Ordinary failures

Compton middle school students went on a field trip to Bear Stearns to learn about careers in finance. But they didn’t know enough to understand what they saw at the investment firm, a foundation official told Sandy Banks, an LA Times columnist.

“We’re trying to teach them about portfolios and they can’t even spell the word, never heard of it!” Veronica Coffield told me in a voice shot through with urgency. “They’re still learning ‘less than’ and ‘greater than’ in eighth grade, and they’re supposed to make it through high school?”

Singer Chaka Khan’s foundation sponsors a “Going to College” program for students at low-income, all-minority Drew Middle School. Originally, it was all about field trips:  “The preteens learned about the justice system in the television courtroom of Judge Judy, about health and fitness in Tae-Bo classes with Billy Blanks, about culinary careers at restaurants in Malibu and Beverly Hills.”  But Coffield realized students lacked basic reading, writing and math skills.

“We’ve got eighth-graders with an A in algebra who can’t tell me what six-times-five is equal to!” Coffield said. “Seventh-graders who don’t know the difference between a noun and a verb!”

. . . (Students) described math classes crammed with unruly students, some of whom could barely add and subtract; an English class with no permanent teacher but a succession of unprepared subs; teachers who ridiculed wrong answers in class and swore at students in the halls.

But it wasn’t as simple as poor schools or bad teachers. Students cut class and ignored assignments. At the project’s orientation meeting, one mother strode in cursing loudly, high on drugs.

The foundation recruited volunteer tutors from USC. But five of the 36 eighth graders in the program failed too many classes to graduate. They didn’t attend the graduation ceremony, but they’ll all go on to high school in the fall.

“They can’t stay here because there’s nowhere to house them,” a Drew teacher explained.

Not “educate,” Banks points out.  “House” as in warehouse.

Keeping the smart kids down

Florida middle-school students are taking high school-level courses in search of an academic challenge, reports the Orlando Sentinel.  But the practice may be stopped because white students are more likely than Hispanics or blacks to choose advanced classes.

*At Lee Middle School in Orlando, 93 percent of the kids who take high-school geometry and 77 percent who take Earth-Space science are white. Meanwhile, 29 percent of all Lee students are white.

*At Maitland Middle, about 10 percent of the kids taking high-school-level Algebra I Honors and Earth-Space science are minorities. But almost 40 percent of the school’s total enrollment are minorities.

Denying motivated students a shot at higher-level courses wouldn’t help average and low achievers. But it would disguise the large disparities in achievement.

The Sentinel, which seems to have started this controversy, says scholars think middle school should be “nurturing,” not academic. (But let’ s not nurture the aspirations of the smart kids.)

Tracking students by ability (or performance) is out of favor — and possibly illegal, writes the Sentinel.

In some districts — including those in Georgia, Texas and Massachusetts — (tracking) led to action by federal civil-rights agencies. In New Bedford, Mass., the government forced officials to limit tracking in several junior highs.

 I think letting  students try advanced classes is quite different. from assigning them to no-hope remedial classes.

Quest for the perfect middle school

In search of the perfect middle school, New York City parents make the rounds of well-regarded public schools, checking out everything from classrooms to bathroom gossip, reports the New York Times.

After a 90-minute tour of the Clinton School for Writers and Artists in Chelsea, (Aimée) Margolis casually slipped away for what appeared to be a quick pit stop. She carefully occupied a stall, waited for a cluster of students to walk in, and listened.

“It gives you a glimpse behind the scenes,” Ms. Margolis explained of her sub rosa research. “At the tour everybody’s ready for you, everybody has a happy face. They say what they want to say, and you hear what they want you to hear.”

A 30-something woman hiding in a bathroom stall to overhear tween girls’ chatter is “creepy,” suggests Ann Althouse.  And just imagine how the 10-year-old daughter feels seeing her mother’s antics in the New York Times.

The paragraphs on three girls’ criteria for a school made me chuckle:

“If it’s a really ugly color, I don’t like it that much,” Emma (Patterson) explained. Some school tour guides, she complained, are too focused on addressing parents’ concerns, which she summarized as “the academics are like collaborative and blah, blah,” and dismissed as “not as important as, like, having lockers and stuff.”

I hadn’t realized so many NYC public schools have selective admissions. According to the Times, some parents hire a coach to get their kids into the best public middle schools.