This week's issue of the Independent has an interesting take on what could happen if Wake County school board member John Tedesco gets his community assignment zone plan implemented.
In the cover article, the Independent tries to see what the school system could be like if Tedesco's model is implemented. In the liberal weekly's division of the district into 14 zones, it found that two would have schools with heavy concentrations of low-income students.
Asst. Supt. Chuck Dulaney estimated for the Indy that if school assignments are based on proximity to students' homes, as indicated in the policy presented Dec. 1, seven to 10 high-poverty schools with F&R rates above 80 percent would be created.
Dulaney said there will be a "tipping point," likely at less than 80 percent F&R, at which middle-class parents will leave those high poverty schools.
"Will the 'non-80 percent' attend that [high-poverty] school?" Dulaney asked in the article. "My best hunch is that those families will, as they have done in Charlotte and other urban systems, either move to a different zone or they'll withdraw from the public school system."
As chairman of the school board's new student assignment committee, Tedesco should have a big say in whatever changes are made to abandon the diversity policy.
Comments
Tipping Point and Ghetto Schools
Sun, 01/24/2010 - 12:11 — occum_sharpeThe concept of a tipping point and School Zones has already been visited in Charlotte. When the Attendance Zones set up a "Ghetto Attendance Zone" in Western Mecklenburg County, middle class white parents surprised the school system and took out second mortgages to go to private schools and schools that were once fairly diverse became 90% + poor and minority.
Depending on the area, the tipping point has been different. In some areas, 80% was the tipping point, while in others, 30% was, but all too often the tipping point was in the 50% range, which made schools that were once 40% poor, 60-70% poor overnight via emigration to private schools and less poor "choice" schools in their zones.
As a result, Private Schools are booming in Charlotte and in the surrounding area. In many cases, there is a $100,000 difference in the same style home, by the same builder, due to the location of the home as far as school zones go.
As far as the belief that a child from the "Ghetto" has "just as good of a chance to make it as a wealthy suburban kid, if they just get off their butts and make it happen" goes, the people who believe this are either living in a dream world or have never been to the ghetto. They have watched "The Blind Side", "The Joe Clark Story" and "The Pursuit of Happyness" too many times.
We cannot address the achievement gap in schools until we address the "opportunity gap" in neighborhoods. Children who have no library, no grocery store, no doctors or dentists, no money, no transportation, and no role models who live in their neighborhood don't have the same opportunities as those who do.
De Facto Socioeconomic segregation is so dangerous because poor children live in a neighborhood where there are no viable role models. It is truly sad that a young man in a poor neighborhood believes he has a better chance to be a professional ball player or entertainer (truly a 1 in a billion shot) than he has of getting a college degree. Sadder still is the fact that, very often, the most successful inhabitants (in terms of money and possesions) of their community achieve their success through criminal activity. Too often they are the only real role models that live in their neighborhoods.
While there are success stories from every walk of life, it is ludicrous to think that concentrating poor children in poor schools, putting them in clean uniforms, and having them chant every morning, "I am somebody, I will go to college, I will be successful" will make it so.
Why do the people who do beat the odds end up with an incredible movie like "The Blind Side" or "The Pursuit of Happyness" ? Because it is truly amazing that they beat the odds, not because everybody can do it and they are just the only people who decided to.
My fear is if we concentrate these children in poor urban schools that they will truly be "forgotten."
There has to be a way to keep diverse schools and provide neighborhood options.
"As a result, Private
Sun, 01/24/2010 - 20:38 — CaryCurmudgeon"As a result, Private Schools are booming in Charlotte and in the surrounding area"
They're doing a pretty good business here as well. Any idea what percentage of Charlotte students go to private or charter?
"poor children live in a neighborhood where there are no viable role models"
So you think white affluent children should be their role models? ED and minority children are already bused to sit next to these role models, and they don't do any better.
