Archive for the ‘Georgia public schools’ Tag
For those who have never used the phrase or understood what ‘A Day Late and A Dollar Short’ means, click here because I am trying to keep this post short so that my ire doesn’t increase as I write. Let’s see how I do….
My adventures with the local district last year were….let’s say ‘interesting.’ I wrote about my experiences with the elementary PTA, the lack of services provided to Title I students by the high school, the non-school choice options, etc., etc., etc. Two weeks ago, before I attended the Open House at the elementary school, I promised myself to leave the house with a positive and open attitude. And I did! I don’t usually have issues with the elementary level bureaucracy, as I learned a long time ago to just bypass the principal and go straight to the county office. I even decided to let them slide on the photo mix-up for my two girls last year: One was a 1st grader and the other one was a 4th grader. Their pictures got switched in the yearbook. Granted, they are sisters and they do resemble each other. Oh yeah, the youngest is slightly taller than the oldest. But damn, if a kid tells you that she is the youngest/oldest, why wouldn’t you believe them? *grabs drink* Anywho…
So tonight I attended ‘Curriculum Night’ at the elementary school. This is the opportunity for teachers to review the county’s Academic, Knowledge, and Skills (AKS) curriculum. Yes, Gwinnett County is so special that it has its own curriculum. After all, they did
bamboozle win $1 million bucks from the Eli Broad Foundation. As I am listening to the teacher review new policies and procedures for the school year, imagine my dismay when she said that this year the district is doing something ‘new.’ That new thing goes a little something like this: Any student has the opportunity to re-take five assessments that he or she failed during each quarter/nine week period. Using my old-school math skills, that calculates to twenty assessment re-takes during the school year. Now, don’t get me wrong. I am not upset about the opportunity to get a better grade on a test. I am, however, kinda pissed that this new policy is the prime definition of ‘A Day Late and A Dollar Short.’ If you read any of the blogs I wrote about how much my son struggled with Integrated Geometry last year, you may slightly understand my level of pissed-offness. The teacher’s words began to sound like those of the teacher on Charlie Brown: wah wah wah wah wah……
I couldn’t help but wonder (even though I already knew the answer): ‘Why did they wait until now to implement this new policy?’ Yep, I already know the answer. In a nutshell:
A bunch of non-Title I, non-minority, non-disabled, non-ESL students flunked either MATH I, MATH II, or MATH III last year. Some probably made-up the credit through Credit recovery; a bunch others probably did not. Of those who did not recover the Math credit, they likely will not be classified in their correct grade this year because you must earn a Math credit each year to progress to the next grade. Sooooooo, a bunch of kids may/may not graduate with their intended class due to the ‘new Math,’ the district’s reluctance to use the flexibility granted by the Georgia Department of Education, and the stubbornness of the powers-that-be in holding onto some facade of being a ‘world-class’ school district. I can only imagine the outrage of the parents who had plans for their kids to get the HOPE Scholarship to offset the costs of college tuition because they must maintain a 3.0 GPA in their core classes, e.g., Math, Language Arts, Science, and Social Studies. A kid who has failed one or more of the Integrated Math classes can pretty much kiss their hopes for HOPE goodbye now. Silly me; I was only worried about my son graduating from high school before he turned 21. Where are my priorities?
Stay tuned because I do plan to acquire the numbers, broken down by AYP subgroup, of students in Gwinnett who failed the EOCTs for MATH I, II, and III before and after summer school.
With all the
faux pas major screw-ups this school year, I naively thought the last 3 days would be peaceful and incident free. Just when I thought the Universe was conspiring for my greater good, I have yet another fire to extinguish with this school run by bumbling idiots. No more than twenty minutes after I enter the house, Boy Wonder asks me if he can have money to eat lunch tomorrow. Hmmm, that’s odd because the last time I checked, he was supposed to receive free breakfast and lunch at school. So, as mothers do, I unloaded a barrage of questions:
Me: Why didn’t you eat lunch today?
Boy Wonder: Because they didn’t serve lunch today?
Me: Why not? Did you eat breakfast at school today?
Boy Wonder: Yes.
