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Posts Tagged ‘San Marcos ISD’

NOTE: For more information about this project, check out the following:

Earlier this week I participated in a Kettering symposium at the National Press Club to discuss the findings of their recent report, Helping Students Succeed: Communities Confront the Achievement Gap. A prestigious panel with students, a parent, school administrators and teachers, researchers and a mayor were on hand to share their response to this report that documented what happened in ten communities around the country when people came together to deliberate what they could do to help close the Achievement Gaps. Our own Dr. Patty Shafer, San Marcos School Superintendent was on hand to talk about the impact that the community dialogues have had on how people in her community now work together to meet the needs of an increasingly diverse population.

Over the years I have written in this blog about this project in Central Texas and Texas Forums’ fruitful partnership with E3 Alliance and the many school districts and community members that have pledged time, energy and resources to work together on education with an eye toward regional solutions. My next step in this venture will be to work with the Blueprint Team for Goal 4: Central Texas as a community prepares children to succeed. Stay tuned for more postings about community engagement and evaluating progress toward this hard to measure goal.

But back to the DC symposium…

I was proud to represent Central Texas at this symposium and even more proud that our work is prominently featured in a forthcoming documentary about this project. We had a chance to preview the trailer for this documentary at a working luncheon following the symposium.

During the working luncheon following the symposium, I was charged to lead a discussion about the Achievement Gaps and to take notes for the Kettering Foundation. Below are snippets from our conversation.

What in your judgment is the most significant finding from the study? Did anything surprise you?

Several of the participants were surprised that so few people were familiar with the achievement gap issue. One participant wondered what this meant for the way the issue was named and framed. In other words, perhaps the public has a different perspective on what is really at issue when it comes to disparities in educational accomplishment. The project researcher noted that, based on his experience, those within the system hesitate to raise the issue of achievement gaps even to the extent of presenting data about the gaps in unfriendly, inaccessible formats so that the School Board would not readily detect the seriousness of the issue. Our superintendent countered that her annual performance review is heavily dependent upon being able to demonstrate strides toward closing the gaps. While many districts may be less than transparent about the data and may be reluctant to confront the issue, the ability to hide the seriousness of the issue may vary according to state reporting requirements. However, it is still clear that there is a huge disparity in the student achievement across the country as well as disparity in how much we know. One participant asked, “who is looking at this closest?”

One lunch guest commended the forum participants for their insight and willingness to confront the complexity of the issue and not grab at easy fixes. Instead, the forum participants rejected these easy fixes and moved beyond their pet cause or, as one participant described it, they gave up being “one trick pony advocates” and opened up to a range of possible actions. We briefly discussed how this shift occurred and concurred that the structure helps people bypass their firm notions about what should be done and makes it comfortable for them to entertain other options. The structure also creates the space for parents who have never been asked to realize “we can be part of the solution.” One participant cautioned that we must be diligent about the language that we use and aware of how language can keep people out of seeing themselves as part of the solution.

Since one of our participants had traveled to several sites to interview forums participants in depth for a documentary she is producing, we asked her to compare how different communities were defining he cause of the achievement gaps. In Central Texas, the primary driver (San Marcos community in particular) was the changing demographic and rapid growth of the ELL population.

She reported that poverty was also an issue in San Marcos, but not in the same widespread way it was expressed in Helena where poverty seems to be fueling a sense of hopelessness. The hopelessness is exacerbated by the concern that an improvement in the school and in the outcomes for children would lead to youth flight and the demise of the community. And yet, the community seems stymied from making the kind of improvements (renovating old buildings, attracting new business) that would be necessary to attract employers that could provide stimulating economic opportunities for new graduates. As one Helena participant noted in the documentary trailing, “the running joke is, ‘the last person out of Helena, turn out the light.’”

The gaps in Bridgeport are caused not just by poverty, but by the allocation of resources. While many in the community are poor, participants identified the disparity in resources between schools as an important consideration. Students feel safe while at school, but they don’t have the same level of security in their communities.

Because we were fortunate to have three young scholars in our group, I asked them how these conversations about the achievement gaps relate to their recent (more so than the rest of us at the table) high school experiences.

Astonishingly, one young woman raised in New Mexico responded, “It would have been great if someone had cared about this at my school.” She then relayed a story about being bused to a school south of town where there was a “mish-mash” of kids, what could have been a rewarding multi-cultural learning experience, but was really a holding place for kids who were given no direction, incentives, or experiences. It was the opposite of what Dr. Edmund Gordon (a panelist at the National Press Club) described as a community dedicated to education that included a school. Instead, the picture she painted was of a walled-in school in the middle of rich cultural opportunities that the students never experienced. [Ed. Note: Dr. Gordon is a brilliant thinker with remarkably diverse and deep scholarship and I felt blessed to be in attendance for his comments. Check out his biography and this brief video tribute from EdLab – Teachers College, Columbia University to him for more information.] Of her school of approximately 400 students, only100 students graduated (admittedly some moved away, and a meager 5 ventured out of state to pursue higher education opportunities. Other participants noted that even in the shadow of our nation’s capitol, there are entire school districts whose students have never visited the Smithsonian.

The experience of a young woman who went to high school in Denver was equally as dismal. She described multiple gaps – the number who did or did not complete high school, those who held high grade marks vs. those who did not, and those who pursued academic studies. She remembers having these conversations as she speculated on what it meant and why it occurred that she was only one out of two Black students in the Advanced Placement track at her high school, but she doesn’t remember that any of these conversations were intended to uncover the reason nor did they result in any changes.

A third young scholar did not remember any conversations about this topic in her school and was impressed to learn that students in the forum wanted adults to have high expectations of them. She reflected on how the naming of the problem indicates who will be involved in “fixing” the problem. The issues of education and youth seem so personal and so local that there is a danger of losing this when the issue becomes national or global.

Returning to the earlier challenges in Helena one participant summarized the tension facing communities, particularly the rural and declining communities: How do you preserve a local way of life while exposing kids to the world beyond? Some piece of the solution may be found in examining communities like York PA which has become a multi-ethnic community where kids grow up and go to college, but after they graduate, marry and start a family, many of them return to York because it offers a way of life that they want to give to their children.

Ultimately, our table agreed that education must be more broadly defined as an ongoing activity that occurs in lots of places, not just in school and that the over-riding question we must seek to answer is:

How can we make sure that
every student has every opportunity to succeed that they need?

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