Teaching Students to Raise Their Voices In A System That Won't Let Them Be Heard.

Jason Torres’ April fourth article “Lessons in Frustration: Algebra Project Holds ‘Die-In’ To Protest Board’s Refusal to Support Education Rally” www.citypaper.com/news/story.asp?id=13468 outlines a growing awareness of inequity in Maryland’s public school systems. According to Torres, on March 22, 2007, approximately 230 students rallied outside of the Baltimore City Public Schools headquarters on North Avenue to protest a school board’s cancellation of Baltimore City Public School students and advocates of students’ trip to Annapolis. The group was to call on Governor Martin O’Malley and the General Assembly to improve the quality of education Baltimore City students receive. Organized and represented by the Algebra Project, an advocacy group for Baltimore City students, the trip to Annapolis was to promote the “ABC Plan,” a move to increase funding for arts, building repair and class-size reduction. Despite the group’s organization and initiative, the school board continually denied access to Maryland’s capital. In response, students staged a “Die-In in front of the North Avenue headquarters. Torres’ article describes a “Die-In” as “police tape and chalk outlines around symbolically ‘dead’ students in an attempt to draw a correlation between crime and lack of education in the city.”

Since December of 2006, the Algebra Project has been working on addressing the issue of Baltimore’s schools with Governor O’Malley. On February 26, the Algebra Project received conditional support from the school board to rally in Annapolis; the group requested twenty-five buses for up to 1,000 students. Twenty-five buses required a more-accurate estimate. Instead, the board offered five buses and only if all students had permission slips and chaperones. While meeting these expectations, including permission slips for 800 students, the school board postponed the trip because “paperwork couldn't be completed in time for March 22.” Students believed no additional paperwork was needed. Comprised of primarily Baltimore City Public School students, with support from Baltimore City Public Schools alumni who are now university students, the school board’s efforts to suppress the group’s voices is yet another move to delay school improvement.

Torres’ article reinforces Baltimore City Public School’s ability to not only slow progress within the system, but to stifle student empowerment. Although “Lessons in Frustration” ends on a positive note with an Algebra Project representative praising the group’s progress on raising awareness, “‘I feel like we’re making real progress and making it harder for them to ignore us,’” in denying students their voices for school improvement the system is reinforcing the shell around Baltimore City’s neighborhoods. Torres clearly suggests that dramatic improvements can be made if Baltimore’s youth are empowered. Die-ins attracting police and media presence are only reminders of what student voices can achieve, particularly in an under-represented and under-supported community.

As a teacher, I encourage students to have a voice in society. While doing so, it is disappointing to see one of Baltimore's stronger student advocacy groups be denied an opportunity to speak in Maryland's capital. What sort of message does this send to our students? Again, the praise for standing in front of North Avenue is great, but I would love for Baltimore City Public Schools students to be heard beyond Baltimore because it's clear that they have something to say.