"Children who have no library, no grocery store, no doctors or dentists, no money, no transportation"
They have a library at school, just like everyone else. School assignments very rarely require a trip to the public library. Yes, they are missing all those other things, and it is sad. But what they are missing more than those things is having a parent who is willing and able to help them with their school work. Which do you think would do more to help these kids -- 1. Bus them so that they can sit next to white affluent role models, or 2. Have an after-school program for them to help them with homework or other studies?
My fear is if we concentrate these children in poor urban schools that they will truly be "forgotten."
The reality is that these children are hidden today, by spreading them around the county. And it is very disappointing that so many people (ie. Billy Barber, Calla Wright, Yvonne Brannon) are fighting to maintain this system of failure.
I had not realized that poor
Mon, 01/25/2010 - 01:53 — klanders65I had not realized that poor parents didn't help their children with homework, either because they can't because they are really stupid and that is why they are poor, or they simply don't care about their children's success. That is really sad. Thanks for pointing that out.
I probably could have worded
Mon, 01/25/2010 - 09:54 — CaryCurmudgeonI probably could have worded that better. Of course, there are kids who come from poorer families that get all of the support and encouragement they need to succeed. But the reality is that we live in a county where 46% of ED students drop out of high school. Some of these young adults will go on to raise families. How much help do you think they will be able to give their kids in school? While they may offer the right encouragement, they will have a hard time helping their child with eighth grade spanish or social studies.
Putting these at-risk kids on a bus will not replace the help they need after school to be prepared for the next day. And this is coming from a college-educated parent who is struggling to help his freshman in some classes.
Are you poor?
Mon, 01/25/2010 - 12:37 — klanders65Using the same logic I see people using to set expectations for kids, I assume you must be kind of poor because you don't know the difference between a 4-year cohort graduation rate and a dropout rate.
You can get the 4-year cohort graduation rates at ayp.ncpublicschools.org. This reflect kids who graduated on time and didn't have to go an extra semester or take a summer school after senior year in order to graduate. This does not mean they dropped out.
The dropout rates are in the dropout report at ncpublicschools.org/research/dropout/reports
They do not give dropout rate for ED but they give for other subgroups and no rate comes close to the 4-year cohort rate. Those are entirely different things.
And, once rich kids hit 6th grade most of their parents can no longer help with math. So, the teachers need to be good.
If you couldn't help your
Mon, 01/25/2010 - 13:37 — CaryCurmudgeonIf you couldn't help your kids with 6th grade math, then you probably should consider a refresher course.
I completely agree that we should not lower expectations for ED children -- but higher expectations doesn't get their homework done, and doesn't help them study for tests. If you think simply expecting more is going to solve this problem then you are deluding yourself. If you think the average teacher can teach every student what they need to know in the large classes we have, you should think again.
We know:
1. We can't solve the performance gap with school buses, and
2. Incenting better teachers to work in more challenging environments does help, but does not in and of itself solve the problem.
Other than "expecting more," do you have any other ideas?
Many that I know don't have
Mon, 01/25/2010 - 09:27 — user12345Many that I know don't have a HS education, don't speak English or work two jobs which is tiring and makes helping with HW difficult.
Yes, John has been very
Fri, 01/22/2010 - 15:51 — intrainingYes, John has been very accessible and that is very much appreciated. At the same, as an official elected to serve a constituency, he should be accessible and be willing to answer questions, even if they seem complicated. And I would hope he would already have the answers such complicated questions before coming to the conclusion that his way is the best way. Perhaps his vision and plan is the way to go, but it is hard to know if that is so when questions raised have been averted, the answers have been simplified and not fully formed, and research suggesting otherwise does not appear to be getting due consideration.
So...
Fri, 01/22/2010 - 17:13 — Bob_SconceKnowing the answers to difficult question is one thing. But, even when you know the answer, it takes a great deal of time and effort to clearly explain the answer in writing. Heck, the five sentences of this blog post have taken me about 7 minutes to write, as I have sorted through my own thoughts, figured out how best to express them, typed them out and edited them. And this isn't even a complicated subject! (Of course, it would have been less time had this post not refered to itself.)
