How Effective is Your School District? Repost of the interactive NYT Article 12/9

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I’m not too surprised to see that some of the wealthier districts perform similar and sometimes less effective than those not so wealthy. It’s not only the money that’s required to make education equitable, but it sure would help those districts in need. If we don’t educate ALL of our children equitable, we as a nation will have more problems than a tax cut.

Please urge your elected officials to support equity and inclusion in our school districts; visit Common Cause to find out who they are and how to contact them. Show up to your school district meetings and speak up, attend a local workshop, rally or meeting and educate yourself about the inequities in education in your community. Commit to a minimum of an hour a week, volunteering with local grassroots organizations. Donate to an active organization or support a school in your state in need of classroom supplies through Donors Choose.

We can no longer sit and expect our tax dollars, our representatives and our local activist to do all of the work. Take a sick day, take a lunch break, take your kids with you but please take action! Comment below on what action you will take. We need everyone to make this world great!

NEW YORK TIMES ARTICLE

#bethesolution

The Need for Child Advocates in Our Schools

I’m almost exhausted from reading the numerous articles, surveys and studies written about the inequities in the school system when it comes to identifying and supporting both gifted and talented students of color. I am sharing the article below because it has a lot of valid and important information and insight. I have one extremely gifted child and one extremely talented child. They are both gifted, one intellectually and one creatively. My son was reading chapter books and starting multiplication tables at the age of six. My daughter, a Harry Potter fanatic started piano lessons at the age of 3, could read sheet music by the age of 4 and has started working on both original songs and book ideas. You would assume from the brief introduction that my son would have easily been identified as gifted and would have had no problem with access. If so, your assumptions are wrong. His pediatrician warned me at the age of 2, that knowing all of his colors and shapes and counting to 20 was not normal for a two year old and suggested Montessori school. The Montessori school told me he had a problem focusing, not realizing he was bored. One of the teacher’s assistants suggested I get him tested after I tried countless times to get the schools’ Director to accelerate him to no avail. I did my research and found out the only way to have him tested without paying was to register him with the district as if I were preparing to enroll him into public school for Kindergarten. I took her advice and he scored off the charts on his IQ test. I sent a copy of the report to the Director and not only did she not acknowledge his accomplishment but still refused to provide any specialized curriculum for him. As you can imagine I was frustrated and furious because I was paying full private school tuition and my child was not being supported. He graduated from their Pre-K program and we never looked back. I read the book A Nation Deceived, which changed my mindset about acceleration and realized then that he needed to skip first grade. My next step was to set up an appointment with the Principal, Psychologist and Gifted Instruction Director of the public school he would attend. Advocacy.

I was fortunate to attend a seminar on Educating Black Boys in Suburban School Districts, and met Dr. Juan Baughn, a former assistant to the Secretary of Education in PA. I shared my story about my son and mention the upcoming meeting and he offered to attend the meeting to assist me in my appeal to have my son skipped. Advocacy. Dr. Baughn did not request a fee and I never saw him again, but his presence at the meeting assured success and an appropriate individualized program for my son. The district was hesitant to admit it but at the time, out of all four elementary schools in the entire district, my son was the only African American male in the gifted program. I would bet money that at the time he graduated from middle school, the statistic was the same.

Bottom line is it takes time, money and resources to advocate for our the best interest of our students, especially students of color who are in suburban school districts where there are hardly any administrators or teachers of color able to look out for their best interest. I was fortunate as an entrepreneur to have the time to do the research and attend numerous meetings and phone conversations during the work day. Most working parents don’t. We need to have third parties inside the schools who are there to identify and support the parents as advocates for our children to be sure they are supported intellectually, creatively and emotionally.

I am always happy to share my experience and resources with any parents facing concerns and needing support for their gifted or talented child. This article I believe has great information and insight, yet I hope one day there is no need for these words to be written. Let me know your thoughts…

A direct quote from the article written by Staff Writer Madhu Krishnamurthy : “Nationally, among the reasons for the under-representation of minority and low-income students in gifted programs are the use of subjective teacher referrals in the identification process and lack of parent advocacy, experts say.”

‘”When given an enriching academic environment and emotional support, gifted students despite their background, go on to achieve incredible things,” said Paula Olszewski-Kubilius, director of Northwestern University’s Center for Talent Development and professor of education and social policy. “It’s our responsibility to close the gap for these kids.”‘

http://www.dailyherald.com/article/20160330/news/160339961/