A Letter to Superintendents & Advocates for Equality in Education for Children of Color and for the Disadvantaged!

I am asking for the help of superintendents, advocacy organizations and individuals in seeking one, two, or three public school districts with superintendents who are sufficiently frustrated with the lack of meaningful improvement on the part of their students that they would be willing to examine a new education model. It is a model designed for any school but is particularly suited to meet the extraordinary challenges faced by underperforming elementary schools. My model is designed to focus on success and stop the failure in public education.

Consider a single disadvantaged child, age 5 or 6, maybe black but from a family entrapped in the cycles of poverty and failure. Consider that he or she will be likely to register for Kindergarten in a public school, this fall, in which a significant majority of elementary students are unable to pass both the math and English language arts components of their state’s standardized competency exams. Consider further that, in many such school districts, the percentage of middle school students able to pass both math and ELA components of standardized competency exams is likely to be even lower.

How would you rate the odds of this child emerging from the 12th grade with the knowledge and skills needed to give him or her real choices about what to do in life?

Imagine the difference if we could place that same child in a classroom, free from things that distract teachers from doing what they know their students need them to do:

• Connect with the child on an emotional level;
• Pinpoint what the student has learned and where the child lags;
• Create a tailored academic plan to help that child build on what he or she knows;
• Refuse to let the child fail by providing however much help, time, and patient attention a student needs to learn each and every lesson;
• Help students learn to use their imaginations and creativity;
• Help the student discover that academic success is “a process of learning from one’s mistakes and growing in confidence that he or she can create success for themselves” and,
• Reach out to the child’s parents or guardians so they can help celebrate their son or daughter’s academic success.

An environment my education model is intended to create cannot exist given the manner in which our public schools are configured, today, or in most of our private, parochial, and charter schools; no matter how hard teachers work. It cannot happen because this is not what is expected of teachers and because the education process within which they strive to teach is not structured to support such objectives. Instead, it is structured to keep score based on who learns the most, the fastest, as students progress, as a class, down a path outlined by state academic standards. Such scores/grades will color both the child’s perception of themselves, and society’s perception of them, for the rest of their lives.

Is there any doubt in your mind that children would flourish in a positive learning environment such as I have described, and would far out-pace children who will be attending struggling elementary schools in a neighborhood or community near you? As a superintendent, you have spent time in the classrooms in underperforming elementary schools and if you are an advocate, you need to visit a few, if you have not done so, already. Ask yourself if what you observe gives you hope that a solution is just around the corner? Or, did you walk away thinking these kids deserve better and that, surely, there must be a better way?

We can create an environment in a public elementary school that will provide this kind of learning experience for every student? I listen to teachers and administrators every day and what I hear is how hard they strive to create the very things my model is intended to provide. One can sense their frustration that doing what they know they should be doing requires an extraordinary effort within a structure that is not designed to support those activities. For all their commitment, sacrifices, and heroism these educators find it difficult to step outside of their frame of reference and observe what is happening around them, objectively. They need a paradigm shift.

If you believe that some of the many programs, curriculum changes, methodologies, and technologies that have been introduced in the last few decades, and about which many teachers are excited, will transform public education then I understand your desire to cling to hope. I only ask you to do one thing. Ask yourself how many of these innovations will work in a classroom with 20, 30, or 35 disadvantaged students who are so far behind that it seems impossible to think they will ever catch up? Would it not be better if we were able to keep them from falling behind in the first place?

Search your own heart. If you believe one child could succeed in the type of environment I have described, then it is not too much of a stretch to believe every child could be successful if this was the kind of public-school classroom they will enter this fall. And, if such a model proved itself, how long would it take before other public school districts would follow suit?

If you are a superintendent in a school district serving a poor and diverse population of students, you know what the numbers say and you know they have not changed, appreciatively, in decades. You have an opportunity to provide leadership in a venture that will change the lives of your students. I also believe that the changes necessary to implement my education model are within the scope of authority of you and your school board.

If you are an advocate, you and your organization may be one of a very few that are positioned to make an enormous difference for disadvantaged kids, if only you would help find a superintendent willing to test a new idea. Imagine a new world where all children are equipped with the tools to they need to have choices in life. Children of color must also possess the tools and strong self-esteem needed to overcome the obstacles of bigotry and discrimination, much as many of you and your colleagues have done.

Join me in promoting a new vision that will transform public education for our children, the world’s most important and most vulnerable resource, by examining my education model. Look not in search of reasons why it will not work rather seeking reasons why it can and what you can do to help. Subscribe to my blog with over 200 articles about the challenges facing public schools, their administrators, teachers, and students at https://melhawkinsandassociates.com/blog/ and follow me on Twitter at @melhawk46.

Millions of disadvantaged children are desperate for someone to take the lead in doing something different.

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