We All Agree on 54.2% Is Not Acceptable!
Fri, 01/22/2010 - 16:25 — JanisTangoI think most people are in agreement that the achievement gap is not acceptable, but I have only seen potential solutions suggested by John. I haven't seen the supporters of the diversity policy offer anything up to the table beyond "we have to keep it! It's important!" What other ideas are out there? If the supporters of this current diversity policy have ideas, I'm sure people will listen! I know I will!
More questions for John Tedesco
Fri, 01/22/2010 - 10:41 — intrainingJohn,
I have three questions that I'd also like your answers to. I'm a lifelong resident of Garner and attended Garner schools K-12. You were elected to represent the Garner community. Please tell me how your vision, your plans, and your actions will enhance the Garner schools and community. Please tell me what led you to conclude that your vision was in the best interest of the Garner community. And please tell me what evidence you have that supports your beliefs that your steps and actions are in the best of Garner and the students who live in the district you serve. Thank you.
And, Keung, Thank you for the work you put into this blog. Please keep up this important work.
John has answered this many times
Fri, 01/22/2010 - 10:56 — stacy123review the campaign literature and talks and previous posts. Less bussing - for all of Wake County including Garner, less re-assignments for all of Wake county, more focus on academic achievement for all f wake county and Garner.
Your post seems to indicate that you do not think Garner will benefit from all of these things. Garner had some highly visible issues on re-assignments -especially garner residents/students sent out of Garner and Non-Garner residents bussed in.
I would like John to connect
Fri, 01/22/2010 - 14:28 — carson79I would like John to connect the dots - how is "less busing" going to help Garner and SE Raleigh? convince us, because a lot of us have seen other districts under models similar to his that are NOT providing adequate educational opportunities to the children in the "bad" schools...
I think it has been addressed before, but I don't think there will be sizable "savings from busing" - read the previous posts for an explanation of where this funding comes from - and since a great majority of the "busing" is for students to go to schools their parents chose - I suppose you could say "savings from REDUCING CHOICE." not the road I would want to go down.
What CHOICE? We repeatedly
Fri, 01/22/2010 - 15:25 — NWRaleighMomWhat CHOICE? We repeatedly applied and were denied for YR and magnets.
I followed the campaign,
Fri, 01/22/2010 - 14:21 — intrainingI followed the campaign, I've read the campaign literature, I've followed what has happened since then, and I've read the Independent Weekly story. The Independent Weekly outlines a very specific vision that has not been outlined before in such a manner. Given the information reported in it, I am free to ask these questions, even if you believe he has answered the questions to your satisifaction. To me, he hasn't. What is the vision for North Garner, and what implications would any changes in the school's calendar and status there have, for example? There is nothing wrong with asking for specifics, especially now that he's in office and the method in which he and others are seeking to implement their campaign promises are realized.
Ok Let's see
Fri, 01/22/2010 - 16:00 — stacy123If are up to speed on all the information - as you say, then you either 1) disagree that these things are positive or 2) these are unimportant issues or not applicable to Garner. Yes details will be coming it has been 6 weeks and thus far they (and John) have changed policies,got rid of Wacky Wednesday's, sent out a survey to gage parent choice in various areas and try to accommodate - the details on how they will use this information will be forthcoming. He has mentioned focussing on academics which I presume the new board will be reviewing and making changes in the future -the details and actions will be forthcoming. Not sure what else you would expect at this juncture.
So...
Fri, 01/22/2010 - 17:05 — Bob_SconceThe Indy was attacking a very specific strawman. There's a lot of that floating around.
Considering the sheer volume of work that John has as a school board member, I suggest that we should all conduct some research before asking complicated questions. John has gone through extraordinary lengths to be accessible, which means that we need to be respectful with consuming his time.
