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In my mind the basic tenet of
determining what is or is not ethical
behavior is, whether if placed in a similar circumstance one would feel that they were treated fairly and in a dignified manner. If I apply this micro-definition to the state of urban education in America it doesn't take the proverbial rocket scientist to figure out that ethics and equity has long been missing in action. The state of urban education is abysmal. The efforts to reform urban education across the country is meant (for the most part) with contempt and extreme resistance to change. The de-valuing of the urban child, in favor of the suburban and sometimes rural (if not Appalachian) is a malady that strikes at the heart of one of this nation's most valuable assets, its children.
In Columbus I am almost regarded as the father of the equity argument. I raised the issue of equity far before Phi Delta Kappa did it's infamous curriculum audit. I have been fighting for most of my adult life to insure that all children regardless of race, ethnicity, social standing or economics have the opportunity to receive a quality education. By quality I mean to suggest that I feel strongly that when a child graduates from high school he/she should be academically competent, culturally centered, globally competitive, socially responsible and technologically proficient.
This is not too much to ask for if we believe that children deserve the best opportunity to become contributing members to this society on the world stage. And, I do believe that. However, though many talk the talk, few in positions of authority are willing to walk the walk. The challenges to the status quo (if education reform is successful) are potentially staggering. Gary Schcenecty in October 1997's edition of Phi Delta Kappa's magazine questioned in an article, "What would happen if education broke out all over"? He surmised that the current economic structure would crumble over time if the market (in a supply and demand economy) was suddenly flooded with talented, prepared, high achieving students. He suggested that prices for often thought of professional services would plummet, thus, fracturing the infrastructure and underpinning of our class oriented society. As I ponder his conclusions I suggest they have significant merit based upon the policies, practices and legislation that is often at the root of retarding the educational process for the urban child.
In Ohio, there are over 161 school districts. Over sixty of them are considered urban and eight are considered the great eight. The great eight school districts make up for more than 85% of the children of color that are educated in this state. The great eight school districts are districts that have a student population in excess of 50,000 students. The great eight school districts are primarily Black, poor and disenfranchised and more often than not, abut districts that are more affluent that are scoring exceedingly well on the state's proficiency tests. In this state there is a requirement for students to pass state sponsored standardized proficiency tests in order to graduate. The districts are evaluated on 27 standards. Any district that fails to successfully meet 5 out of the 27 standards is placed in a state of academic emergency. Any district that remains in academic emergency for a certain period runs the risk of being taken over by the state.
In the case of the great eight, each one is in a state of academic emergency and has been so for some time. Cleveland has been taken over by the state. An examination of this phenom suggests that efforts to engage students and close achievement gaps have failed. I submit another observation. It is not in the best interest of those who hold the gold to provide the necessary tools to assure that every child has the ability to learn. If so, it would have been done by now. Considering that we know how to educate the urban child. There are scores of examples of successful models that demonstrate this. The Marva Collins academy in Chicago, The Kappa Academy in Philadelphia and the Marcus Garvey Academy in South Central Los Angeles are all sterling examples of what we can do when we determine it is important to us to educate the urban child, and place value on that child. So, there exists no excuse. Educators typically spend too much time with theory and the search for some exact model, instead of applying the rudiments of what is already known.
Members of the academy (academia) often spend too much time attempting to modify and retool old, failed strategies and are reticent to adjust to and adopt new strategies in dealing with the complexities of urban education. I have recommended a whole-child approach, with team teaching strategies and multi-aging strategies for elementary school students. I propose that we look closely at the relationship between environment and learning. I believe that every school should be evaluated on certain criteria that measure its equity practices and its commitment to creating a school environment that is conducive to learning.
During a child's middle school and high school years we must determine what steps are necessary to assure that the child is prepared to move to the next level and then take the appropriate action to instill curriculums that are interactive, relevant and engaging. This would only be a first step to urban education reform. However, studies indicate that with an average 50% drop out rate among urban students in this state, those would be important and critical first steps to take.
We must make certain that teachers are prepared to teach in the urban communities. Most teachers who find themselves assigned to urban communities are either at the end of their careers or new teachers fresh out of colleges of education. In many cases the elder teachers have such a disconnect with today's student that teaching and learning is challenged. Most still use a scope and sequence process in their teaching styles. The young teachers on the other hand, have typically graduated from colleges and completed their student teaching in environments that are not particularly sensitive to the needs of the urban child. A quick look at the curriculum for most teachers that enter the urban school districts in Ohio finds that, of the top 5 schools for education in the state, none has as a requirement (in the core curriculum) classes for urban education. Ohio State university being the greatest violator, as it produces more teacher than the other schools. With this said, it is little wonder why so many teachers who enter the urban systems fail or leave the system.
