Voice

In my mailbox this past week was a letter of congratulations for helping Maryland achieve its status as the state with the BEST schools in the country. The rest of the day was spent seeing everything that would suggest otherwise.

My main question was: how? How could we possibly be so high, when most of us working in the city could rattle off failing schools like old friends? To see the breakdown, you need only log into Ed Week, where they give you state report cards and everything (Ed Week's Report). Maryland is right on top with Massachusetts for overall. Its two lowest scores are in The Teaching Profession (a 72%, making us 28th), and Standards, Assessments, and Accountability (an 83.9%, making us 25th). We are top ten in the other categories: Chance for Success (88.2%, 5th), K-12 Achievement (82.5%, 2nd), Transitions and Alignment (96.4%, 1st), and School Finance (85.4, 9th).

I wasn't able to find much on how the ratings were done, but the question remains: How can a state whose major city had the fourth-worst drop out rate in the country last year--how can that state be #1? (Graduation Rate)

So maybe it's just statistics, right? Maybe Baltimore isn't significant enough to really drop the overall score.

Let's talk stats.

Here are some population numbers for Maryland: Baltimore City has a population of about 650,000. If you add up the next 12 biggest cities in Maryland, their combined population is about 710,000. (City Populations). So, just talking cities, we've got just about half the population covered.

If we move out to state-wide, Baltimore's 650,000 is now pitted against about 5,600,000. We're still talking 11.6% of the state's population.

Granted, not all of the city schools are bad. But not all of the county schools are that great either. Run over to PG county and look for #1, tell me what you find; numbers-wise they add another 820,000 to the mix, raising our total to 1,470,000, or roughly 25%. (County Populations)

City schools can't be doing that bad, though, right? Again, let's find some data.

Here's an article on how great we're doing on our AP tests. The lowest county score is 21.9% of students passing AP tests; we have 2.7%.

Again, 21.9% vs. 2.7% (and the highest one is 31.4%, if you wanted to know).

The city's graduation rate last year was 34%. Fourth-worst nationwide.

State test scores? Look at this table, and notice the only two scores in the 60's: Baltimore City (65%) and Prince George's (64.5%). (HSA Scores).

But let's not talk about that. Let's not achievement levels in reading or math. Let's not talk about transportation or food or after school programs or soccer fields with bent goals and football games where you can't see the players through the dust. Let's not talk about students getting their tongues cut off in a cafeteria, getting stabbed on school grounds, freezing in 30 degree classrooms, having only leaded water available to drink.

No, no. Let's talk about what's good. We got a 100% on Early Childhood Education! We got a 90% on College Readiness!

The problem is that nobody cares. During a three-part interview of Alonso, Baltimore's new CEO, the recent killing on school grounds comes up.

Here's why we're #1:
"Markel Williams, 15, was stabbed to death by a fellow student outside William H. Lemmel Middle School...All weekend, [Alonso] waited for e-mails from an angry public, calls from activists demanding change, cries from parents who didn't feel safe sending their kids to school anymore. They never came.... A poor black boy with disciplinary problems had been slain at a failing school. It was almost as though it was to be expected."

We have an entire sector of society that doesn't even get a phone call for a brutal killing in a school. Not one. If things aren't noticed for that, why would they be noticed for poor test scores, failing graduation rates, systemic corruption and absolute failure to provide any reasonable education to students?

These things go unseen. Worse yet, they are ignored. They are consciously ignored. How can Maryland celebrate anything when this is going on?

In my mailbox, I'm told we're number one. In my classroom, my ninth grade students are on average at a 5th grade math level. Maybe 10% of all my students (9-12, now) can divide. My 4th grade word problem drills wreak havoc on every class.

I would like to see what schools were rated. I would like to know what Education Week looked at when they gave Maryland its grade. I would like to know what they did not include.

We are #1 because we ignore the 650,000 that make us shudder. We have our pride because we forget those who need the most, because we have accepted that this is the way things are. We are the best because every day we let people live and die unseen. Voiceless.

How Work-Study Can (And Can't) Support Learning

We are constantly reminded that our public education system must be improved so that America's children will grow up and be competitive in the global economy.  This conclusion is well founded, and is just one of the reasons that work-study programs have been integrated into high schools across the country.  Real world experience not only helps students make meaningful connections with the academic content, but also allows for the development of interpersonal and life skills.

