jasonbwatson

May 28, 2013

Jesus Matters All the Time

In a recent article in Tabletalk, a monthly periodical with articles and Bible studies from Ligonier Ministries, R.C. Sproul, Jr. wrote an article entitled “In the School of Christ.” The article begins with this paragraph:

It is not hard to complain about the government’s schools. The government, at least during every election cycle, seems less than satisfied with its own product, ever promising us that it will improve. Atheists complain about prayers before football games. Christians complain about the teaching of sexual (im)morality. Everyone complains about graduation rates and test scores.

When it comes to government schools, Mr. Sproul is right; there is plenty to complain about, and the complaints come from all sides. And any efforts at improvement are met with new obstacles. Michelle Rhee faced overwhelming opposition when she tried to clean up the mess that was Washington, D.C. public schools. No Child Left Behind, a joint effort of the unlikely-combo of Ted Kennedy and George W. Bush did seemingly little to accomplish the goals it established for improving the education (read, test scores) of American school children, and the newest version, Race to the Top, is not any better. Now Common Core State Standards have been almost unanimously adopted in the U.S. to establish clearer expectations of what students in schools should be learning, and when, and these are encountering opposition and obstacles of their own–some perhaps legitimate, others seemingly concocted from thin air by Glenn Beck and others.

Private schools tend to fare better than public ones in the test scores and graduation rate areas. The school where I serve, for example, had a 100% graduation rate this year, and last year, and our high school students’ mean scale scores exceeded the national norm group in every subject area in our standardized testing this year.

However, that does not automatically mean that our school is successful. It does in a graduation rate and standardized test conversation, but that is not the sole reason why our school exists. Our school exists to invest in the entire student, body, mind and soul–spiritual, physical, intellectual, communal and emotional (SPICE). Sproul writes later in his article that children “are not products to be manufactured but lives to be nurtured.” Referencing the Shema, Sproul says, “Moses is talking about an immersive educational experience–we are to talk about the things of God with our children always and everywhere. The things of God are to be the very warp and woof of our daily conversation.” Sproul is specifically challenging parents to be instructing their children about God all the time. And that is what sets our school apart from government schools. The students at our school–and at many Christian schools–are receiving excellent academic instruction, but are also receiving intentional and intensive spiritual instruction, being taught about God in Bible class, yes, but also in science and history, in physical education and music, at the lunch table and after school. Effective Christian education destroys any boundaries that exist between the five SPICE areas outlined above.

Sproul continues,

Most of us are the products of schools that taught us to divide our lives, to separate what we think about Jesus and what we think about our work, to separate what we think about our work and what we think about our play. We give time to Jesus on Sundays, perhaps on Wednesday nights, and, if we are peculiarly pious, every day during our quiet times. These all may be terribly good things, but not if they are hermetically sealed. We dare not believe that Jesus matters only during these times while He is beside the point the rest of our days.

That is exactly right, and that is exactly what sets truly Christian education–whether it takes place in a Christian school or in a homeschool–apart from education at government schools or even most private schools: Christian education does not believe that Jesus matters only during specific times set aside for Bible study and worship, but that Jesus matters all the time.

January 22, 2013

And we wonder…

The December 15 issue of WORLD magazine included a page with short articles about education issues (page 72). Collectively, these three articles reveal quite a bit about the problems with public education in America today.

The first article is entitled “School’s Out,” and looks at the battles going on in Chicago and Washington, D.C. over school closings. Of course, Michelle Rhee faced incredible pressure over closing underperforming (a very polite way to say “failing”) schools during her tenure as chancellor of D.C. schools. But the reality is that Chicago and D.C. are losing students at a considerable rate–Chicago’s student is down 6% over the last decade, but D.C. is down around 35%. (And while the percentages are staggeringly different, the difference in number of students is small: 25,270 students lost in Chicago, 27,681 lost in D.C.).

There are, of course, many factors that may contribute to the decrease in enrollment in urban areas, including families moving into the suburbs, more families choosing nonpublic schools, and the poor quality of the public school systems.

