THE CHOICES AHEAD
PREAMBLE TO CHOICES: Although addressed in Poverty & Despair versus Education & Opportunity, it is of value to further address the decision-making process. Those decisions that are knowledge-based, incorporate both necessary and sufficient information, an understanding of the problematic situation and the possible consequences, a willingness to accept the responsibility of both the decision and resultant outcomes, e.g., that adage that is emphasized throughout life - and so relevant in the case of poverty and education - that "You make the choice, you own the consequences!". Simply put, the decision process that embraces these characteristics are, inevitably, 'good' decisions as measured by the outcomess of that decision with the passage of time. Durable solutions are preferred to the short-term solutions aka 'bandaid' solutions. Conversely, lacking these characteristics within the decision making process usually provides outcomes that are costly in so many ways: wasted resources, wasted time, continuation of the situation requiring a solution, etc. Within the joint arena of poverty and education especially, there is a crucial characteristic, i.e., a compassionate and humanitarian perspective of those affected by the decision - directly or indirectly. One does not have to search too far to discover the litany of historical and contempoary decisions [personal, political, financial, military et al] that have lacked this compassionate and humanitarian perspective. Unfortunately, there are driving forces behind those decisions lacking this perspective, e.g., [1] a thirst for power, position or authority, [2] fear, insecurity, hidden agendas, amisdirected values, lack of relevant information, lack of foresight and/or a lack of responsibility.
An additional guiding light in any decision process is 'What is the right thing to do?' as mentioned in the book text: 'The answer to this question always comes easily and readily to some but, so very unfortunately, not all.' An importanjt and proud legacy of America is that cadre of individuals who chose 'the right thing to do' in those situations in which decisions affected people, their humanity and quality of life - especially in America's civil rights arena, e.g., Dr. Vincent harding, Dr. Martin Luther King, Jr., John Siegenthaler, John Doar who passed away in 2014 but 'left us a much better people and nation,' This message and legacy of compassion and humanitarianism continues as reflected wityhin the references of the book text, e.g., Daniel Patrick Moynihan, R16], James Patterson [R15], Mario Matthew Cuomo [R94] and so many more.
Where do our choices begin? From the book: "Perhaps, the first choice to be made by the readers is to reflect [or not] upon the 'message' and theme of this book and this website and, if so, to ask themsleves these questions: "Is this message relevant?", "Does it embrace the principle of common sense?,...of compassion and humanitarianism?", "Does it make a reasonable arguement for long-term financial planning, integrity and accountability?", "Is it feasible/reasonable to respond to the current situation, i.e., the spectrum of continuing and growing [poverty-driven] inequalities?", "Do these inequalities represent a humanitarian mandate? a financial mandate?, a moral mandate?". Again, "What is the right thing to do?"
From Poverty & Despair versus Education & Opportunity: "Of course, there also exists the choice to be a naysayer, a charter member of the status quo club or even to remain in denial based on fear, innate reluctance, a blindness to humnaity or a lack of personal or political courage. That is a choice that will be made by some but not all. Within that context, history has demonstrated, abundantly, that the greatness of America has always been achieved despite the naysayers et al who really made America's road longer and more arduous and so much more costly both in dollars, lost opportunities and the priceless intangibles of life."
"Something must be done!" was the rallying cry of the 20th century and remains so in the 21st century.
"Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty, lies opportunity." [Albert Einstein]
The relevance, rationale and value of a pilot model was noted in the previous section. The development of this pilot model, then, becomes the 'next step' in the direction of candidate solutions. The sheer complexity and convoluted dynamic linkage between the poverty and educational arena demands a careful caution in the devlopment of a pilot model. This development is a necessary prerequisite for the assessment of the feasibility - indeed - the realizability of candidate solutions prior to the program planning, funding and implementation processes. The following are guidelines for the development of a pilot model:
[1] Establish the team that includesthose individuals and organizations with the demonstrated experience and expertise of all facets of the poverty and educational arenas as well as the critical commitment and compassion.Representation from the arena of poverty is also necessary.
[2] Achieve a team consensus wrt the need, value and functions of a pilot model.
[3] Review the 'readiness' and 'inequality' factors addressed in Figures 7, 8, 9 and, in particular Figures 10 and 10a-10f. If necessary, compile an updated list of each.
[4] Subject the pilot model to a critical review process; this step includes questions [and answers] about the model development, structure and dynamics as well as the utility, risk and meaningful outcomes.
[5]Finalize a statement of 'validated' requirements for the pilot model.
[6] Develop a selection criteria for the site[s] of the pilot model.
[7] Develop a team-derived and site-relevant set of metrics for the pilot model.
[8] Establish a policy of accountability - throughout the pilot model program and its assessment.
[9] Generate a concise and comprehensive documentation process for the pilot model program including periodic and final reports.
[10] In particular, the final report addresses the application of this pilot model methodology to both other specific sites and expanded areas of application. Risk factors also need to be identified and developed in each of these two cases.
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