Less blogging, more doing for me
Fri, 01/22/2010 - 02:02 — TrailerParkGirlAlthough I will continue to follow this blog for informational purposes, I do not expect to continue posting much, if at all. Instead I will be dedicating my time outside of this blog to efforts to make a positive difference. There's a lot to be done and I don't think this blog is the most efficient way to get that done.
How long can one argue about why a failed policy should not be continued and instead we must seek out new solutions? How many times do people have to say this is not about trying to end diversity, but rather putting the focus where it belongs - ON ACHIEVEMENT - before it sinks in? (Side note - when you look up the non-Wake County definition of diversity, it is not "a school with less than 40% F&R" so the ending diversity mantra is nonsensical)
I thought the saying that the defination of insanity is doing the same thing over and over and expecting a different result was pretty self explanatory. However, it is not for some and you just can't fix that.
User - you are correct that I will be staying involved, so please do not take my future lack of involvement on this blog as a sign of my lack of involvement in raising achievement for ED students. You threw down the gauntlet about not being able to turn here into something more like my hometown. I'm not going to stop trying. Sometimes you have some good positive thoughts and ideas. I hope you will put your energy toward that and getting involved in positive ways to raise achievement for ALL.
I hope others will find positive and productive outlets for their desire to help ALL our students achieve as well, such as community engagement and volunteering. I wish there was a positive outlet for exchanging information and ideas on how to raise achievement.
Remember the words CAN and WILL. They will take you much further than CAN'T and WON'T.
Ditto!
Fri, 01/22/2010 - 10:30 — SDR256I'm with you on this tack TPG.
"User - you are correct that
Fri, 01/22/2010 - 10:17 — user12345"User - you are correct that I will be staying involved, so please do not take my future lack of involvement on this blog as a sign of my lack of involvement in raising achievement for ED students. You threw down the gauntlet about not being able to turn here into something more like my hometown. I'm not going to stop trying. "
Good ... and I support you and wish you good luck ... it may be that if you can get on that ED taskforce and keep bringing up a place that has done what we can not that eventually people will say we can.
no no no stay involved.
Sat, 01/23/2010 - 02:42 — klanders65no no no
stay involved. Have you studied history? Do not stop pushing for answers and advocating.
stay involved!!! We have freedom of speech. Keep speeking!
I need a way to meet with you and also with Tedesco. And it aint through N&O.
And it aint through N&O
Sun, 01/24/2010 - 14:40 — TrailerParkGirl"And it aint through N&O."
Exactly.
Sorry, didn't mean to panic you. I'm staying involved, just not via this forum (other than to read Mr. Hui's informative posts).
Yes, let's meet. That's what I'm talking about, moving forward beyond this blog. Having Groundhog Day (think the movie) debates with brickwalls on this blog is not going to raise ED achievement.
lferreri is working on getting us in contact. Be in touch soon offline.
great
Sun, 01/24/2010 - 16:03 — klanders65great
This isn't TPG's swan song.
Sat, 01/23/2010 - 03:03 — red_balloonThis isn't TPG's swan song. She states she will be involved but she is done with armchair advocacy. I hope you and TPG can meet up and persuade Tedesco to listen to your experiences and suggestions.
Tedesco response
Fri, 01/22/2010 - 01:17 — JTedescoGuys,
I am sorry I am just getting to this after midnight - please forgive me. I was at the prisons today with our Mentoring Children of Prisoners Program and working with some corporate partners to collaborate on a Smoking Cessation program for kids.
I did get to catch several of the questions here today, and have heard all the phone calls and read emails regarding this INDY article, the MYR vote, the DG vs Ron matter, Committee Assignments, How I am going to lead my two, and the continued CCCAAC isssues.
I am trying to keep up with all the meetings, constituent concerns (man we do some things poorly), media requests, and the hundreds of emails I respond to till about 2-3AM each night. I have another meeting at 7am, and then Mayors Breakfast for School Board Members at 8am, then back to the day job that pays my mortgage for several more meetings tomorrow. I know many of you have asked me to respond, SO please bare with me for 48 hours or so.