Me: Well, what time do you normally eat lunch?
Boy Wonder: 11:30.
Me: What time was school dismissed today?
Boy Wonder: 12.
Me: So let me get this straight: The school didn’t serve lunch yesterday, today, and they won’t serve it tomorrow?
Boy Wonder: No. The other kids bought Chik-Fil-A sandwiches.
Me: <Audible sigh, thinking: WTF? Didn’t we already deal with this at the end of first semester?> Are you sure because I need to know before I contact the school. (READ: I need the facts before I raise hell and read the Town Idiots the Riot Act.)
Boy Wonder: Yes.
Now, let me ‘splain something: If this were the first time, I wouldn’t be as upset. But as I mentioned, we had and discussed this exact same issue first semester. I don’t know where you all are from or how you were raised, but the people I know had this saying: ‘A hard head makes a soft a$$.’ It took me a very, very long time to understand the true meaning of this saying (because I rarely got in trouble), but I knew it was not good. I need to know: How many verbal a$$whoopings will it take for Gwinnett County Schools to get their act together? Better yet, do they even care? Or do I need to punch, kick, and scream harder and louder? Probably.
So here I am, mentally spent from dealing with this one school in particular but honestly, I am tired of the district. Sure, there are some excellent teachers here. And there are certainly some bright students who pass through the schools, but I’ll be damned if it doesn’t seem like their
Stepford-esque district sponsored leadership program is simply cranking out a bunch of desensitized, clueless, and less-than impressive overseers leaders for the schools. Correct me if I am wrong, but if there is a problem within an organization, don’t most true leaders put measures in place to ensure that the same problem does not arise a few months later? Or is that something only us city-slickers do?
This year has been filled with ups, downs, and countless emails written in perfectly clear English, but yet no one seems to know anything much less how to do any damn thing. After dealing with a Math curriculum few can teach and many do not understand, paying $100 for a Credit Recovery class that caused more anxiety and stress than necessary, reminding personnel that my kids attend Title I schools and, therefore, are entitled to enrichment programs, whether they are struggling or not; and what happens bureaucracy and incompetent people hinder the education process.
That’s a lot of SHAT for one person to handle. Now can you imagine how overwhelmed I would be if I didn’t know how to
navigate send tersely written letters with fancy $50 words, casually mention my knowledge of federally funded programs, and Cc: state and federal education officials?
So I will end this post with this:
Dear Gwinnett County School System,
I may be a little grayer due to your shenanigans. My approach may make you uncomfortable. You have dealt my child some blows to his self-confidence this year, but guess what? I Ain’t Through. I have 2+ months to recharge my battery, make some new alliances, and ask important people the kinds of questions that make them uncomfortable so they, in turn, can make you uncomfortable. Enjoy your summer because I sure will!
Yes, I am channeling my inner 80s child..but I am oh-so serious right about now. Let’s just be honest: I am a lot pissed right now. That is part of the reason why I haven’t written since my last blog about why I do what I do as a mamma. Sometimes it may seem that
most 99.9% of my writing comes from a place of anger, but it really doesn’t. Ok, maybe a little bit. But there are three things of mine that I caution people NOT to mess with: 1. My kids. 2. My family. and 3. My money. And yes, I am serious. So as I logged in to write this post, I noticed that I haven’t written anything on more than 2 weeks. Yikes! That’s a long time considering how much I used to write, but then I have to remember that I am actually employed now but still…..I don’t know. Anyway, the reason why I decided to write….
