

The Rita Bender discussion was very interesting. First of all, I am absolubtely fascinated with American history. My grandfather was a civil war buff and collected old civil war antiques and would show me them from time to time. He also kept extensive historical data on my ancestors. He actually wrote a book documenting family trees and biographies on every ancestor of mine dating back seven generations. So needless to say, I was immediately hooked when given the opportunity to view actual excerpts from historically used textbooks. Its' so much better to recieve information from a primary source, and you really got to learn a lot about Mississippi culture at the time by viewing those documents. It's one thing to hear about past racial attitudes, but its quite another to actually be able to hold and view original documents of the time. Its' easy to see how so many people of the time grew up with racial bias as it was being blatanly taught in schools and without black and white school integration it was easy for the ideas expressed in the book to be accepted without question. Also the damage that the text may have had to the psyche of black schoolchildren is forseeable.
The questions in the essay contest also highlight significant racial bias and it was eye opening that that was being ingrained in Mississippi youth in the 1950's. Overall, the documents taught me more about Mississippi's racial history than anything I have heard since arriving. Again this goes back to being given actual education documents that were ditributed in the past to Mississippians.
The discussion itself was less educational than the historical documents and turned into more of a heated regional battle among MTC'ers with native northerners making broad unfair generalizations about the south and native southerners making unfair broad generalizations about New England.
The day concluded with an argument about whether a teacher who was teaching in a predominantly black school who had a stuffed monkey in her room was an ignorant racist(or something to that extent). Honestly I think we should be past the point where anyone associates black people with monkeys and I think the idea that someone would make that association was completely lost on the teacher. I don't think it was a big deal either way, but if it bothered one of the parents then it should be removed so the class can move on.

The Tunica River Park affords a host of opportunities for people who are seeking to understand the historical importance of the Mississippi River's usage from its beginnings with the Native Americans and conquistadors up through it's present-day significance as a major channel for transporting goods and individuals through the American midwest. In an ideal world my students would be able to visit the park and take advantage of the plethora of exhibits and time periods featured at the museum. However, structuring this time to maximize my students' learning must be undertaken carefully so that my students get the full effect of the academic experience of the Tunica River Park and do not simply view the excursion as pointless field trip.

Some of the before school activities that I could have my students complete are:
            1) Completing a KWL chart to document students' knowledge prior to visiting the Tunic River Park
            2) Researching the history of the Mississippi River and how it has been used in the past by disparate groups
            3) Visiting a local river (i.e. the Yazoo River) and having students read about its historic regional significance

Some of the activities I could have my students complete while they are at the Tunic River Park are:
             1) Creating a timeline to document the settling of the area around the Mississippi River
             2) Describing the work of major figures who settles or worked along the Mississippi River
             3) Formulating a schedule for other groups of students to complete a walking tour of the park on their own visit

Some of the activities I could have my students complete after their visit to the Tunica River Park include:
             1) Finishing their KWL chart by filling in five things they learned from their visit to the Tunica River Park
             2) Developing a community service project to spread the word throughout the Delta about the river's import
             3) Writing a persuasive letter to a member of Congress urging them to allot money for sharing the river's history

When teaching in the districts that MTC places us in, tangible success is often hard to come by. Failure seems to be what is constantly in our face as we think of all the things that our students are doing besides learning, all the places that our students will likely end up besides college, and all the classroom management issues we face that make us want to roll over and call out sick. Every. Single. Day. Still, it's in the little things that teachers anywhere but especially in "critical needs" districts must focus on to maintain drive and focus and continue doing what too many others have deemed highly improbable or flatly impossible for centuries: educating poor Blacks.

In many of these districts MTC teachers teach in standardized tests are seen as foreboding signs of eminent doom and embarrassment. In these places, teaching "to the test" is often resorted to as the means through which educational salvation is reached. Teaching to the test is one thing but when you're in a school environment where, from day one, what's communicated to teachers is that teaching to the test is the ONLY thing, well then you're at KIPP. On some level this is understandable as testing determines so much at charter schools like KIPP from our enrollment to our ability to woo private funders to the very renewal of our charter with the state of Arkansas. However, I cannot help but shake my philosophical belief that I have more important life skills to teach my students than finding equivalent fractions and answering multiple choice items using process of elimination.