Regardless of the reason, though, anyone with any knowledge about business operations would recognize that maintaining things “as they are” in light of a 6% or 35% decrease in consumers is a recipe for failure. What restaurant would maintain the same number of locations or the same staffing levels after a 35% decrease in customers, for example? And yet the Chicago Teachers Union is vehemently opposing the closing of any schools. Of course this should not come as a huge surprise after Chicago teachers went on strike early this school year, and had the audacity to claim that their demands were in the interests of students. CTU vice president Jesse Sharkey stated, “If you close our schools, there will be no peace in the city.” Ah…how refreshing to see such a spirit of compromise, or even a willingness to acknowledge that sometimes tough decisions have to be made in order to save a sinking ship.

In Chicago half of the students drop out; in D.C. the figure is 40%. Eighty percent of fourth graders in both cities struggle to read. And in D.C. the opposition to embracing reality is not only among the public school teachers, but among city council members, who strenuously oppose the closing of schools in their wards, despite the fact that new Chancellor Kaya Henderson says that many schools are half-empty, resulting in a considerable waste of money.

Moving on, beneath “School’s Out” is an article entitled “Musical chairs.” This article begins by introducing Jessica Keskitalo, a high school history teacher in Beaverton, Oregon who is teaching seventh-grade math this year, after all of a “half day of math training.” And Keskitalo is not alone as she spends the year in unfamiliar territory; according to the article, she is one of 365 teachers in the Beaverton district who were “shifted by seniority” to replace teachers who were laid off. In other words, the school district needed to make cuts, and they did. But, “Oregon requires districts to lay off teachers with the least experience first, instead of assessing expertise and classroom needs.” Oh good…another example of putting the needs of the students first! (Sorry, sarcasm seems to be dripping out of me today).

According to Beaverton officials, some 160 teachers were placed in “significantly different positions” this year. Keskitalo, for example, had never taught mathematics, and her only experience teaching middle school students came during one month of her student teaching. The article states that neither the principals in Beaverton nor the teachers had any say over the new assignments. Another example provided? Beaverton “transferred district librarian Jenny Takeda into a third-grade classroom one week before the Oregon Association of School Libraries named her the Librarian of the Year.” Takeda opted not to accept the assignment, so she is now a substitute teacher as she tries to figure out what her future holds.

The National Council on Teacher Quality, as cited in the article, reports that, “the overwhelming majority of school districts use seniority as the only determinant of teacher layoff decisions.”

Lastly, the right column of the page contains an article entitled “Fox in the Henhouse.” This one describes the fact that union official Glenda Ritz was chosen by voters to be the new state superintendent of Indiana schools, ousting Tony Bennett (not the singer, but a “nationally recognized school reformer”). Why is that a problem? Because Indiana has in place one of the “biggest statewide voucher program[s], teacher evaluations tied to student test scores, and new grade-by-grade tests and curriculum requirements shared by 46 states.” Ritz, however, “dislikes evaluating schools.” Hmmm…I wonder why? As a union official, her focus was undoubtedly on maintaining teacher jobs and increasing teacher salary and benefits, not on student achievement.

If this news is illustrative of the condition of public education in America is it any wonder that our students consistently lag behind students on other countries on tests? Should we be surprised that so many students drop out when council members and superintendents are focused more on teacher jobs than on student learning? Should we be surprised that students struggle to learn when teachers are randomly placed in classrooms because they have tenure, not because they have any training or even any clue how to teach the age and/or subject matter they have been assigned? I think there are a lot of very capable and very dedicated teachers in the nation’s public schools…but I think, for the most part, they’re swimming against the tide. They’re trying to do something that, despite the rhetoric, simply has not been made a priority–actually teaching students to learn.

August 6, 2012

The Right to Read

In an attempt to force a unique application of an obscure law in Michigan, the ACLU has filed a class action lawsuit against the state of Michigan and a school district in Detroit, claiming that the state and the district have not educated the students in the district schools at an adequate level, and have therefore violated the students’ “right to learn to read.” According to the lawsuit, there are hundreds of students in the Highland Park School District that are “functionally illiterate.”

Quoted in an article in the Washington Post, Kary L. Moss, executive director of the ACLU of Michigan, said, “None of those adults charged with the care of these children . . . have done their jobs.” Moss alleged that the Highland Park district–a district consisting of only three schools–is one of the lowest performing districts in the nation.