I have spent almost 3 weeks going back-and-forth with the school and district about his damn credit recovery class my son had to take because he failed Integrated Geometry the first semester. I had finally decided to let them (educrats) sweat bullets for a while and I left the issue alone..that is, until two more things happened. Yesterday I had to take Boy Wonder to B.F.E. to take his ‘performance final’ for the credit recovery class. (BTW: WTH is a ‘performance final’ any damn way?) So we get to the testing location early, which for me means 15-20 before any scheduled event. Not only was it hot as hell in the building, but there were a lot of people there and the educrats weren’t even ready. They didn’t start checking-in kids until 10-15 minutes before the tests began. ‘Why is that a big deal?’ you might ask. Well, the final was scheduled for 4 PM. Like I said, I. DON’T. DO. LATE. Since I knew a lot of running around and being given the runaround would be involved (otherwise it wouldn’t be the Gwinnett County Public Schools), I decided to spare myself a little grief by not working yesterday. (Nope, I won’t get paid either) I picked-up Boy wonder at 1:00, after driving around
Alcatraz the school to get to the Attendance Office. Yes, you have to go outside the main building and drive around, past the football field and across from the scoreboard to get to the Attendance Office. After we left his school, we headed over to the elementary school to pick-up two little old ladies. Yep, I had to check them out of school early because: (1) I do not have family here to babysit; (2) I only work part-time and cannot afford after-school programs; and (3) the largest school district in the state, which also won $1 million from the Broad Foundation, does not offer any after-school programs. Not even at the Title I schools. Did I mention that the testing site is about 40 minutes from my house? Almost forgot that point.
As we were standing in line (and sweating), I noticed that there were a large number of kids taking credit recovery classes. And not just black and brown kids either. There were a lot of white kids, with money, there too. Yeah, I knew they had money because they drove more expensive (and newer) cars than me. SMDH. And guess what? A lot of the kids with resources were also taking credit recovery for Integrated Geometry. Interesting. But here is the reason why I have been steaming for the past week: Not only did I have to drop $100 for this credit recovery class, for a subject in which a lot of kids are failing and blowing their chances of getting the HOPE Scholarship, but I found out that the Georgia Department of Education provides an entire credit recovery curriculum to all districts for FREE. I don’t think I need to let that marinate with you all…free is free. After speaking with a knowledgeable little birdie, we came to the conclusion that Gwinnett likely contracted with an outside software/curriculum company to get curriculum for their credit recovery program. Basically, they are passing the cost of that program on to students. Black, White, Brown. Rich, poor, etc. I am not ashamed to say that $100 is a lot of money to me; it can go a long way if you are careful about how you spend it. I have come to the conclusion (and I keep re-visiting it) that Gwinnett County can pretty much do whatever the hell it wants to do and no one is willing to call them on their SHAT. Well, like the saying goes: All
crooked good things must come to an end. And who better to put an end to this crap than me?
I will spare you all the details of the gazillion emails I exchanged with the
talking-head principal, Math Curriculum Coordinator (or whatever the heck his official title is), and some other unqualified, overpaid, and apathetic district official. Long story short: I started asking questions about money, specifically Title I money, and I may have mentioned something about contacting the U.S. Department of Education. Suddenly I get a response from the above-referenced underqualified, overpaid person about a refund. I never asked for a refund, but instead, I want someone to explain to me why I had to pay for the class in the first place when they knew my financial situation. I guess I need to wait two more weeks for a response to that question. In their defense though, they are dealing with these allegations of shady land deals. My little $100 contribution is of little significance right now. And besides, I think I included enough links to make a point without risking the eye safety of my legion of five blog readers. Besides, I’m sleepy.
Over and Out. *Cues ‘Incredible Hulk’ theme.
Over the past few months, my two elementary-age daughters have brought home various fliers/permission slips for educational programs hosted by their school. It’s kind of ironic because last year they were not ‘invited’ to participate in anything (that I recall). So a few months ago (I think it was actually the beginning of the school year), I was at a school event and asked about enrichment or tutoring programs for the girls. The woman with whom I spoke is the Reading Specialist for the school. When I inquired about opportunities, she informed me that her program was only for kids who did not score well above ‘Meets Standards’ on the Criterion Referenced Competency Test (CRCT) or those who were identified as students who may not pass the Reading and Math portions of the test. So I started asking a bunch of questions (y’all know how I do) about the programs available for Title I students, grants to offer programs, etc., etc. Her eyes started to glaze over because I was mentioning programs and grants she had never heard of (SMH). My point was this: If the district/school gets Title I funding for my girls, why are they not participating in any of the programs funded with those monies? I don’t think that my expectations are unreasonable, even though they do not need remediation or supports, they should still benefit from those funds since the school does.
