Involvement: Minding the Education Achievement Gap

The math scores from a national test called "The Nation's Report Card" are in, and there's reason to be concerned. According to this study, less than 40 percent of U.S. stu dents are deemed "proficient," and scores have hardly moved in the past two years. In addition, the disparity in scores between white and minority students has remained the same. According to The New York Times, the gap separating average black and white eighth-graders represents about three years' worth of math learning.

In a country where education is supposed to be the great equalizer in society, the persistence of an "achievement gap" holds back our youth, burdens the economy, and places the United States at a disadvantage in an increasingly well-educated world. Solving the achievement gap is critically important to ensure that every child in this community has a chance at a successful and productive life, and that the community has the opportunity to benefit from the potential of every child.

The Richmond region has made progress in closing the achievement gap through innovative programs led by passionate educators. But as parents, community members, local employers, and policymakers, we know how important it is to hear what is working for others, to learn from these things, and to collaborate to try to change what today are pockets of excellence into an excellent system.

Earlier this month, national education experts gathered in Richmond to discuss the education achievement gap, and what's at stake. The event was the first in a public series organized by The Atlantic magazine, and underwritten by Altria Group, and it attracted school administrators, board members, business leaders, and nonprofits. All of us in attendance were looking for new ideas to improve our schools, and we were not disappointed. Universally, the panelists agreed that unless individuals advocate for effective solutions, from both within the system and beyond, we will continue to improve on the margins without truly changing the direction of our national and local educational systems.

What is the best way for people to get involved? The problems are complex. The first step is for each of us to gain a better understanding of the challenges facing our region's schools, and then to identify where we can contribute.

At Altria, we share the concerns of many in the business community that a weak education system means a less diverse, skilled, technically oriented future work force. We've spoken with educators, community leaders, and legislators to learn what role we can play. As a result, today we support more than a dozen local organizations working in and with schools to close the scholastic achievement gap and improve the education system overall.

The work of these and other organizations, collaborating with our public school systems, has yielded positive results, and Richmond Public Schools' gains in school accreditation over the past eight years are just one example. But it is not only organizations and companies that can contribute to the solution: There is a role for individuals to play as well.

Education experts will convene here twice more -- tonight and on Nov. 11 -- to further discuss innovative ideas in education. One session will focus on measuring success, the other on creating strong support systems for kids that extend beyond the classroom.

I hope that anyone with an interest in supporting education in the greater Richmond area will use these events as opportunities to learn how they can get involved in some of the many inspiring educational activities in our area -- activities that are already making a difference.

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For more information about the education panels this evening (Oct. 28) and Nov. 11, please visit http://www.theatlantic.com/educationseries.

Jennifer Hunter is vice president, corporate affairs, for Altria Client Services. Contact her at .