As I study the challenge of urban education, at least three more nemesis appear. The state board of education (which establishes the curriculum for teacher certification); the teacher's union, who in my mind are among the greatest detractors for reforming public urban education; and local school boards (that are typically elected) that often provide for the politicization of education. The state Board is a political body with elected officials who usually are elected from suburban or rural areas. With this in mind, they have consistently ignored the needs of urban children in favor of policies and practices that benefit their constituents.
Teacher's unions in this state spend the greatest amount of their time doing one of three things: disrupting learning environments and targeting child-centered principals, positioning themselves to maintain a collective bargaining edge or protecting many teachers who should never be allowed in front of a child.
Finally, the school boards themselves are often so politically charged that the ambitions of these pseudo politicians and their typical lack of knowledge regarding educational administration and application often serves to distract the focus and the agenda away from children and onto things unrelated to educating children. I have strongly recommended Board reform. In Columbus there is a seven member school board, of which all are elected at large. This makes it impossible for any board member to advocate on behalf of a specific constituency without risking political suicide. I have recommended the following: 1.) The board be expanded to 9 members. 2.) Four members are to be elected from the four quadrants of the city (North, south, east and west). 3.) three board members to be elected at large and 4.) The two remaining seats be filled by educators to be selected by the superintendent and the board. This seems almost too logical. This method of board alignment would provide specific constituency connection while at the same time providing board accountability to the at-large community. Further, the educators could provide balance and expertise in a highly volatile environment. However, to enact such a change will require a change in law, in a community that isn't particularly challenged (yet) by Black, Hispanic and poor white children not learning.
Due to teacher shortages many central office leaders tolerate this type of behavior from the state board and the unions, at the child's expense. Cries from administrators that they are doing all they can are far too familiar. In their so-called search for the answer, they must be ignoring the successful models that I mentioned earlier, or if they want a more traditional standard, the Seattle model that was exercised by the late Dr. John Stanford. Interestingly enough, in their search for the cure they ignore the vaccine. Again at the expense of our children.
Phi Delta Kappa produced an audit for the Columbus public schools system. One of their most damning quotes was: "Race is a monster that is going ignored and enabled in this district. While white children are directed to AP (Advanced placement) courses, Black children are directed to detention and suspension." So while the gears are being lubed to convince you that the next bond issue and operating levy are the best things to happen for your children, ask yourself have you gotten your money's worth so far? I could go on, but need I say more?
Al Warner is President of the Columbus Institute for Contemporary Journalism.
In Columbus I am almost regarded as the father of the equity argument. I raised the issue of equity far before Phi Delta Kappa did it's infamous curriculum audit. I have been fighting for most of my adult life to insure that all children regardless of race, ethnicity, social standing or economics have the opportunity to receive a quality education. By quality I mean to suggest that I feel strongly that when a child graduates from high school he/she should be academically competent, culturally centered, globally competitive, socially responsible and technologically proficient.
This is not too much to ask for if we believe that children deserve the best opportunity to become contributing members to this society on the world stage. And, I do believe that. However, though many talk the talk, few in positions of authority are willing to walk the walk. The challenges to the status quo (if education reform is successful) are potentially staggering. Gary Schcenecty in October 1997's edition of Phi Delta Kappa's magazine questioned in an article, "What would happen if education broke out all over"? He surmised that the current economic structure would crumble over time if the market (in a supply and demand economy) was suddenly flooded with talented, prepared, high achieving students. He suggested that prices for often thought of professional services would plummet, thus, fracturing the infrastructure and underpinning of our class oriented society. As I ponder his conclusions I suggest they have significant merit based upon the policies, practices and legislation that is often at the root of retarding the educational process for the urban child.
In Ohio, there are over 161 school districts. Over sixty of them are considered urban and eight are considered the great eight. The great eight school districts make up for more than 85% of the children of color that are educated in this state. The great eight school districts are districts that have a student population in excess of 50,000 students. The great eight school districts are primarily Black, poor and disenfranchised and more often than not, abut districts that are more affluent that are scoring exceedingly well on the state's proficiency tests. In this state there is a requirement for students to pass state sponsored standardized proficiency tests in order to graduate. The districts are evaluated on 27 standards. Any district that fails to successfully meet 5 out of the 27 standards is placed in a state of academic emergency. Any district that remains in academic emergency for a certain period runs the risk of being taken over by the state.