Not that I am awaiting confirmation/approval from anyone on this, but just thought it was kinda funny that once I started asking school and district officials about Title I money/programs, my kids start receiving all of these forms for various programs.
If you haven’t heard already, the Gwinnett County Public School System was awarded the big kitty in the Broad Prize for Urban Education competition yesterday, or the day before-I forget. Anywho, I have blogged about this same district a number of times, including this post on encouraging parental disengagement and this one on how kids get lost in monolithic schools-or how personnel drop the ball, or even this one highlighting the obvious lack of accessible school choice options. Now don’t get me wrong: $1 million dollars is a whole lotta money. The kids who will benefit from the scholarships are definitely deserving of those funds, but we cannot let the cash flow distract us from the other ‘stuff’ that is happening in this, and other ‘urban’ districts across the country. (Since I am generally always long-winded in my posts, I will opt to use bulleted lists this time. You’re welcome!)
Consider these facts about the Gwinnett County Public School System:
- For approximately the past 7-10 years, the racial/ethnic demographics have changed significantly, yet school personnel (excluding custodians, cooks, & bus drivers) have failed to reflect those changes. For the 2008-09 school year, Gwinnett had a student enrollment of 156,484. Of that number: 28% were Black, 22% Latino, 11% were Special Needs (SWD), 15% were ELL, and 46% were eligible for Free and Reduced Lunch (FARL). When we consider the ‘diversity’ of the teaching and administrative staff, the picture changes significantly. With regard to teachers, 14.7% and 2.3% respectively, were Black and Latino. The only reflection we see of ‘urbanism’ within this district is the student enrollment, I guess.
- During that same year, the district’s Special Education population was 21,202. Of that number 33.7% were Black and 20.2% were Latino. Basically, more than half of the Special Education population was comprised of students from minority groups. Their combined representation in this group exceeded their combined representation in the total student population. Hmmmm.I still don’t know how that’s possible, considering the fact that those two groups comprised exactly 50% of the student population. I may need a mathematician to explain that one to me.
- Based on those numbers we know that Black and Latino kids aren’t in the Gifted Education program. How do I know this? Well, of the 22,138 students enrolled in the Gifted Education program, 12.9% were Black and 6.5% were Latino. I don’t know about you, but that makes one heck of a statement (to me). It says that Black and Latino kids are more suited for Special Education than Gifted Education programs. If the district wanted to project a different message, then it would use some/one of the alternate assessments recommended by the Georgia Department of Education. There are several available that were developed to account for the cultural and linguistic differences of Black and Latino children. But that’s just my .02 cents. What do I know anyway?
- 3rd grade students identified as belonging to one of the AYP subgroups (Black/Latino/ELL/SWD/FARL) lagged behind White and Asian students on the state’s Criterion Referenced Competency Test (CRCT). For example, on the Reading test, the Failure Rates were 7-23% higher for those in the AYP subgroups. Students with Disabilities fared the worst on all sections of the test. Remember, the majority of the district’s Students with Disabilities were (and still are) Blacks and Latinos.
Here are some things that the foundation’s judges should have given at least a little consideration:
- The district was the first to file a lawsuit challenging the state’s Charter School Commission, citing that the state did not have the authority to divert funds from local districts to charter schools (which would have been a part of the district if the old-heads knew the first thing about charter schools). How can you credit a district with doing a superb job at closing the opportunity gap, while they essentially eliminate accessible school choice options for the families that cannot afford to live in $300K+ homes? It’s a sad state of affairs when your zip code determines the quality of your school, within the same district. The differences are not quite as drastic as those highlighted in Kozol’s Savage Inequalities, but they do exist. I would love for my kids to have access to a robotics program and curriculum, but I cannot afford to purchase a home in the community where the school is located.
- Some of the current board members have been serving for almost as long as I have breathed air into my lungs…that’s a long time. They hardly ever go out into their communities. They are not current on best practices or real school reform initiatives. Yes, school boards are important because they make decisions that affect our kids and our schools. They have been instrumental at blocking efforts to offer school choice in communities where families do not have the means to afford private school tuition or to drive 30+ minutes out of their way for one of the more affluent schools offering permissive transfers. Is that how the Broad Foundation envisions change and improvement?