In any event, our big state test in Arkansas is called the ACTAAP or the Benchmark Exam. KIPP Delta in Helena has some of the highest test scores in the state at the middle school and high school levels. Last year, 94% of our 7th graders at KIPP Delta scored proficient or advanced on the mathematics Benchmark Exam compared to 66% of 7th graders statewide and only 33% of students in Helena-West Helena's regular public school system. What makes this even more remarkable to many is that our school is 99% Black, 99% free/reduced lunch, and in the heart of dilapidated downtown Helena close by local housing projects, gang territory, drugs, and prostitution. Last year's 7th grade math teacher who got these results was so successful that she has been given the green light to found her own school which will be opening in Blytheville, Arkansas in the fall of 2010 as a new KIPP middle school. She's only a year older than me. The venerable 7th grade math slot was thus available when I applied to KIPP this past spring and who teaches this course with the districtwide spotlight on it now?: me. The Black, hood guy from Harvard with two years of (social studies) teaching experience who's a few credits away from a master's degree in education.

Anyway, to my success story. In preparation for the end-of-the-year Benchmark Exam we take practice Benchmark Exams every month. We chart the progress of our students and use the practice Benchmark Exams to target particular students and skills for remediation and re-teaching. Results are scrutinized for hours on end at the individual, school, and district levels. It is highly nerve-wrecking to see where your students are at month-by-month and to know that the results will be known almost immediately by your peers and superiors and reflect your quality as a teacher. Lovely. In any event, the first practice Benchmark Exam we took was in late September. We took a second one two weeks ago in late October and although the success or failure of my students on the September exam could largely be attributed to what my students came into 7th grade knowing, my school director was clear in communicating that the October exam's results would be all my own.

Much to my surprise and the surprise of many a colleague, I'm sure, not only did my students' scores increase from the first to the second practice Benchmark Exam but these were the only scores that increased in any grade level, in any subject area at the entire school. Fifth, sixth, and eighth grade math scores went down. Fifth, sixth, seventh, and eighth grade literacy scores went down. Fifth, sixth, seventh, and eight grade reading scores went down. Fifth and seventh grade science scores went down (we don't do sixth and eighth grade science testing). ONLY 7TH GRADE MATH SCORES WENT UP!!! I was elated when I saw the numbers displayed on the dry erase board at our faculty meeting the night we stayed at school until 10 p.m. grading exams and inputting results on our district network for more scrutiny. When looking at the individual students and their performances from the first to the second practice Benchmark Exam, I also noticed that most of the students whose scores increased were taught by me and not by the more experienced and better respected 8th grade math teacher who takes 15 of my 7th graders into his algebra class each day.

That's wassup. Right? 

"The idea is that students will rise to whatever your expectations are, no matter how high they are."

 This sentiment, ruminated by TFA alumni, Gary Rubinstein and endlessly quoted as an 'one-size fits all'  amelioration of student failure- is just that- an 'idea.'  This in itself, speaks to its overt fallibility.
Gary Rubinstein argues  “....when you make things too complicated, students don't rise to your 'high expectations,' they lose confidence in themselves and, more importantly, they lose confidence in the ability of their teacher.  Once they decide that their teacher is not competent enough to make 'appropriate level' lessons, they stop listening, start talking, and make it impossible to teach."

The preceding statement simultaneously identifies the cause  as being a teacher 's poor pedagogical awareness and the effect as being poor student performance. Here, the cliché, “it takes one to no one,” shamefully holds true for me.  I have been that teacher.
 As such, however, I have come to distinguish between “mak[ing] things too complicated”  and raising your expectations - they are not one in the same. Neither are 'expectations' synonymous with 'standards.'  The incisive directive with which Ben Guest so purposefully equipped us, “Release yourself of all expectations,” is timeless and true.
While expectations are tailored to the individual and often perpetuated into lofty ideals, standards should have uniformity and are (intended to be) aligned with a state, national, or otherwise accountability factor.
To this end, 'Freedom Writers,' the very movie that Rubinstein (incorrectly) cites as promoting an 'unrealistic expectations sentiment,'  actually evidences the case for realistic standards, not high expectations. 
Although unrealistic in the movie's  'feel good' ending, the teacher, Ms. Erin Gruwell (Hilary Swank) in no way, blithely upholds expectations (that are invalidated even as she attempts to teach internal rhyme using Tupak Shakur.)  Rather, she actively reflects and re-evaluates until she achieves a psycho-social, pedagogical, and otherwise awareness of her students.
It is only now, in the context of an acquired awareness of our  students' reality, may we, like Ms. Gruwell, allow this awareness to inform what must be consistently realistic expectations and relevant standards.