Again forgive me, I am really doing all I can guys to keep afloat right now wishing there were just more hours in the day - or an assistant - or a salary for the BOE demands so I could just have the one job.
If Keung will permit; Over the weekend I will try to look at all the questions from different posts, craft a response regarding my two cents on all those issues, send it to him to put up as a seperate post.
I have also been considering hosting a interactive town hall coffee shop. I will set up at a local shop (or maybe bigger venue if a lot of folks want to come and invite live guests and online guests via some chat service and video cam (on my end). I will take questions from both like I did at the magnet meeting and diversity meetings. What do you guys think of that ? Would any of you be interested in participating or even helping to set it up?
Oh and Perry, that won't rule out your invitation via facebook for a seperate coffee meeting - just need to find time to get it scheduled. But I will be glad to do it and appreciate the Birthday shout out on PTF yesterday. If you and Bill would like I will come in one day when you are on air in the next couple of weeks and we can do an extended discussion with the 3 of us.
Ok let me get back to today's hundred emails for a few more hours and then a few hour nap then a new day to do it all again.
Thanks,
John Tedesco
I'd be more than willing to
Fri, 01/22/2010 - 10:51 — KeungHui (author)I'd be more than willing to post a response. I'll be checking my e-mail when you get a chance to do it.
I like the article and the
Thu, 01/21/2010 - 23:28 — user12345I like the article and the maps ... the maps may not be the final answer but they give us something to analyzed and discuss as it relates to commnity schools.
I Do Too!
Fri, 01/22/2010 - 09:02 — JanisTangoI do too, but now we really need to study the detailed data. This just confirms what I have thought all along. We have a very diverse community here in Wake and community schools wouldn't create a completely segregated county. I am concerned with the potential of having high F&R schools so I would like to see what we could do about that. I don't pretend to have the answers, but I do like what I have been reading on the coalition for community schools website. The problems that low income people face can't be solved by just having their kids in school 6 hours a day sitting next to a non-low income student. We have to do more!
“I am concerned with the
Fri, 01/22/2010 - 10:26 — user12345“I am concerned with the potential of having high F&R schools so I would like to see what we could do about that.”
While concentrating all the poor in certain schools would not be my first choice, I don't think it is the end of the world ... things go in cycles ... the poor have been neglected, warehouse, concentrated, dispersed, integrated, etc. as different social thinker have taken power ... that is just politics as different philosophies take hold ... obviously none of the approaches is the one answer because we still have poor people (they will always be with us) … the fact we keep trying is encouraging … so, if the present thought is concentrate them in community schools, it seems we just need to find a way to make that work … I am thinking that innovative programs, smaller class sizes, after schools program, etc. are all way to compensate … the only thing I don’t want to happen is “out of sight, out of mind” and benevolent neglect by people in power …. I want to see some follow through...
You And I Agree!
Fri, 01/22/2010 - 11:54 — JanisTangoYou and I actually agree. I don't want to see out of sight, out of mind either! What I personally like about the community school model is that it addresses some of the things I know our low-income parents deal with at our school. I'm not saying it's the cure all for everything, but the current policy is not working. Why don't we try something different and have measurements and constant feedback on what is working and what isn't.
Response from John
Thu, 01/21/2010 - 21:09 — molly000Response from John Tedesco.....I also would be interested in a response from Mr. Tedesco, particularly regarding the comment 'Community schools would expose the issue of failing kids, forcing Wake's leaders to address it, while also returning power to neighborhood leaders over their own schools'.
1. this infers that Wake's leaders are intentionally ignoring the issue of failing kids and/or are withholding the solution at present time...?
2. did neighborhood leaders at one point have power over 'their own' schools and then lose it?
who would these neighborhood leaders be?
and exactly what kind of power are they going to be having over the schools?
are the community schools not going to be run under county-wide educational guidelines?
So...
