We need an education movement

In response to Josh Jochem Porte’s letter, “Uneducable or unable to educate?”:

Mr. Porte,

As far as I know, the ONLY people who are “uneducable” are those with the most severe forms of brain damage (who would not be students in public school systems).

Your assertion that you “have provided a solution to the RCSD [and] that solution/recommendation was reviewed by Johns Hopkins and received a very positive review”—is most interesting (to say the very least). I was surprised that you didn’t share it with us. However, at the end of your article, which contains fundamental truths that have been written about (over-and-over-and-over again – for decades)—you advised the RCSD to “feel free to contact (you) regarding that educational solution.” Hopefully this does not mean that you will only share it—if they are willing to pay—does it?

Your article reminded me of another local educator—who is affiliated with the Rochester charter school conglomerate. Like yourself—I have heard him declare that he has the “solution to the RCSD.”
https://www.roccitymag.com/news-opinion/the-more-things-change-48-years-with-the-rcsd-10771770/

https://www.democratandchronicle.com/story/local/communities/time-to-educate/stories/2018/06/06/worst-public-schools-america-rochester-ny-rcsd-kodak-park-school-41/550929002

I don’t have a total solution, but I absolutely KNOW what parts of it are:

WE NEED A MOVEMENT!!!

EDUCATION COMPONENT:

As a STARTING POINT, in my humble, but staunch and informed view, we need to get focused (with laser-like precision) on the foundational academic/intellectual development of our children —by doing everything that we possibly can to make certain that they master literacy skills and knowledge—that is, reading, writing, math skills and knowledge at or above grade level (right from the very beginning), which is one of the most important reasons why we must address/change the standardized testing process, i.e., because it is driving everything that happens at the classroom level, and deprives teachers and support staff of the necessary time and energy to concentrate on developing foundational skills and knowledge. Instead, largely because of state and federal rules, regulations, policies, and mandates—teachers find themselves (more and more) teaching narrowly to tests. There is no mystery surrounding the reason why so many of our children don’t do well on tests. It’s because they don’t have adequate reading, writing, and math skills, which again represents the very foundation of all knowledge, and which is necessary for them to be able to master higher-order knowledge and skills—such as critical and analytical reading, writing and thinking. So, I’m saying, if we lay the foundation properly, we won’t have to worry so much about tests. If the proper foundation has been laid, the testing issue will take care of itself (as long as that which is being tested, is fundamentally the same as that which is being taught). So there are two issues wrapped up together: 1) the need for more local control (as opposed to far too many dictates from the state and federal governments, and 2) the need to free teachers and support staff up—so that they will have the time and energy to focus, again, with laser-like precision, on laying the academic foundation upon which all knowledge and skills-development is built. This issue is even more important when we consider that huge numbers of our (socioeconomically) poorest children enter the system lagging far behind their peers—right from the very beginning.

The latter referenced issue is clearly among the most important of all issues we face, and is connected to another issue, i.e., the issue of widespread, concentrated poverty. Please don’t misunderstand me regarding this critically important issue. I do not subscribe (under any circumstances) to any theory or idea about children not being able to learn because they live in poverty. If this was the case, many whom I’ve known (as children of migrant farm workers and others) would be among the most uneducated people on earth. On the other hand, for us to stick our heads in the sand (as an ostrich would do), and pretend that issues and conditions, which often accompany or come along with abject poverty—does not impact our ability to educate well—is frankly ludicrous, but the main point is that we need to do all we can to make sure we have the necessary, equitable, resources to provide whatever our children need in order to develop to their full potentials, which is currently not the case, and to be honest, in order to secure such necessary resources, probably will require a struggle and a fight (politically speaking). We know that often those who need less—actually get more—because they are well organized and very effective advocates for their children (often exclusively). The other side of this coin is, we must make sure the vast amount of resources that we do receive (one-billion-plus dollars — $1,000,000,000+) are being utilized efficiently and effectively, which obviously is not the case currently, and which raises another critical issue that we need to focus on, i.e., rooting out massive waste, and possibly fiscal mismanagement, malfeasance and corruption, which is currently occurring in the Rochester City School District.

Two other critically important issues, which we must deal with are 1) the need to address individual, institutional, and structural racism, and the establishment of racial/cultural equity relative to curricula, hiring and retention practices, as well as other ways, including revisiting a number of existing policies, practices, procedures, and laws. I realize this is a sensitive issue, but it is one that we cannot shy away from. It needs to be addressed; 2) it is amply clear that traditional educational approaches and systems will not work for many of our students, especially many of those who have been shuffled through the system via the criminal practice of social (age) promotion. Therefore, we must get serious about developing authentic, alternative models of education.

Probably not much of this will get done unless and until we build a deadly serious, ongoing, movement of parents, grandparents, guardians, students, extraordinarily committed educators, politicians, including and especially progressive school board members, and anyone else who is really serious about widespread, fundamental change and improvement—working cooperatively, collaboratively and constantly around concrete, well defined, measurable goals, strategies, and tactics, which is in essence, what a movement is. Of course, any credible movement must necessarily center around concrete issues and conditions that are negatively impacting our children and families. Those include, but are not limited to the following:

1. Establishing relevant, broad-based, parent, student and community engagement at every level of the system, and throughout the community (movement)
2. Addressing/ending systemic, social promotion
3. Development/Implementation of effective, authentic, alternative educational models

4. Systemic change regarding standardization (in order to produce a new reality, in which the overall, initial focus is on properly and adequately laying the academic foundation, upon which all else is built)
5. Addressing/reducing individual, institutional, and structural racism, and establishing racial/cultural equity — relative to curricula, and hiring/retention practices

6. Working for relief from federal and state mandates (increased autonomy, and local/community control)
7. Reducing/mitigating the impact and effects of concentrated, widespread poverty (equitable resource acquisition, distribution, and efficiency, which includes rooting out massive waste, and possibly fiscal mismanagement, malfeasance and corruption)

There is absolutely no doubt in my mind that the seven (7) areas above represent an objectively correct, and clear direction regarding movement-building. Real and serious efforts to help improve educational conditions for all children in the Rochester City School District—must focus around issues such as those outlined above—period.

The Struggle Continues…

Howard Eagle

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