Sean McClish
Community Assessment: Byhalia, Mississippi

1)With regards to overall trade potential, there seems to be very little. Byhalia itself is very limited in both population and jobs. It serves mainly as a small commercial center for the rural northern Marshall county area. Most people that consider themselves as Byhalia residents do not live in the city limits, rather living in unincorporated acreage a few miles from town. These citizens will do some of their shopping, dining, and banking in Byhalia, but may opt for more broad commercial opportunities in nearby Desoto county. Economically very few of Byhalia's businesses extend beyond the rural northern Marshall county area, with the exception of Holly Springs, a town 15 miles to the Southeast. Very few residents of Memphis or Desoto county(more populated regions) venture to Byhalia. Most of the teachers at Byhalia High School characterize this trend. A survey I conducted showed that only 3 of 27 teachers that did not live in Byhalia, stated that they "regularly dine, shop, or bank" in the area. I suspect most of these affirmations are intertwined with after school activity.
 Byhalia is not active in the global economy as everything is focused at a local level.

2)Byhalia is situated 8 miles south of the Tennessee border and only 20 miles southeast of Memphis. This gives members of the community easy access to shopping, dining, hospitals and other amenities that are not afforded to more remote rural communities. Collierville, an upper class suburb of Memphis, is a mere 15 offers nice parks and high end retail. Despite its' proximity to a bustling metropolitan area, Byhalia still has a very secluded, country feel. Farmland is common as you come within a few miles of the town and property values are low. This allows some middle class homeowners and retirees to own several acres of land, while purchasing a much more robust home than they could in nearby Desoto County.
One of the more negative aspects about being close to Memphis is that contemporaries of the Memphis gangs can surface. Crime in Byhalia is actually double the national crime rate and much of it can be attributed to these gangs.

3)The population of Byhalia is under 1,000(739 according to 2007 census) but the northern Marshall county population that is served by the town's business' is much larger. The racial breakdown of Byhalia proper is 60% white, 36 % black, and 4 % hispanic. The racial breakdown of Marshall County(which Byhalia serves) is 50% black, 48% white, and 2% hispanic. The median household income for the town was $ 32,119 in 2007(compared to $ 36,338 for Mississippi) and the per capita income in 2007 was $ 18,888(compared to $ 19,365 for Mississippi. So Byhalia is fairly poor and poverty is a factor, however the down is in no way a desolate place.
Education levels for adults is rather low in Byhalia with only 60% of the population having at least a high school education, and just 13% of the population having a college degree. Unemployment is quite high as well, sitting at 11%.

4)Byhalia is a tiny town with very few employers or sources of jobs. The biggest private employer in town is Northcentral Electric Power Association. The Byhalia facility is the headquarters for the association which provides electricity for Desoto and Marshall counties. The company provides employment for many northern Marshall county residents, and over 50 employees alone work in the Byhalia facility. The second major employer in town is in the public sector, within the public schools. Byhalia high, middle, and elementary schools combine to employ over 100 teachers, administrators, and support staff. However, most of the staff seem to be commuters. In a study of Byhalia high school teachers, it was found that 27 of the 33 teachers make their home outside of Byhalia and Marshall County. We can extrapolate this data out to infer that the schools in Byhalia probably don't provide as many jobs to northwest Marshall County residents than an employer like Northwest Electric Power.

5)Infrastructure in Byhalia is a mixed bag. It can best be described as old and outdated, but functional. Water and sewer facilities have worked fine in every building I've been in. Airports are easily accessible, with Memphis International airport within a 30 minute drive. There is a major highway(Highway 78) that runs roughly 1.5 miles south of downtown that connects Byhalia to Memphis as well as the county seat of Holly Springs. There has been very little growth in Byhalia in recent years and most of the buildings in town are very old(over 30 years), and in need of renovation. Roads in town are a mixture of ragged paved streets and gravel roads. Potholes abound in Byhalia, and you always know that your ride will be a bumpy one(except on Highway 309).

