Chicago, Denver, Seoul, Shanghai, and the EdVisions charter network are very different from each other in many ways—size, diversity, poverty levels, institutional structures and political processes. Yet they share a common focus on trying to reduce achievement gaps so that all students, no matter what their background, can have a successful school experience. In every system around the world, it is still the case that students who grow up in the wrong circumstances, or do not speak the dominant language, or have different skin color from the majority are more likely to have poor educational outcomes. There is still much work to be done to produce truly equitable school systems.
This is not to say that schools alone can solve larger social problems of poverty and inequality. These problems were not created in schools and will not be solved by schools. But it is equally fair to say that some schools and systems address these differences much more successfully than others. In every system, schools with similar demographics can have quite different outcomes. OECD data show that countries also vary greatly in the proportion of students from disadvantaged backgrounds that are successful in schools. In reality we do not know what the potential is for schools to reduce the impact of social disadvantage. Comparative studies such as this one help everyone learn from looking at others what might be possible in our own settings as well—not by adopting others' practices uncritically, but by thinking through what others have done successfully that might be emulated in a way appropriate to a different setting. The possibilities can be shown by some of the efforts being made in each city:
Of course these are not the only efforts each of these systems is making. Indeed, most of them are using a wide range of strategies, which in turn raise three important questions for systems to think about:
These questions remain important yet difficult for every system. There is a strong bias in many organizations (not only schools) to be seen to be doing something, even if there is uncertainty about what that 'something' should be. One main outcome of this study is to ask systems to consider these larger questions and make sure that initiatives are carefully selected to have the maximum possible positive impact with available resources.
It's especially important for people working in urban education to stay optimistic. The challenges of schooling in big cities are large, involving difficult politics as well as complex social issues. The problems may seem overwhelming. Yet many dedicated educators, in these cities and elsewhere, are working hard to make a difference for their students. With diligence and consistency, they will accomplish even more.