In the case of the great eight, each one is in a state of academic emergency and has been so for some time. Cleveland has been taken over by the state. An examination of this phenom suggests that efforts to engage students and close achievement gaps have failed. I submit another observation. It is not in the best interest of those who hold the gold to provide the necessary tools to assure that every child has the ability to learn. If so, it would have been done by now. Considering that we know how to educate the urban child. There are scores of examples of successful models that demonstrate this. The Marva Collins academy in Chicago, The Kappa Academy in Philadelphia and the Marcus Garvey Academy in South Central Los Angeles are all sterling examples of what we can do when we determine it is important to us to educate the urban child, and place value on that child. So, there exists no excuse. Educators typically spend too much time with theory and the search for some exact model, instead of applying the rudiments of what is already known.
Members of the academy (academia) often spend too much time attempting to modify and retool old, failed strategies and are reticent to adjust to and adopt new strategies in dealing with the complexities of urban education. I have recommended a whole-child approach, with team teaching strategies and multi-aging strategies for elementary school students. I propose that we look closely at the relationship between environment and learning. I believe that every school should be evaluated on certain criteria that measure its equity practices and its commitment to creating a school environment that is conducive to learning.
During a child's middle school and high school years we must determine what steps are necessary to assure that the child is prepared to move to the next level and then take the appropriate action to instill curriculums that are interactive, relevant and engaging. This would only be a first step to urban education reform. However, studies indicate that with an average 50% drop out rate among urban students in this state, those would be important and critical first steps to take.
We must make certain that teachers are prepared to teach in the urban communities. Most teachers who find themselves assigned to urban communities are either at the end of their careers or new teachers fresh out of colleges of education. In many cases the elder teachers have such a disconnect with today's student that teaching and learning is challenged. Most still use a scope and sequence process in their teaching styles. The young teachers on the other hand, have typically graduated from colleges and completed their student teaching in environments that are not particularly sensitive to the needs of the urban child. A quick look at the curriculum for most teachers that enter the urban school districts in Ohio finds that, of the top 5 schools for education in the state, none has as a requirement (in the core curriculum) classes for urban education. Ohio State university being the greatest violator, as it produces more teacher than the other schools. With this said, it is little wonder why so many teachers who enter the urban systems fail or leave the system.
As I study the challenge of urban education, at least three more nemesis appear. The state board of education (which establishes the curriculum for teacher certification); the teacher's union, who in my mind are among the greatest detractors for reforming public urban education; and local school boards (that are typically elected) that often provide for the politicization of education. The state Board is a political body with elected officials who usually are elected from suburban or rural areas. With this in mind, they have consistently ignored the needs of urban children in favor of policies and practices that benefit their constituents.
Teacher's unions in this state spend the greatest amount of their time doing one of three things: disrupting learning environments and targeting child-centered principals, positioning themselves to maintain a collective bargaining edge or protecting many teachers who should never be allowed in front of a child.
Finally, the school boards themselves are often so politically charged that the ambitions of these pseudo politicians and their typical lack of knowledge regarding educational administration and application often serves to distract the focus and the agenda away from children and onto things unrelated to educating children. I have strongly recommended Board reform. In Columbus there is a seven member school board, of which all are elected at large. This makes it impossible for any board member to advocate on behalf of a specific constituency without risking political suicide. I have recommended the following: 1.) The board be expanded to 9 members. 2.) Four members are to be elected from the four quadrants of the city (North, south, east and west). 3.) three board members to be elected at large and 4.) The two remaining seats be filled by educators to be selected by the superintendent and the board. This seems almost too logical. This method of board alignment would provide specific constituency connection while at the same time providing board accountability to the at-large community. Further, the educators could provide balance and expertise in a highly volatile environment. However, to enact such a change will require a change in law, in a community that isn't particularly challenged (yet) by Black, Hispanic and poor white children not learning.
Due to teacher shortages many central office leaders tolerate this type of behavior from the state board and the unions, at the child's expense. Cries from administrators that they are doing all they can are far too familiar. In their so-called search for the answer, they must be ignoring the successful models that I mentioned earlier, or if they want a more traditional standard, the Seattle model that was exercised by the late Dr. John Stanford. Interestingly enough, in their search for the cure they ignore the vaccine. Again at the expense of our children.
Phi Delta Kappa produced an audit for the Columbus public schools system. One of their most damning quotes was: "Race is a monster that is going ignored and enabled in this district. While white children are directed to AP (Advanced placement) courses, Black children are directed to detention and suspension." So while the gears are being lubed to convince you that the next bond issue and operating levy are the best things to happen for your children, ask yourself have you gotten your money's worth so far? I could go on, but need I say more?
Al Warner is President of the Columbus Institute for Contemporary Journalism.