By David Singer, SPECIAL TO EDUCATION NEWS COLORADO
In late October 2008 I took a week-long research trip across the East Coast visiting high performing urban charter schools. The SEED School in D.C., KIPP Academy in the Bronx and Williamsburg Collegiate in Brooklyn were just a few of the life changing stops I made.
“It can be done,” I continued to say to myself as I witnessed low-income minority students deeply engaged in learning, obtaining professional class values and preaching the necessity of a college degree. During my travels I was reading “Sweating the Small Stuff,” David Whitman’s eye-opening analysis of the new “paternalistic” no-excuse schools effectively serving the most disadvantaged youth in our nation.
It all started to click. Then came Paul Tough’s “Whatever It Takes,” Stephan and Abigail Thernstrom’s “No Excuses,” Jay Mathew’s “Work Hard, Be Nice,” and Rafe Esquith’s “There are No Shortcuts.” Visiting with Chris Gibbons, founder and principal of West Denver Prep, and peering into the highly structured, results-oriented classrooms at his school added another layer to my already piled-high cake. A new vision of urban education began to emerge.
Charging back to Manual High School, re-invigorated with a new understanding of what urban education could look like, I pummeled my students with a sense of urgency they’d never before experienced and I’d never before taught with.
“Every minute of every day counts…there is no alternative to hard work…all of us will learn!” All classroom decisions were made based on the results of their assessment data, instruction was high energy with high purpose, 85 minutes of learning time finally meant 85 minutes of learning time. You could walk in and taste focus in the air.
Then came August. CSAP scores were released. My students ranked in the 64th percentile for growth in the state, not just compared to their free and reduced lunch peers, but compared to everyone. Many students fell in the top 90th percentile, meaning they had made tremendous gains in our year together. Despite their impressive growth, however, a meager 9 percent of them were classified as proficient or advanced. 65th percentile in growth and only 9 percent were actually proficient.
The reality of Manual High School and its students is undeniably clear. Students entering 9th grade four and five grade levels behind cannot catch up to their middle- and upper-class peers. We can provide phenomenal instruction, optimize budgetary use, create unbelievable interventions, keep them for a longer school day and year, and love them to death, but catching up both their academic abilities and character to ensure their success at a competitive four-year university and the demanding world beyond is nearly out of our reach.
Believing these kids deserved better (and that I could make a broader impact), I applied for and was accepted into the Building Excellent Schools Fellowship out of Boston. During this year-long intensive training program I’ll be instructed on all components of running a high performing urban charter (fundraising, community outreach, facility acquisition, fiscal sustainability, board development, curriculum, instruction, assessment, etc.) while performing action research in schools across the country that are getting the job done.
The time has come to help solve the “Manual Dilemma.” The only way to ensure the ceiling is raised for the students at my beloved high school is to raise the floor. Over the next two years, one in the rigorous training with BES and one planning and preparing for my new school’s opening, I will be doing everything possible to develop a high-performing pre-kindergarten through eighth grade charter in Northeast Denver.
Aptly named “Make it Happen Academy,” the school’s purpose will be to ensure that the achievement gap is eliminated and that children from low-income families receive four-year college degrees and thrive in the world beyond.
Last week I boarded a plane to Boston for my fellowship orientation. Filled with ideas, questions, and some “can I really pull this off” trepidation, I find myself surging with energy as I embark on my new journey.
Teaching for six years, the last two at Manual, has been an amazing experience, one that I will always cherish and take lessons from. It’s those experiences that brought me to this point, the point of realization that if we don’t do something about the opportunities for young children in our community then we’re allowing for the maintenance of the status quo – low-quality education with low-quality results.
When asked at a recent lunch event how he maintains his superhuman-like efforts in spite of the endless number of obstacles he faces, Geoffrey Canada, CEO of the Harlem Children’s Zone, was quick to point to his “unyielding optimism.”
When I think about the million plus dollars I want to raise to ensure my teachers a higher salary and each of my students an Education IRA, the facility I have yet to secure for the school, the lack of knowledge I have in early childhood brain development, the staff that remains unknown, the food service issues that will inevitably arise as we attempt to feed the kids three nutritious meals a day, the exhausting eleven-month school year I plan to institute with longer school days and Saturday programs, and the countless other road blocks that I will hit, I am forced to think like Canada.
Unyielding optimism isn’t a choice, not if we want to change the lives of an entire generation. It’s time to do whatever it takes.
David Singer taught math at Manual High School in 2007-08 and 2008-09. He is now a fellow in the Build Excellent Schools program.
Distributed by Colorado Capitol Reporters
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