- The district’s superintendent has not minced words about his feelings on the Special Education population, referring to the department as the ‘albatross around the neck of public education.’ After that debacle one would think that the district’s spokesperson would get a better handle on the superintendent’s public statements, but nooooooooo. Back in 2008 this fool leader had the audacity to ask, in an open school board meeting, ‘Do they even have Blacks in Idaho?’ He made that comment in context of conversation regarding handling disciplinary issues involving Black and Latino students. There were (and still are) repeated allegations that the district unfairly punishes Black and Latino students. I would like to invoke the sentiments of Jay-Z here: ‘Men lie. Women Lie. Numbers don’t lie.’ (O.K. so it’s probably not his quote but he is the person I heard use it.) Well, the local NAACP investigated and sure enough, they found that Black and Latino students, namely males, were (are) more likely to be suspended or expelled, even when White students commit the same offenses. Hmmmmm. Regardless of the point the superintendent tried to make, what old, grown arse person, especially one who leads the largest school district in the state, would utter those words? What you do on your own time, down at the ‘lodge’ with your buddies is your business; however, in your capacity as a public school official you should know better. But I have to keep in mind the location and thought-processes (or lack thereof) of some of these folks…
- The system is still very much segregated. The district has no measures in place to address that issue and most of the schools in low-to moderate income communities are overcrowded, with no relief plans in place.
- There was no input from parents. That sounds an awful lot like the recent one-sided conversations held on education reform. No one wants to hear what the parents think. As I meet more and more people (from all races and parts of the community), I am learning that there are a lot of unhappy people here. Sadly, the majority of us are stuck due to the horrible housing market or by the fact that our kids are nearing the end of their high school careers.
Oh well, we have yet another example of why test scores should not be use as the only measurement of achievement/closing of the opportunity gap. I guess looking at the real issues makes the Broad Foundation more uncomfortable than it does Guggenheim. But what do I know?
“Dream no small dreams for they have no power to move the hearts of men.” Johann Wolfgang von Goethe
DISCLAIMER: This blog post is about my desire to fulfill my purpose by helping the kids of my community. If you do not believe in faith or big dreams, please stop reading. From this point forward, only positive thoughts are allowed. Thank you!
Have you ever wanted something so bad, that the thought of never getting or achieving it caused you to lose sleep at night? Have you discovered your true passion but are at a loss for ways to make it happen? Have you ever had a dream that you were afraid to share with people because they would probably have something negative to say, like ‘That will never happen,’ or ‘You’re dreaming too big.’ How did that make you feel? I know when the Georgia’s charter schools division told MSA that we had 30 days to raise $1 million dollars, I was devastated. And quite frankly, a little pissed. But that is not why I am writing this blog-appeal to you. When I finally accepted that God wanted me to keep hold of my purpose, but use different means to achieve it, I felt as though I had achieved victory. No, the school did not open and we did not raise those funds, but I found another way to do what so desperately needs to be done: Provide quality arts programs for kids in my community, for free. More specifically, I want to provide free arts programs to kids who may not otherwise have access, either because their parent(s) do not have discretionary funds or the arts are not easily accessible, meaning the programs ARE NOT being offered in the schools or the community as a whole.
Those of you who have been following either my blog or tweets for any amount of time already know that I hold no punches when it comes to discussing criticizing public education, especially here in Georgia and Gwinnett County. I participate in both #BlackEd and #ArtsEd chats on Twitter to discuss what’s wrong. More importantly, I offer my opinions on how I think things could and should be, not because I am an expert but because I have common sense. I have been in both traditional and alternative schools. Kids talked to me. About everything. Many of the things they shared were not coerced from me; they obviously felt that I was trustworthy enough to have the intimate details of their lives. That meant (and still means) something to me. I made the right decision when I decided to become a teacher and I miss working with kids. Everyday. But thankfully my passion for the classroom and kids didn’t leave when I chose to advocate for my own child instead of remaining in a job/school where I was neither respected nor valued.
