Fixing the Baltimore school system in five easy steps, an ongoing series
by M.M. McDermott | October 22, 2008 at 11:33 am
Posted in baltimore politics, education

{AP photo}
Step 2: Rediscover what worked before.
In my previous article, I outlined my beef with new policy that requires Baltimore’s magnet schools to retain students who fail to meet academic requirements. My characterization of zoned schools was, admittedly, less than flattering. But I’d say it echoes the perceptions of most who’ve had any experience with the school system. Unfortunately, zoned schools have become synonymous with dysfunction and chaos.
Fixing the system obviously requires more than simply tending to the concerns of elite schools; it demands that we tackle the problems of every school. The best place to start is precisely where the rubber hits the road: the general education classroom.
Previously:
Step 1: Leave magnet schools alone.
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October 22nd, 2008 at 12:18 pm | Please log in to reply. | Log in to rate this comment | report this comment
I think your idea of looking at what has worked in the past is smart. There was definitely a time when our schools, our students, and our teachers were more successful. As to the idea of separate classes for different tracks while it might not be popular,perhaps it helps teachers teach more effectively and students learn more effectively.
October 22nd, 2008 at 12:50 pm | Please log in to reply. | Log in to rate this comment | report this comment
They are born dumb kids. It’s genetics. It’s nature over nurture. And no amount of schooling can completely overcome a person’s intellectual limitations.
---snip---
All I can say is thank god you aren't teaching anymore. We don't need people with this kind of attitude in the classroom, period. And yet, you'll be the first to scream "stop blaming the teachers!" Yeah, because you're such an empowering influence. Christ.
It really makes me sad to think about all the kids you probably tossed to the side, labeling them as "stupid" and therefore "unteachable."
You owe society an apology.
!
October 22nd, 2008 at 1:34 pm | Please log in to reply. | Log in to rate this comment | report this comment
I never once said anyone was unteachable. Everyone can be taught, in some form or another. Everyone cannot perform to a high level though, and therefore shouldn't be lumped together.
As far as labeling someone as "stupid", yes, I suppose I have. You would agree there are people who lack intelligence, yes? You no doubt have someone particular in mind at this very moment. Perhaps I could have chosen a less "colloquial" description, but I was looking to make a rhetorical statement by applying an adjective that is more readily (and to less complaint) used to describe adults to describe a kid as well.
To your other point: I tossed no one to the side. Despite the day-to-day reality, most teachers continue helping every student as best they can. Doctors don't stop rendering aid to those who will most likely bleed to death anyway. I did what I could, and I helped anyone who would accept help.
I understand where you're coming from, though. I used to say the same things until I had to put that philosophy into practice. Reality does not allow for it. Perhaps one day that will change, but for now, it's like trying to fill a bucket full of holes.
Perhaps you're right. I've grown cynical. Does that mean I can blame the system, too?
October 22nd, 2008 at 2:03 pm | Please log in to reply. | Log in to rate this comment | report this comment
You would agree there are people who lack intelligence, yes?
-----snip---
No, actually I wouldn't. And yes, I've worked in a classroom; with the kids that BCPSS couldn't/wouldn't handle. Did I want to drop the elbow on some of my kids from time to time? Of course. But I was always careful to remember that each was intelligent in their own way...it was my job to harness that...to figure it out. Call it "warm and fuzzy", but for 5 years that was my operating principle.
You may not have tossed anyone to the side in a literal, or even concious manner, but I find it hard to accept that someone with your philosophy could have been anything but counter-productive in the classroom. Maybe I'm wrong...I hope so.
Anyway, I think if you're hoping to lead a serious discussion on a charged topic (like you did yesterday) you'd do well to chose language that doesn't contaminate the rest of your arguement/point. Just a suggestion.
I think you're an entertaining writer...but maybe reign in the schtick a little bit. It sounds like you have an interesting perspective...let's just hear that.
!
October 22nd, 2008 at 4:04 pm | Please log in to reply. | Log in to rate this comment | report this comment
You call it schtick, I call it voice. And around and around we go.
I select my words very purposefully and spend a good deal of time--maybe too much-- laboring over every sentence, conducting marathon-like internal debates over every detail, from tone and context to sentence variety and assonance.
It's a painful process. Ask my wife. Watching me write is like watching Wilford Brimley check his blood sugar.
However, I'm glad you enjoy reading. I sure as hell enjoy the brouhas with you. Even if I think you're patently wrong most of the time.
October 22nd, 2008 at 4:33 pm | Please log in to reply. | Log in to rate this comment | report this comment
Well, I'm not going to critique your writing style any further...and I didn't mean to come like a snot in doing so. Besides, I'm less than qualified...most of the time it's a victory just to articulate my thoughts somewhat clearly.
Like I said, I usually enjoy your writing...more than I'm typically willing to admit actually. I just think you stepped on your own feet a little this time.
Until next time
!
October 22nd, 2008 at 1:29 pm | Please log in to reply. | Log in to rate this comment | report this comment
Ok ok...I'll try to add something a little more meaningful...although I stand by my above comment.
Grouping kids by ability assumes so many things. How do you measure ability? What criteria do you use? Standardized tests? Classroom performance? There's plenty of data to suggest that those particular performance measures lack predictive reliability.
