False Promises

The following quotes are taken from Shame of the Nation, by Jonathan Kozol.

“The program known as Higher Horizons, was the subject of extensive press attention, most of it tremendously enthusiastic at the start. The federal government assisted in the financing of this and other efforts like it elsewhere; and, indeed, far greater sums of money were invested on compensatory programs of this nature in decades after Brown.” Chapter 8, Page 187.

This program tried to help school systems, but eventually failed because of decrease in funding from the state. However it was a step in the right direction. More programs should be presented to school systems, and though  trial and error schools will figure out what works and what doesn’t. Even in if programs fail, I think we should still look at it as a learning process. The state and schools need to work together to work out kinks. I think that Higher Horizons would have been a good program if it had been properly financed.

“A 66-page booklet, called What Works, that listed 41 attributes of a successful school, including rigorous textbooks and curriculum, consistent enforcement of discipline, the memorization of historical dates, literacy passages, and the correct spelling of words, moral awareness and good character reinforced by good adult examples and an emphasis upon the primary phonics. High teacher expectations, continuous assessments, and positive work attitudes were emphasized.” Chapter 8, Page 194.

First of all, how would think booklet work in a school system that was in a less privilege community? Second students need to have the basic developmental skills (like reading and writing) to go through this rigorous curriculum. I think that the booklet provides a good curriculum for those who have the supplies, resources, and support to learn the information being taught, but putting this curriculum in a school without the extra materials and aids students might not understand because they have not taught this. They have only been drilled for state exams. I think that this booklet means well, but am not so sure how it would do or work in an urban school setting that does not have a lot of materials. 

“When I visited the school in 1990, its famous principal had already departed whatever promise had been represented by his highly visible presence had departed with him. He left behind a grim and stolid school where classes in the language arts took place in a dingy basement full- grown adolescents I observed had to squeeze their bodies into desks that were the size appropriate for elementary school, and English classes that I visited were stripped of literacy content and were used almost exclusively, according to their teachers to drill students for exams.” Chapter 8, Page 198.

I look at this quote and it makes me sad to see that one person can have such an impact on a community. When this principal left he should have put someone with great respect and leadership in his place. I feel like someone needs to step up and fill his role. I wonder if he ever went back for a visit and was disappointed of what he saw. I wonder how the student felt when he left. Why was there such a dramatic change when he left? This quote really makes me question how sturdy is a school system if it can change so dramatically after one person leaves. 

“The latter provision, the right to transfer, which appeared at first to be an opening for children of poor people to attend good schools in middle-class communities, turned out to be a bit of teasing rhetoric that had no realistic application. In most urban systems there were not enough high-scoring schools to which the children of a failing school could transfer. In some cities like New York, moreover, many of the most successful schools, which tended to be clustered in more privileged communities, had strict selections policies that included interviews and testing, as we’ve seen. In schools in which there were no such requirements in any case, enrollments often were already full, and parents in these neighborhoods were not disposed to see their own children excluded so that children from a poorer neighborhood could be enrolled.” Chapter 8, Page 203.

As a community why set up this rule if people are not going to follow it? I think that the right to transfer provides students with an opportunity to change schools if they feel like they are not getting an adequate education. It is important to have this opportunity available for people of the less privilege because they should not have to suffer in school. Now privilege schools and families are trying to take this right away (one of the only rights they have) from them. Obviously parents want the best for their children, but to take something an education from someone else is wrong. If the district decided on this provision then why are there requirements being set up to keep other students out? Instead of being selfish people should look out for each other. What do parents think will happen if people get transferred to their school?

“A former fifth grade teacher told The Morning News that teachers were instructed how to cheat by walking around the classrooms while the students worked on their exams, stopping behind students who had chosen the wrong answer to a question, and remaining behind such students until they selected the right answer. Further analysis of students’ test scores at this school and others indicates that this was not an isolated situation. Nearly 400 Texas schools are now suspected of having cheated too.” Chapter 8, Page 207.

I know that cheating is wrong, but learning from previous readings about standardized testing and low reading levels how are children and schools supposed to do well. I’m not saying that cheating was right in this situation, but I really feel for the teachers because their job is on the line.  A student that is taking a state exam who does not know how to read well, how testing them going to be fair. They need the extra help and guidance. If students do not pass the state exams then funding will decrease. I feel like as a teacher you can’t win in this situation. That last sentence of this quote really says it all….more and more schools are breaking rules because they have no other options left. Something needs to be changed in the schools because clearly testing is measuring students development in any ways we have read about in Kozol.

“At the Houston school that claimed it had no dropouts, for example $75, 000 in cash bonuses had been awarded to the staff for raising test score and attendance rates and lowering its dropout figures in the year in which 460 students left the school.” Chapter 8, Page 208.

Bonuses being given to schools that decrease dropout rates! This is something I never heard about before. I was shocked that a district and government would even do this. I don’t think that there should be a cash reward for the faculty decreasing dropouts. How about increasing the funding of the school instead? It is very exciting to see that this school is doing well and increasing their academics. It gives hope for other schools. However, I do not think that the faculty should receive the bonus. It should be used within the school to make it better and provide more opportunities for development.