Michael F. Shaughnessy Senior Columnist EdNews.org
Eastern New Mexico University

Dr. Anthony Dalmann-Jones is the author of "Shadow Children: Understanding Education's Number 1 Problem.

He is founder and director of The national At-Risk Education Network (NAREN ) and graduate professor in the School of Graduate Education at Marian College in Fond du Lac Wisconsin. At Marian College he co-founded the first accredited At-Risk Education Master's Degree program in the U.S. His previous publications include the widely used Handbook of Effective Teaching and Assessment Strategies.

1) Your recent book, "Shadow Children" is subtitled "Understanding Education's # 1 Problem.

First of all, do you differentiate between "at-risk "children and "shadow children" and why do you see this specific group as Education's # 1 problem?

At-Risk and Shadow Children are one in the same. These are children usually not getting special funding for compensatory education they need, and are usually known as potential dropouts. Whether dropping out or no, they are not absorbing the tools and skills necessary to succeed in life, and THAT is why schools exist, to insure that youth succeed in life, now and in the future as adults. Shadow Children also put a shadow under education's eye, known as a black eye. They prove that 30% of the time (at least) we are not doing our job well. 70% was a D- when I was in school. If getting a D- in your profession across the land isn't a #1 concern, it should be, don't you think? The money it is costs is monumental as well, which I find alarming…was surprised myself at the figure. BUT: Mostly what makes it #1 is the pain that has happened in these children's lives and the pain to come as they grow up with a shallow toolbox in a tough world and the school, their last chance at being diagnosed and remediated, drops the ball with a giant thud…then largely denies it. The more you make me think about it, maybe both of education's eyes are blackened.

2) In reading your book, I get the feeling that the problems are not with the schools, but with the juvenile justice system and the social workers who investigate child abuse and neglect. Am I wrong on this?

It is definitely a corollary problem. We need a collaborative effort on behalf of this section of our youth, and schools cannot do it all…social services, police, juvenile court system, should be working more with the schools.

3) Could you provide an operational definition of "Shadow Children"

Shadow Children are youth in danger of not succeeding in school or in society due to lack of tools and skills that a healthy (functional) family and school system should provide. (Tools & Skills: problem-solving, decision-making, prioritizing, handling emotions and getting needs met healthfully, money management, relationship skills, organizing, literacy – including computer literacy – skills, etc. There are more.

4) Many "shadow children" that I have seen, have come from broken homes where parents have divorced. It seems to me that divorce is simply way to easy to procure, and if we invested more time and money into salvaging marriages, there would be fewer "shadow children"? Your thoughts?

Single parent homes can be as functional or more so than both-parent homes. It is about abuse and, mostly, neglect to teach the tools and skills needed to succeed in life, and some single parents do a wonderful job. Odds are perhaps weighted against a single parent family only because one person may be doing it all, and/or perhaps relying on unhealthy caregivers to lend a hand. Single parent families are – odds are – also getting a reduced amount of income compared to two potential caregivers/breadwinners.

5) Over and over, it seems to me that schools try to educate the middle of the bell shaped curve very well, but tend to neglect the other two ends of the spectrum. Is this on target or am I off base? And how does this relate to your work?

Well, it is absolutely true and also absolutely relates to my work. If school could do its job, I wouldn't have to write this from the perspective I have. See #1 question above.

6) In my own work on "at risk" kids I found that the average I.Q. of kids who were involved in either in-school or out of school suspension, that their I.Q. was roughly 85. Are these kids, in a sense, somewhat doomed to failure in a school system that leans toward educating children of average intelligence?

If what you say is true, yes they are doomed.

However, I wonder if your statement would be true as a generalization? One year in Chicago, they discovered that the average IQ of those staying in school was lower than those who dropped out. Don't ask me what year, I think it was about 15 years ago…and I have not followed up on this. I could if you were interested. What I am saying is that we may have more of a "brain drain" situation than most think. Another #1 reason to be alarmed.

7) In your mind, do you think teachers are getting a bit tired of kids with labels being tossed at them? Kids with " alphabet labels ( E.D., B.D. L.D., ADD, PDD etc etc) and most recently " At-risk kids " and now " shadow kids"?

God, yes. And so am I! But the reality is, if you cannot define your population that needs help and then have a "count" you will not get attention or money to compensate as needed. Unfortunate, but true.

8) What do you do as founder of NAREN (The National At-Risk Education Network)?

And where is this organization located?

I am the Director. I answer questions a lot, such as yours. Not being cute, it is true. I talk a LOT. I am not grandiose…wish there was no need for me, really. I am a cross between a Johnny Appleseed, a revivalist, and one of my own constituents I call angel-warriors. THIS is my place in this schema. I have never been paid a penny in salary…over 14 years now…but definitely have plans to someday be paid. Hahaha… Seriously, I write and speak a lot about the plight of these kids. No one is championing them (enough) and I suppose one could say that the advocacy they need is strangely silent. I think there is a conspiracy to protect neglectful parents and schools.

I am not a radical. I think there is a ton of evidence. I think one day, maybe 20 years from now we will look back on today and say, "What the heck were we thinking????" Better still, "Why WEREN'T we thinking???"

We are located at 107 State Street, Madison WI 53703

9) Are our Senators and Congressmen aware of the plight of these " shadow children"?

In a way, and I used a lot of $$$$ numbers to substantiate Shadow Children as a problem. It is a language they understand. They are not moved by sob stories, though true. They hear them all the time. Tobacco farmers cry. The AMA cries. The Religious Right cries. They think educators just whine all the time. The $$$ figures are there as a constant reminder that this is a real problem and sooner or later you are going to be embarrassed that you did not take better action as you cost the taxpayers a LOT MORE by not doing what was needed.

10) Your book contains (E.A.A.R.B. forms and A.A.R.B.M.S.) What are these forms all about and who should be responsible for these forms? The guidance counselor? Social Worker? School Psychologist?

The forms are designed to place awareness of the individual child in trouble into the collective educational system's mind so it will (must) take action. There should be an At-Risk Coordinator in charge of them…whether that be designated to the counselor, psychologist, or to a head teacher who cares.

11) Dysfunctionality in families- whose job is it to provide counseling to children of these "dysfunctional" families?

The school. The school gets paid to assess the child's learning problems and then meet them at a door with suggested means of compensatory education to remediate the child, to bring them back to center, or TO center for the first time. If not the school, whom? The school stands between the Shadow Child and prison, failure and, perhaps, death. I consider out work life and death work. We have a lot to do…and a lot of Shadow Children who need it.

12) Teachers are already being asked to do a gargantuan amount of work, with a plethora of different kinds of kids with a horrendous amount of paperwork. How much more can we expect teachers to do in this society?

Again, we should not ask the school to do it all. Theyshould coordinate a collaborative effort that is all about each child. Of course, we need more funding and focus on this issue. Each school system might need an At-Risk Coordinator.

13) What question have I neglected to ask?

How should school get ready to handle this problem more effectively? Have a structure, such as the NAREN Nine Standards or others, that tells you WHAT you are going to do, then spend time deciding HOW to best use that scaffolding such that it becomes a consistent, clear and intelligent program that is effective and can be assessed as such. Then train your staff so they are all on the same page.

Thank you for this opportunity to clarify some of these ideas, issues, and concerns of great importance (especially to the Shadow Children).