Fri, 01/22/2010 - 15:28 — Bob_SconceIn response to your first question, at minimum, the current policies allow them to claim success where none actually exists. Whether they are doing so knowingly is a different question entirely and is really beside the point.
Direct conversation
Thu, 01/21/2010 - 22:29 — SDR256I suggest you contact him directly. The more one-on-one conversations we have in this complicated mess the better, from my experience. This blog is not a place to ask someone specific a question. It will just get twisted and revised from what they mean. A phone call or a meeting is even better. Technology is great for some things, but not for this very human problem. We all need more face time.
Pleae reply here, John
Thu, 01/21/2010 - 22:36 — shank56JOhn ,
YOu read this often as you replied at a great length recently . Please do so again. Many of us do not have time to e-mail you one on one. Thanks for you opinion and your time!
John has a full-time job
Thu, 01/21/2010 - 23:01 — CaryCurmudgeonJohn has a full-time job with BBBS, and a full-time job on the Wake County school board. If you have enough time to do all those blog posts, then you have enough time to send him an email.
Well I did mess up that
Fri, 01/22/2010 - 08:14 — shank56Well I did mess up that sentence- What I meant to say was it would be easier for him to shoot one e-mail to this site for all to read here . (Instead of having to reply one on one to the same questions)
Yes, I know how much time his BOE takes- it is never ending , even for someone without a fulltime job.
I know everyone hates Chuck
Thu, 01/21/2010 - 15:13 — carson79I know everyone hates Chuck D but he's right about that tipping point... and if we are being honest here, people DO care about the make up of their school. I don't know if it's unfortunate or not but it's reality.
I'd like to hear Tedesco's response to this map.
Hate is a strong word but
Fri, 01/22/2010 - 00:11 — changewcpssHate is a strong word but not many can like the dude. I don't know why seemingly rational and intelligent people have stood by and allowed him to dismantle families and communities for fun.
" allowed him to dismantle
Fri, 01/22/2010 - 11:01 — user12345" allowed him to dismantle families and communities for fun"
You make him seem like he is the boss ... he is an employee doing the bidding of the BOE ... I am sure he had the conversation during contract time that to do the reassignments he would get all the heat, take all the arrows, and end up unpopular but given that he could retire, he would take one for the team ...
Myth
Fri, 01/22/2010 - 11:42 — SDR256The myth is that the BoE has been in charge. In fact, those in charge of the data are the ones who can write the story. Mr. Dulaney understands this well, and knows how to manipulate that deftly. Additionally, the reassignment work was so loosely worded and NO priorities given that Chuck in fact admitted that he made his OWN value judgements. He is not an elected official and so I have a real problem with one individual - who has a very strong and well understood political agenda - having the power to make those types of judgement calls over the children in this county. Anything having to do with the characteristics used to assign children should be vetted through the elected board in a transparent and completely articulated way.
I've seen the monsterous software that has been historically used by Growth Management. It was immediately clear that this was Brier Rabbit in the brier patch. Chuck has been hiding in the brambles of this system for so long that he is the only one who knows how to navigate it. The BoE has been at the total mercy of a 'data driven' process where the data can be driven any way the driver of this software decides how it will go. We saw recently a draft project being done by Chuck, with the intent of showing it to the board, and unless you had the maps in front of you, and could check and double check the nodes with several data experts in the room with you - you'd never see that several schools were left out and it significantly changed the outcome. If this had been put in front of the board they wouldn't even have known the questions to ask to reveal what a farce it was.
No one should have the ability to be this opaque in such a key position. The software and the data processes need to be completely transparent. There is no excuse for a piece of software to be as cumbersome as this. And I've seen some doozies in my time - deep complex systems for global banks and swiss banks for instance - and nothing compares to this. I hope the software will be changed with the person in that position to give the board more control and better confidence that the data is unbiased.
I doubt the independent
Fri, 01/22/2010 - 21:14 — red_balloonI doubt the independent thinker realizes the data was spun to influence her. It is amazing how data can be presented to sway outcomes. Too bad somebody bought it hook, line, and sinker.