As I mentioned earlier, we did not raise the $1 million dollars in 30 days. More importantly, I didn’t lose sight of my vision and passion although I came pretty close on numerous occasions. When everything seemed to work against me, I kept going. I didn’t have friends with large sums of money, but I kept going. I didn’t have personal relationships with politicians or board members, but I kept going. I guess there’s something to be said about the benefits of having my back against a wall – my creativity is at its best during those times! So, all of the ‘no’s’ have led me to re-conceptualize how I will change education in my community. Here’s my ‘big’ dream: I want to start a Summer & Saturday Arts Academy for kids in Snellville, but here’s the catch: I want to offer these programs for free to kids who may attend a Title I school, as well as ELL students and those who may have a disability. Yes, I said FREE! We are going to submit a $250,000 proposal for the Pepsi Refresh Grant competition to start our program, will serve at least 150 kids during the summer and possibly 250-300 during the Saturday program. Yes, that’s a big goal because I have never been encouraged to think or dream small. It’s going to take a lot of money to do this, but with support and commitment from those who believe in the arts, their value (both alone and their impact on education), and those who know there are disparities in programs and resources in some public schools, this CAN and WILL happen! So what do I need from you? No, I am not asking you to whip-out your credit cards or checkbooks (of course if you want to, you can). I am asking for a few simple favors:
- After you have carefully read this post, please Retweet it if you believe in and support what I am trying to accomplish;
- Once I tweet that our submission has been accepted for a Pepsi Refresh Grant, encourage all of your friends and Followers to vote for us;
- Repeat Step 2 for 15 consecutive days.
See how easy it can be to make a difference! I am believing that this program will happen because it needs to happen. I will submit the proposal to Pepsi at 12:01 a.m. on June 1st and will receive notice about Pepsi’s acceptance a few days later. As soon as I receive the acceptance via email, I will begin tweeting to solicit votes. Please join me in the campaign to ‘Wake the artists, change the world.’
As I was reading the tweets of folks I follow in the Education field, I got to thinking: Some of Georgia’s education problems could be solved if we had some national attention, a la California, New Orleans, or D.C. Then I went a step further. Would a minority-developed and led thinktank make noticeable strides in educating parents, increasing advocacy, and actually closing the achievement gap? I know that some people are going to misinterpret my line of thinking, so let me clarify. I am not promoting segregating students, schools, etc. In reality, many of our country’s public schools have done an outstanding job of re-segregating any way (Yes, that was sarcasm). What I propose is creating a thinktank with some of the minority pioneers, movers and shakers, and decision-makers within the field of Education. No, I do not mean President Obama either. While I appreciate his desire to improve Education and close the achievement gap, I DO NOT agree with his decision to promote a non-educator to the rank of Secretary of Education. But that’s another blog post entirely.
Back to the issue at hand. There are many education thinktanks in existence; they receive major contributions from organizations such as The Broad Foundation, The Bill and Melinda Gates Foundation, The Eli Lily Foundation, and countless others. But something is amiss: Many of the high-ranking decision makers in those organizations are non-minority. If we are to have honest and candid dialogue about students from low-income families, minority backgrounds, and all the other ‘at-risk’ groups (again, sarcasm), then members of those groups who have succeeded in spite of and because of those labels need to have a seat at the table. I get especially frustrated when ‘experts’ start spewing statistics about kids born to single-parent households with regard to graduating, going to college, etc. According to the ‘experts’, I should have never graduated from high school without at least one child and I certainly should have never graduated from the University of Notre Dame. Going by data alone, I should not be near the completion of a Doctorate in Education either. But that’s the problem: We are treating kids and their families like statistics-inanimae objects, when they are so much more than that. If those ‘experts’ insist on looking at the numbers, let’s start looking at the number of kids oorn to two-parent families who get pregnant in high school and never step foot on a college campus. When dialogue becomes two-sided, maybe then I will give consideration to its validity.
Let’s face it: Asking a group of non-educators or non-minorities to address a problem to which they have no first-hand knowledge is akin to asking a group of podiatrists and dentists to conduct open-heart surgery. It just don’t make sense! (Sorry Grammar and English teachers!)