However, my experience with work-study meant neither work nor studying.  Instead, it was a course given to seniors who had completed all required courses and available electives.  Without adequate staffing/resources to offer advanced coursework, these students were given multiple sections of work-study (many had expressed no interest in the program and were not currently employed).  However, the schedule was made during the first week of school, so there was little time to find meaningful work for them.

Rather than engaging in true work-study, many of our brightest seniors began either leaving school early or resigned to mundane tasks around the building.

This is not a condemnation of work-study altogether; instead it is an urgent call for administrators to find programs that actually work to support learning.  Perhaps most impressive has been the model used by the Cristo Rey Network, which operates more than a dozen Jesuit high schools across the country--one of which just opened in Fells Point.  It is called the Corporate Internship Program (CIP) and was first created to make private, college-preparatory schools affordable for students in a low-income area of Chicago. 

Cristo Rey soon discovered, however, that their program brought with it many other advantages.  The CIP depends on more than 90 partnerships with reputable companies in downtown Chicago--including banks, law firms, and hospitals.  Students work five days a month in entry-level positions and earn roughly 65% of their tuition, literally investing students in their own education.  At the same time, they develop strong work ethic, network with business leaders, and gain valuable real world experience.

This is what schools should bring to the students of Baltimore City.  Cristo Rey provides a strong example of how/why work-study can be a viable option that is integrated into high school curriculum.  However, if students are going to compete in a global economy, their work experience must extend beyond making copies or washing boards.  And that means schools must begin the search for positive community partners, all of whom share a stake in our children's future.  The search must begin now.

My view is that our work-study program should either be eliminated or transformed into something like CIP at Cristo Rey.  Only then will it live up to its name.

For More Information:  http://www.cristorey.net/cwsp/overview.html

I teach in the "smartest" state in the country

That's right. I teach in Maryland, which according to Collegeboard is #1 in the nation in Advanced Placement Performance and Participation. We have it going on. With this great news, Governor Martin O'Malley proclaimed yesterday that Maryland education needs to move towards focusing on how we are doing globally. His vision is outlined in Liz Bowie's "O'Malley sets goals for schools" article from the Baltimore Sun. (http://www.baltimoresun.com/news/local/politics/bal-md.education25feb25,0,7503658.story)

O'Malley is quoted as saying, "if we want our students to compete in the global economy with students from Europe, Asia and across the world, we should benchmark their academic achievements against students from ... elsewhere in the world." As a Baltimore City school teacher, I couldn't stop but think, my students aren't ready for that. At the end of the article it is mentioned that Baltimore City is going to be participating in study comparing Baltimore to other urban districts around the country. Andres Alonso, Baltimore City Schools Superintendent states that "we need to know where we stand."

My takeaway from that is that overall Maryland public schools are excellent, but Baltimore City schools are not. I wish that O'Malley would invest the money in trying to bring up the Baltimore City school system. Yes, Baltimore City has more money spent per pupil than any other school district, but I think that Baltimore City students need more resources. Sure, for a kid in Howard county passing the AP Calculus exam might be the most stressful thing on his/her mind (I took AP's in high school and yes, I thought that if I failed one my life would be over), but for most of my students, AP's are not stressing them out. It is life outside of school that causes the drama, the fights, and the absences from school. Kudos to Maryland for getting the ranking, but why don't we make sure that every child in Maryland is getting an excellent education before we try to take on the world.

Walk A Mile In My Shoes

The first sentence of this article found on wbaltv.com on February 17, 2009, reads: “Baltimore Mayor Sheila Dixon put school violence at the top of her agenda Tuesday after paying a visit to one of two high schools that were the scenes of recent stabbings.” Really? So school violence is at the top of her agenda for one day. Hmm…not so sure one day is enough to make a difference. Stabbings and other forms of violence have been going on in Baltimore before these recent incidents, yet that Tuesday it was at the top of the list. I have always said that people have no clue what another profession is like until they experience it. This is a prime example. You read headlines all the time about school violence, and then on some random ‘Tuesday’ the mayor or some other elected official decides they want to show face and ‘hear’ what is happening in the schools. The problem with this is that when schools have notice that an elected official or some other big wig is coming to the school, the administration pulls out all the stops to make it appear as if everything is ok. Instead of being exposed to the problem, it’s actually covered up, and no one really knows what’s going on. What officials need to do is pop up at schools and truly spend a day or maybe even a half day to really see what its like. Students are assaulted everyday; many times nothing happens. Teachers are also often taken advantage of and left with no recourse. People need to truly see what goes on from day to day, and maybe then they will feel a sense of urgency to make some much needed changes.