Increase in F&R Lunch to 80% at some schools
Thu, 01/21/2010 - 12:49 — londoncalvin33It should make no difference that a school is 80% F&R. All this means is that the community as a whole is on a different income scale. As a supporter of neighborhood schools, I will never accept the excuse that lower income equals a lower performing school. What diversity supporters fail to acknowledge is that parental involvement and an overall desire within the community to make their school and its students successful, is the solution to improved test scores and better student achievement. It's called personal responsibility.
The school board is on the right track. I would love to see them follow up, when the dust settles, by allocating some of the money they're saving in busing costs, to creating a community coordinator in these lower performing schools. Someone whose job is to act a bridge of sorts between parents and the school, to show parents all of the different ways in which they can become involved in their child's education, to ease mistrust between the schools and the parents, to help increase communication between parents and schools, and to build a strong PTA. Perhaps with some effort, an 80% f&r lunch school will not be a bad thing.
Thank you
Fri, 01/22/2010 - 01:55 — TrailerParkGirlThank you for your reasoned posts. Perhaps you can take over continuing trying to explain this viewpoint that is grounded in higher expectations rather than low-expectations and hopelessness.
"I would love to see them
Thu, 01/21/2010 - 13:11 — user12345"I would love to see them follow up, when the dust settles, by allocating some of the money they're saving in busing costs, to creating a community coordinator in these lower performing schools. "
It is unlikely that there will be any "savings" from transportaion ... first there are only a few kids involved (see the few ITB nodes that the OTB folks are trying to send home) and second, Wake won't get as much money from the state .... the State pays most of the school operational bills on a formula basis .... it is not like we have a pot of money we can redirect ... we get most school funds from the State who tells us where and how to spend it ...
"Perhaps with some effort, an 80% f&r lunch school will not be a bad thing."
The best way to tell is to look around and find a ghetto with thriving schools ...
Ghetto
Thu, 01/21/2010 - 14:11 — londoncalvin33The ghetto comment is a cop-out. People with lower incomes are no less capable of raising high achieving kids than people with higher incomes. The neighborhood situation and the challenges may be different, but the ability is still there.
Speaking from experience volunteering in a diverse classroom, I've seen kids of all races and backgrounds who lack basic self-control and respect, who are falling behind because of it, and for whom placement in a diverse school has not been helpful. I've also seen bussed in kids who do extremely well but who also have active parental involvement.
I am suggesting looking outside the diversity policy for a solution to the problem. At some point, every community needs to figure out a way to improve the things that aren't working. Particularly in a region that places so much value on religion and church, a venue that preaches community, this shouldn't be such a foreign concept. You can't tell me there aren't a majority of parents at every income level who want to see their kids succeed. The idea of a community liaison is simply one idea to help parents learn how to become involved in their kids' education, how to overcome mistrust of the school system, how to gain information on what's going on in their schools, and how to be a successful advocate in general.
Rich vs. poor is a tired excuse that has done nothing to improve student achievement.
"The ghetto comment is a
Thu, 01/21/2010 - 14:57 — user12345"The ghetto comment is a cop-out. People with lower incomes are no less capable of raising high achieving kids than people with higher incomes. The neighborhood situation and the challenges may be different, but the ability is still there. "
Good point ... so listen for (Part B) ... once these folks get all the poor kids concentrated in a few schools (Part A) what are the plans and funding to overcome the challenges you mention? We have already learned that these kids don't graduate because the schools are focused on college that they can not afford, don't provide vocational training to get an immediate job, and handicap them from 3nd grade on by systematically keeping them out of advanced classes that would give them access to advanced classes in HS.
As with any budgetary issue,
Thu, 01/21/2010 - 16:22 — londoncalvin33As with any budgetary issue, funding is a moving target dependant on multiple factors. Should a viable plan be put into place to create a specialty position, options that could be considered are requesting the funding from the Board's budget, the potential for specialty grants, and community partnerships. I don't know exactly what's available out there, but it's not like the Board has never come up with funding for a previously nonexistent program before.
