So first, I’d like you to acknowledge that we’re talking about people when we’re talking about policy. Then I want you to step back and reorient your perspective so that when you’re taking about policy, you’re thinking about people – young people who will or will not have chances in life.
1. Reading is everything. If you can’t read, you can’t understand the math instructions (my young friend’s reason for doing poorly in math) and you can’t refer back to text to support your point of view in social studies. Worst of all, you’re excluded from understanding anything on your own – package contents, product descriptions, pharmacy instructions, your kids’ homework. You can’t read to your own children, perpetuating the cycle of illiteracy and poverty. These are the people we’re graduating – people who are ill prepared for life. Make early reading intervention a true priority with adding intervention teachers, with requirements for moving to the next grade, and with resources every year until we don’t have to talk about this anymore. Stick to the plan long term. And for older students who are somehow slipping through each year, that should end now with targeted interventions before school, during school, at lunch, after school, and over the summer. I don’t care if the District needs to hire a whole army of reading intervention partner organizations to share among geographic clusters. Just make it happen because this is more important than anything.
2. Partner organizations. I have been harping on this for years, but why is so much non-education support taking up so much of the education budget? Why do schools need to hire social workers and psychologists instead of teachers? Why isn’t the Dept. of Health on the hook for supplying school psychologists? Why isn’t Child and Family Services on the hook for social workers in schools so that kids don’t fall through the cracks and schools can hire teachers to teach? This is the reality of schools, that with the budget they’re given to work with, and the population of students that require social/emotional intervention, that they have to cut teachers to hire more social/emotional support. Stop it.
3. Charter schools continue to open and operate with opacity. They continue to thin resources, and in many cases, they are failing to meet standards. Charter schools can expel students who make trouble for them behaviorally and/or educationally, and DCPS schools must take them in, often mid-year, which has a huge impact on a school – usually negative, trying to get this student in line with the culture and climate, and with as little effect on the other students as possible. Charters should not have this advantage over neighborhood schools.
This shouldn’t be so daunting, fixing these three issues. Let’s just do it so we can get to making impactful and real differences in the future lives of these students. Let me know how I can help.