On both ends, people need to see that there are hard working teachers who come in everyday, ready to execute great lessons, but are often thwarted by disrespectful students or interrupted time and time again by announcements and meaningless ‘meetings.’ On the other hand there are also those teachers who come in, pass out worksheets, and collect a check. Those students, in this case are being short changed. Something needs to happen; soon. Again, no one really knows what it’s like to be a teacher in Baltimore City until they experience it.

Can small classes make the difference?

In the continuing debate over class size, New York City Mayor Michael Bloomberg recently remarked, “It’s the teacher looking a child in the eye, and teachers can look lots of children in the eye,” he added. “If you have to have smaller class size or better teachers, go with the better teachers every time.” While there is nothing more immediately important for the education of a child than an effective teacher, the value of small class sizes cannot be ignored, especially given that having a more manageably sized class can boost the effectiveness of a struggling teacher.

In my two years teaching in a Baltimore City public high school, I have had classes ranging in size from thirteen to thirty-two students. Class size has made all the difference in my ability to maintain order, provide differentiated instruction, and give immediate feedback to best meet my students’ needs. While it was a rare occasion for all thirty-two students to make it to class on the same day (typical attendance for my largest class was about twenty-eight students), I found any number nearing thirty relatively difficult to manage, even if I could handle the same students in a smaller group without problem. More experienced teachers would also benefit from the additional interaction with each student and reduced workload allowed by a smaller roster, even if they do not face the same struggles with discipline that I do.

As the article notes, there are potentially significant drawbacks to a shift to small class sizes (e.g., the creation of an even greater shortage of highly qualified teachers in urban districts) even when there has not been a clear correlation between class size and student achievement. Despite the fact that studies have shown that better performing schools often have larger class sizes, these schools typically serve a student population that doesn’t as desperately need the intensive remediation, support, and air-tight discipline that a small class environment can more readily provide.

Ideally, we should have great teachers in small classrooms throughout Baltimore; however, we know that precious few teachers in this system ever reach greatness. The question remains, how many passable teachers could become good; how many good teachers could become great, if provided with the resources to succeed?

What Is Too Much To Say?

Recently a school therapist was charged with sexually molesting a 13 year old middle school student. The story was reported locally, including a story by the Baltimore Sun (http://www.baltimoresun.com/news/local/baltimore_county/bal-md.co.cw.molest18feb18,0,6313649.story), and at least somewhat nationally (it was included in a Massachusetts’s newspaper). There is no doubt that this is a tramatic event with a multitude of people being affected, each with their own unique reaction to this event. Perhaps it is fear, hate, anger, disbelief, or betrayal. An entire volume could be filled. I would like to discuss, however, the media coverage of this story.

If you read the above website, and view the attached video clip, you should notice how extremely detailed the story is. In fact, details straight from the police report describing the exact act are present. Then, the school where the accused worked was stated. I ask, “is this too much to say?” Was it not enough to report that a school therapist is accused of molesting a 13 year-old child and is currently in jail? Did we need to know exactly what they were doing, and where, and how many times it had happened before? Did the school where he worked at have to broadcast to the city? Maybe they did need to be included. Maybe the school was included so parents won’t automatically think that the accused worked at their child’s school. Maybe media’s need to report what is sensational (and horrible) drove the editor’s decision. Maybe the implications of including these details were just never discussed.

As educators we are always looking out for the best interests of our students. So, what about the student in this story? What are the implications of this news coverage for him? Will his peers find out that it was him (the school has a relatively small population and word usually travels fast in that type of setting)? What are the implications for that school? Would you want to send your child there? What are the implications for the staff of that school? How did this happen with someone they worked with every day?

I offer only questions and not answers. These questions, however, I believe are important to contemplate and discuss so that situations that may occur in the future are addressed in an appropriate manner. Personally, I don’t know if this one was.

money, money, money, money, money, MONEY!