6)The love of the outdoors is a common theme for residents in Byhalia. Hunting and fishing in the area's creeks and woodlands are favorite pasttimes. Aside from these outdoor activities, there are very few organized cultural and recreational amenities. There are no festivals or parks, and people usually go to Desoto county or Memphis for recreation. One highlight for the town are the high school football games, which seem to draw the whole town out on a friday night(over 1,000 people per home game this season).

7)The most influential people in the community include school leaders, church leaders, business leaders, and elected officials. Many of the leaders in the community hold multiple leadership positions that are very diverse(examples include: M.H., who was a former Byhalia high school prinicipal and Superintendent candidate, is on the board of directors(city alderman), two pastors of churches are also in the chamber of commerce, and the branch manager of the largest employer in the town(Northcentral Electric Power Association) is also the head of the school board. Most of the other elected officials in the town(mayor, alderman, school board) hold other leadership positions in the businesses and churches in the community(deacons, ministers, etc...).
It is a very tiny town where everyone knows everybody and the same 20-30 individuals seem to hold all the leadership positions in town. This ranges from public service(schools, police, elected officials) to the private sector(businesses and churches). "If you are in the good graces of these individuals, then it's very easy to become a leader in the community," veteran teacher Steve Delony proclaims. They are the individuals with all the power, making all the decisions and are the gatekeepers to power in the community. If you are friends with these individuals and chose to participate in the political process, you would instantly have a lot of pull in the community(and would likely win whatever office you pursued).

8)County government plays a large role in the community. Marshall County provides ambulatory services to Byhalia as well as law enforcement. The Marshall County Sheriff's office serves rural areas outside of Byhalia proper as well as provides school resource officers for the schools. Local government decisions are made by the mayor and city Alderman(Board of Directors) which are elected locally. With a population of 700 people, local governance is not overtly complicated, and most decisions seem to be made swiftly and efficiently. Schools are run by Marshall County with the Superintendent elected in a county wide election. The state and federal governments are involved in the community through funding assistance for the public schools.

9)Byhalia is a very historic small town, and was actually the place of death for the famed southern author, William Faulkner. The town was founded in, but has never had a population of over 1,000 residents. Longtime Byhalia high school teacher Steve Delony explains the lack of growth this way, "Byhalia is a place you grow up, you live in, and you die; it's not a place that you move to." Byhalia is not without its' rough patches historically, especially involving race relations.
On June 29, 1974 Butler Young Jr., a 21-year-old black resident of Byhalia, was arrested by two white police officers for hit-and-run driving. Young was taken into custody and they headed to jail in a patrol car; Young didn't make it alive. Long story short, evidence pointed to the officers as having killed Young and the officers had lied about it. The story they had described to Physicians was proven false by the Marshall County coroner, and when confronted with this the officers sprinted from the hospital. A court acquitted the officers of any wrongdoing, which set off a racial firestorm in Byhalia. The blacks in town organized a boycott of all white owned businesses in Byhalia, which cut profits of these businesses by more than half. The boycott finally ended 9 months later.
Byhalia has moved past these rough patches and race relations are vastly improved. Being a town of such diminutive size. Very little significant historical events have occurred in the town over the past 30 years.

10)Poverty remains a problem in the community, and the public schools don't seem to be improving to the point where the chain of poverty will break any time soon. Too many people are content with the status quo in the community, quite comfortable in a quiet country life. This is fine with regards to a way of life, but the status quo seems to extend to the public schools, where a drive to improve doesn't seem to exist(at least in the community). "This is Byhalia," many students will say in justification for their lack of effort. This satisfaction with the way things are in the community is probably the biggest obstacle to progress. There is also a history of racial tension in the town/county with two very different cultures that collide every day. The racial tension is slight, but it still poses as an obstacle.

11)God, community, family, love of country, and the love of the outdoors are some of the most meaningful values in the community. This is manifested in a number of ways. First off, the love of the outdoors shows up in the recreational/weekend activities of Byhalia's residents. Hunting and fishing are wildly popular for the area.
Church attendance is high and the local congregations play a large role in the local community. They serve as a source of unity, strength, order, and consistency in the lives of people who desperately need those things. Love of country is a common theme in Byhalia and interest in joining the military is high among high school students. Families are very large and intertwined in northern Marshall County with women bearing children from multiple men being a far too common theme. At my school it is not uncommon to have students who are siblings, but have different fathers(and different last names). Regardless, family ties are powerful and gives the residents of the community strength.