The lawsuit is attempting to apply a 1993 Michigan law requiring that students receive special assistance if they are not proficient in reading according to standardized tests given in grades 4 and 7. The “special assistance” in question is supposed to bring the less-than-proficient students up to grade level reading proficiency within one year.

While there are samples of the writing efforts of several students provided in the story in The Washington Post, one getting the bulk of the attention in that article is a young man named Quentin. Quentin just finished seventh grade, but according to ACLU experts reads at only a first grade level. Students were asked to write a letter to Michigan governor Rick Snyder with suggestions for improving their schools. Quentin’s effort reads: ““My name is Quemtin [last name blacked out] and you can make the school gooder by geting people that will do the jod that is pay for get a football tame for the kinds mybe a baksball tamoe get a other jamtacher for the school get a lot of tacher.” (There is a link in the article on washingtonpost.com where other examples of student letetrs can be viewed).

Quentin’s writing sample is both disheartening and frustrating. According to the WP article, 65 percent of fourth-graders and 75 percent of seventh-graders in Highland Park are not proficient in reading according to scores on their most recent tests.

The Highland Park district also faces a crushing debt and a severely-decreased enrollment over the past several years as a result of Chrysler no longer employing people in the area.

All of the above, at least according to the ACLU suit and the WP article, are the facts. And while I will be curious to see how this suit proceeds in the courts, several questions come to my mind.

One, what is the home situation of the students in Highland Park? While schools and teachers are responsible for educating their students, they do not bear this responsibility alone; rather, they share the responsibility with the parents of their students. Well, according to Highland Park’s own web site, the number of single-parent families outnumber the number of two-parent families nearly three to one. Obviously not all students from two-parent families succeed and not all children from single-parent families struggle or fail, but there is significant research that indicates that students from two-parent families tend to do significantly better in school.

Second (and I realize this relates, in many ways, to the first question) what accountability is there outside of the school for the students to do their part in learning? When I first started teaching I took students’ failing grades personally. I felt that if a student received an F on a test or quiz, I certainly must not have taught effectively. And while less-than-adequate student performance may be an indicator that the teacher is incapable or not fulfilling his or her responsibility, is does not necessarily mean this. Even the best teachers will from time to time have students who fail, either because they do not care, because they do not apply themselves, and/or because the student has not been appropriately placed (i.e., he or she is in a grade requiring skills he or she does not yet possess). Based on the information in the WP article–specifically the high number of students testing below proficiency in reading–it seems that the teachers/schools may bear a significant portion of the blame, but this is a legitimate question nonetheless.

Third, how is that even with laws like the one at the heart of this case in Michigan and the No Child Left Behind act mandating highly qualified teachers and adequate yearly progress, there are still students–and entire school districts–failing to meet the established standards?

One answer has to be the teacher’s unions, and the manner in which they fight tooth and nail against any kind of meaningful evaluation and accountability within the public school system. One need look no further than the way in which Michelle Rhee was treated when she attempted to transform the public schools in Washington, D.C.

Another part of the answer has to be the way in which the public school system works, if not perhaps the very continued existence of a public school system. The federal government has demonstrated an inability to effectively manage most of the things it tries to do (see the Post Office as Exhibit A), and yet the federal bureaucracy involved in education at the state and local level spends millions and billions of dollars, yet continues to produce (among successes, granted) school districts like Highland Park. The truth is that the public school system in the U.S. is nothing more than government subsidy of education. If true competition existed within the educational sphere in America I am convinced that we would see a drastic improvement in the scores of American students within a very short period of time. School choice and school vouchers programs have proven incredibly effective wherever they have been given the opportunity to be tried fairly. As I have argued here before, true competition will produce better results than any alternative every time.

What it comes down to at the end of the day, though, is that Quentin and his fellow students are the ones are suffering, and will continue to suffer. They are the victims of one or more of the following: adults who parent children and fail to fulfill their responsibilities as parents; teachers who fail to teach students and ensure that they are really learning; administrators who fail (or are unable) to remove ineffective teachers; teachers’ unions that look out more for the good of their members than for the good of the students; bureaucrats that are more concerned about the implementation of various laws than about the success of students; and politicians who continue to think that the government is more capable of making decisions than the people are.

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