As for the low graduation rate among low income kids - where have we learned that they don't graduate because the schools are focused on colleges they can't afford? First of all, NONE of us can easily afford college, low and high income alike. Second, according to a PEW Partnership for Civic Change report, kids drop out for many reasons - they didn't like school, weren't doing well, didn't get along with their teachers, or they had personal issues such as teen pregnancy or the need to take a job to support their families. The study goes on to say that "whatever reasons individuals give for leaving, dropping out is often not so much a decision as it is a long process, the end of a downward spiral that includes personal factors, a history of low performance, an inclination not to think about long-term consequences of leaving school ..." All the more reason to work on a strong parental / school partnership from early on so that kids can succeed.
In regard to the handicapping issue, my only knowledge of this has to do with the 8th grade algebra situation, and I agree, it is a problem that needs to be addressed. I am as concerned that any child, regardless of socioeconomic status, may be denied access to advanced math because the assumption came in at some point that they weren't capable. How test scores, a school's need for the appearance of overall achievement, and a need to meet the standards of NCLB factor into this, I don't know, and that's a subject for another post. But it's another example of how important it is to be involved in your child's education, to be aware of what's going on, and to fight on behalf of your child to ensure they're getting every opportunity and to institute change by publicizing the existence of these practices.
And going on, in regard to exclusion from advanced classes, how about the fact that most of us, poor and rich alike, are excluded from specialty classes and electives available only at the few magnet schools in the county?
There is no simple answer as to the best way to educate our kids equally, but I still believe it begins at home, with personal responsibility and a desire to be involved in, and an advocate for, your child's education.
It's ridiculous to think that simply mixing kids together and hoping for an improved outcome is enough, and data to date hasn't shown any notable difference in student achievement as a result of Wake's policies. As Einstein said, the definition of insanity is doing the same thing over and over again and hoping for different results. So let's try something different, shall we?
I just don't see how concentrating poor kids helps them
Thu, 01/21/2010 - 23:28 — festusI appreciate the careful thought you put into your comments here. (This entire thread is oddly rational and informative.)
My concern is that if the new board succeeds in keeping the poorest children in Wake in a handful of districts, as the Independent's helpful map suggests, that these schools will become "reverse magnets." In the article, John Tedesco argues that these schools will be so troubled that the citizens of the county will be moved to take action. I wish I shared his confidence. Many of the comments on the N&O stories (unlike this thread) reveal profound dislike of the poor and black and latino kids in our schools. If those kids are concentrated in a handful of schools, why do we think those schools will be treated better? The statistics seem to show that parents of poor kids have less time to give to PTA, less time for volunteer activities, and less capacity to assist kids. Doesn't that suggest these schools will suffer more, not less, if they are resegregated?
festus, I share your
Fri, 01/22/2010 - 10:25 — jenmanfestus, I share your concerns. Definitely check out the link to communityschools that TPG posted. I am not naive enough to think that we will magically change things overnight. It will be hard, long work to get a school like those going. I also don't think that community schools will be the magic bullet for every issue we have. I forsee a combo of magnets and community schools for our impoverished areas. I'd also like to see WCPSS place more social worker type resources in the higher poverty schools. More support for them and their families beyond the school day.
I know that there are people out there who don't care about the poor kids or the minority kids. They just want them out of their school. But I honestly don't think its the majority of people. There's nothing we can do about racists or elitists and we can't let the spectre of the boogeyman keep us from trying new approaches to help these kids and their communities.
Information
Fri, 01/22/2010 - 00:52 — TrailerParkGirlPlease check out communityschools.org. The website has a wealth of information to answer your questions.
As a formerly ED student, a good starting point will be to have people have high expectations for our ED instead of saying can't, won't and not capable when it comes to our ED students, their families and community. I went to community schools and never thought of myself, family or community as less capable.