12)The uniqueness of the community draws from the racial and cultural mix of the citizens. Marshall county has a racial breakdown of 50% black, 48% white, and 2% other. The racial mix creates a cultural divide in the community between an urban black culture and a country white culture. The students that I teach buy into this extensively, and it seems that they wish to pattern themselves after one of these two stereotypes. History would lead one to believe that racial tension would be high in northern Marshall County because of the cultural divisions, but this does not seem to be the case. There exists an understanding and acceptance of the two different cultures among the residents(students) that surprised me when I first arrived, especially considering what I had heard about race relations in Mississippi.
At school, black and white students are commonly friends, especially the high achieving students, and if they are not friends they are at least civil. There is very little racial animosity, and even more surprising there is very little conflict between the urban and country cultures which seem to be cultures that would collide.

13.The community is served by Marshall County school district which serves a very heterogeneous population. The district is underperforming and in the bottom 25% in state test scores. The resources are limited in the school district but compared to other districts in the area the funding is not that bad. In my opinion the district's test scores lower than they should be. After analyzing demographics, poverty levels and funding data, I concluded that Marshall County and Byhalia High School should both be in the top two-thirds of all Mississippi schools as far as test scores go.
As far as postsecondary education is concerned, the most common college that students in the area attend is Northwest Mississippi Community College. Rust college is a private, historically black college in Holly Springs(about 15 miles from Byhalia) and is another common college destination. Other colleges that Byhalia students commonly attend include Mississippi State, Ole Miss, and the University of Southern Mississippi.

Delony, Steve.(Interview)

Sean McClish.Byhalia Teacher Survey.

Time Magazine.Mississippi: Boycott in Byhalia. 10 Mar, 1975.

Northcentral Electric Power Association.

City Data. com. Byhalia, MS city data.

Homework is a great way to practice skills and review for students. High achieving schools implement homework because they know it works. Not only does it allow you to burn skills and knowledge into your academic repertoire, but it builds time management, work ethic, and independent study skills that are needed for college and the working world.
Unfortunately 90 % of the students at my school do very little or homework at all so I don't assign it. I think that the homework article is a bit naive. It essentially states that no homework should be given so kids can do the following: (1) play outdoors, (2) eat dinner with their families, (3)read recreationally, and (4) go to bed early so they can get 10-12 hours of sleep per night. This is a "pie in the sky" scenario and philisophically seems okay because these things are important and ideal. The problem(especially in school settings similar to my own) is that homework is not the reason why these things don't happen. Eating dinner with the family depends on the value of such an experience in that  particular family unit. Playing outdoors and reading recreationally are unfortunately becoming more and more rare in this electronic age. When given free time, kids would much rather text, watch tv, play the latest video game system, or talk on the phone. If there is little structure or value in education at home, then much of the magical "pie in the sky" activities will not happen and the kids will spend much of their day in front of a screen. The rationale mentioned in this article is not relevant for all school types and I'm unsure of how beneficial this would be for more affluent schools as well. 

"High expectations" is a phrase kicked around in education quite a bit, but I feel that it is a phrase that is far too often misconstrued to the detriment of students and teachers alike. Too often teachers are told that students will meet whatever expectations the teacher holds them accountable for. If they only have high expectations of their students, then their students(regardless of who they are) will rise to and meet those expectations. The problem with this is that if expectations are unreasonable, then failure and lack of confidence sets in and the student may shut down entirely. Unrealistic expectations plagues the education system from the classroom level(expecting students who can barely read to analyze complex non-fiction literature on their own) to the district level(endless examples of districts setting unrealistic goals and then failing to meet them) and ultimately sets the table for failure and losing your class or school.
For teachers it is extremely important  know their students and what their skills, abilities, and knowledge base are at a given point. Teachers can then scaffold on that previous knowledge in order to design appropriate lessons and assignments with the right amount of challenge. I typically try to aim for the upper average student in my class so the majority of my class "gets" the lesson, but still finds it stimulating and I can spend independent practice time roaming the room helping the stragglers.
My feeling is that the "high expectations" phrase as it's commonly used in education is meaningless hogwash and teachers need to focus on simply knowing their students and creating appropriate lessons that are broken down appropriately but provide enough stimulation for the upper echelon students