Personally, I was always juggled back and forth between above-average and average english classes throughout high school. Not because I didn't understand the work mind you; I simply didn't care that much about high school english class. Having this rare opportunity to compare the curriculum however, I decided to start caring pretty fast. The average kids were learning how to fill out job applications for 7-11, while the above-average kids were practicing for the SAT. I knew i wanted to go to college, and had I stayed in the average class, I would not have been prepared at all...in fact the assumption would be that I wouldn't go at all.
Like I said yesterday, college isn't for everyone...but what about those few kids that simply aren't working up to their potential? There's no incentive to work harder in the lower level classes...and after a while most of them settle into a narcotic acceptence of their perceived limitations. Sure as teacher in an inclusion classroom you might have to *gasp* work harder...but isn't that why you got into teaching?
You can't just pick and choose the kids YOU THINK deserve the full spectrum of quality nstruction. Well actually, I guess you can...but at what cost?
!
October 22nd, 2008 at 2:03 pm | Please log in to reply. | Log in to rate this comment | report this comment
I went to school with M.M. McDermott and while I am enjoying reading this series remain quite annoyed with those responding blaming the childs upbringing for poor education.
I went to Poly. I grew up in a bad part of the city. Seeing folks get shot, stabbed, beat up etc outside was a normal occurrence. My education has nothing to do with the geographical location of my upbringing or how much money my parents had.
I maintained an almost 4.0 average while in school I went on to go to college. I am now a working professional with a good career.
Plenty of my former classmates also grew up in bad parts of the city. They too turned out well.
Could the outcome have been different if we had to share the classroom with below average students at our magnet school? Quite possibly. But because my classmates and I were driven about education, we trudged through it together.
I remember the day I went from my middle school (Robert Poole) to take the entrance exam for Poly. I was nervous as hell that I would freeze up and fail and then be carted off to Mervo or Northern or some other awful school in the area. The entrance exam was hard, but I aced it despite my worries. I'm glad I did and I count my time spent at Poly as an awesome educational experience. Being able to take classes at Hopkins while in high school gave me a fast understanding of college academics and really helped me adjust my freshman year of college.
I still think the entrance exam and a required gpa average should be enforced in these magnet schools.
October 22nd, 2008 at 2:23 pm | Please log in to reply. | Log in to rate this comment | report this comment
Did your parents value education? Was it a supportive environment?
I think that may be the deciding variable in most cases. Support in the home is HIGHLY correlated with academic achievement.
Understand that I think magnet schools are great, and I understand why you'd want to preserve your idea of their integrity. I just think the problem requires analysis from all sides.
!
October 22nd, 2008 at 2:40 pm | Please log in to reply. | Log in to rate this comment | report this comment
Both of my parents were high school dropouts.
In fact, most of my immediate family are high school dropouts. I was the first one to go to college and when I told my family that I was planning to go to college and where, an uncle started to rant about how it didn't matter and I wouldn't amount to "nothing" anyway.
I'm not going to say it wasn't a supportive environment, but it definitely was not focused on academia.
After watching me go to college, my mom got her GED. I went to a magnet school because it was what I wanted to do. My nerdiness is definitely not inherited or genetic.
October 22nd, 2008 at 2:45 pm | Please log in to reply. | Log in to rate this comment | report this comment
Did you parents have drug issues? Did they work? Were they around? Being a drop-out doesn't necessarily equal inability to support your children.
The point I'm trying to make is that upbringing almost certainly DOES impact academic achievement. Sure, we can toss around some anecdotal evidence...but in quantified terms, the outcome is almost always the same.
!
October 22nd, 2008 at 4:32 pm | Please log in to reply. | Log in to rate this comment | report this comment
My nerdiness is definitely not inherited or genetic.
Actually, smart parents or dumb parents are not the best indicator of a child's intelligence. As one Nobel Prize winner put it (paraphrasing here) Why are you asking for my semen? All it produced were two guitar playing lay abouts, you should be talking to my father, (who worked in some low skill job).
October 22nd, 2008 at 5:50 pm | Please log in to reply. | Log in to rate this comment | report this comment
I believe ycktr hit the nail on the head when he talked about "valuing education." Regardless of a child's educational ability, most, if not all, who are raised in a household where education IS valued will achieve the highest level within their capability.
As for children being grouped -- oftentimes the child in a lower group will succeed in mastering his level and move up to the next group. Teachers need to be cognizant of the progress made by lower learners and move them along to more challenging classes as appropriate. Unfortunately, this doesn't always happen, and children become labeled. I don't know how to prevent this from happening. Perhaps someone else has some ideas.
October 23rd, 2008 at 3:19 am | Please log in to reply. | Log in to rate this comment | report this comment
i am not going to read your comments because it will probably make me mad, but lead paint and poor education budget has a big part of these issues.
how does a big-city educational budget go into deficit while there aren't enough books for students? where is this money?
i was blessed to go to a private school (in baltimore city) and i paid college level prices for books.
this has gone on for decades and now people are wondering why kids are so ****ed up??? chip mason has made the budget of our school system per year in bonuses.
it's not the kid's fault, it's intrinsic, institutional incompetence on every level that has us wondering WTF?.
ps- both of my parents are not too bright and i'm ****in' brilliant and i know brilliant parents who have dim kids. what is done on both sides is the key.
October 23rd, 2008 at 3:29 am | Please log in to reply. | Log in to rate this comment | report this comment
and yet, my friend is average and makes 80K a year and i'm brilliant and stuck in the mid 40s til i write the epic.