On Friday, Governor O'Malley announced that he would be withdrawing the changes in education funding formulas that took so much money out of our school system. Apparently Baltimore City Schools will see $84 million dollars more than projected but the funding formulas that were already in place will remain the same, including the Thornton Law. The Baltimore Sun applauds O'Malley for his committment to education, including a quote from a member of the Board of School Comissioners stating, "I had great confidence that the governor would continue his strong support of the progress in City Schools and I am very appreciative of the Baltimore City delegation for making this their top priority this year." While I understand that the governor is the figurehead for all that happens within his government, I don't think he had a choice. If I remember my World News correctly, the state had to restore funding cuts as a result of this stimulus plan. If education really was his committment would he have cut so much from the budget in the first place? And is he replenishing all of this money because he is being held responsible for allocating his funds? While a public official taking credit for something they didn't do is hardly surprising, the fact still remains that we now have $84 million dollars for the city schools that we didn't have before. My question is, will any of us see this money? Will all the talk of jobs being lost and schools closing down stop? I know it won't make a difference in my school. In class last week we were talking about small schools and the possibility of tearing down the big complexes and making new, smaller buildings. Seems to me that you could build a lot of small schools with $84 million dollars that you didn't think you would have. At the very least you could fix up the ones you do have so I don't hear about a school closing every day on my way to work because of a lack of heat, or water, or electricity. I would like to hear what O'Malley and Alonso plan to do with the money now that we have it. I don't know if withdrawing the changes to the funding formulas is what needs to happen. Maybe we just need to make different changes.

Reasons To Hope For Increased Rigor

With the national standards movement codified in No Child Left Behind, schools are facing a challenge to implement increased rigor in classrooms across the country in order to prepare students for the "global economy" and more directly for the standardized tests that hold schools accountable for student progress. While he testing is an obviously debatable notion, I believe that the increased call for rigor in the classroom is absolutely in the best interest of students, and there is mounting evidence that this call is being answered nationally, in Maryland, and beginning to be addressed in an increasingly systematic way in Baltimore.

A national education publication titled "The Progress of Education Reform" (published by the Education Commission of the States) focused its most recent article on the growth in the number of students taking and the number of schools offering dual credit programs that allow high school students to simultaneously earn credit toward high school and college. The article primarily focused on ways to fund these programs; however, the growth of programs like Advanced Placement, International Baccalaureate, and concurrent enrollment is a promising statement about education's rise to the call to provide challenge and rigor in classrooms.

Maryland has recently been hailed in a number of publications for its growing number of students enrolled in Advanced Placement courses, taking AP exams, and the highest statewide passage rate on these exams in the country. (See link at the end of the article.) Despite this good news, the AP Annual Report discussed the fact that minority students, particularly African American students, are still underrepresented in terms of both those taking and passing the exams. If we consider the fact that so many African American students in this nation have been left behind in terms of rigor up until now, this cannot be a surprising fact; however, the Advanced Placement program has begun giving grants to schools in Baltimore City to increase AP offerings. These grants are called 3+3 because the goal is to add three AP course offerings to the school's curriculum over the next three years. This is exciting news, but initially seems to offer no guarantee that students in Baltimore City's most struggling high schools will be able to access the course content, even if their school received one of these prestigious grants. At least, this was my initial worry. It turns out thought that this grant actually provides funding for teachers who will not teach a AP to attend professional development workshops provided by the AP team in order to increase rigor in ALL classrooms and courses throughout the school, which will provide better preparation for AP courses when students reach their junior and senior years. The most recent of these workshops, which was attended by all faculty members from my high school (which has received a grant) offered clear and useful strategies for defining, scaffolding, and achieving increased rigor in all classes. Teachers left the workshop with real tools, fresh ideas, and a strong desire to work together to implement these in their classrooms. All of this evidence seems to provide a real hope for the increased rigor that our students need in order to increase their mastery, passage rates on the HSA, and ability to complete beyond the wall of their particular high school. The key now is to take time to plan, implement, and evaluate these strategies through departmental and faculty collaboration. Let's hope it happens!

http://www.usnews.com/blogs/on-education/2009/2/4/maryland-ranks-no-1-in-ap-tests success.html?s_cid=rss:on-education:maryland-ranks-no-1-in-ap-tests-success