On April 22, the last Trenton Board of Education meeting to be presided over by outgoing board president Toby Sanders, I made a brief statement during the public participation part of the meeting. Motivating my comments was an ongoing concern about what Trenton graduates do not know when they start taking courses at the local community college where I teach. Despite my regard for district leadership and considerable sympathy with the pressure teachers are under, something is missing in the preparation district schools are able to provide for their students. Further, the academic deficiencies revealed by these students’ performance on statewide tests are being used as an excuse to dismantle American public education. Less its introductory remarks, my comments appear below.
. . . Despite all the good work I have seen in this room, I am very concerned about public education here in Trenton and in many other communities nationwide. The public school, free and open to all, is one of America’s gifts to the world, and it is the basis for our middle-class democracy. I realize that many Americans have been deprived of this right, or provided it only grudgingly, and I know that many of the problems Trenton’s schools face today are a heritage of that deprivation.
But that does not absolve us of responsibility for doing better, as Rev. Sanders would repeatedly remind us.
Over the past two decades or so, we as a nation have seen our public education system assaulted by those who seem more interested in redirecting into private pockets the vast amounts of money states and municipalities invest in public education. The rationale for this disservice is the poor academic performance of schools in cities like Trenton. Closing the achievement gap, meeting the global challenge, whatever, are all, to my mind, distractions from less honorable motives.
But that does not mean that all is well in Trenton’s schools. As a teacher at a local college I note with great sorrow what your graduates do not know; they do not have the knowledge base that they need for success in the workplace or for discharging their duties as citizens.
Too many students cannot write a simple sentence, cannot conjugate a verb, do not know the difference between a preposition and a possessive. They cannot fill in a map of the United States or put the Emancipation Proclamation in the right decade. According to my math-teaching colleagues, they cannot line up numbers on the decimal point or add fractions with different denominators.
This is a tragedy – and it bodes ill for the future of American democracy. Many of these educational deficiencies are common to graduates of other Mercer County high schools; less common are behavioral barriers to success in school. And I do not believe we can effectively address the former without addressing the latter first.
As some of you know, I have recently written about what is widely known as the KIPP method and a local charter school that employs it. And this school been getting far better academic results from many of the same students as the regular district schools have. And, though I recognize that this is a contentious point, these results are not just the outcome of “skimming” the best students.
The KIPP methods work; I have been using some of them in my college classes. Students are paying more attention and doing better on quizzes. So, I am appearing here today to urge Trenton’s regular district teachers to try using them as well.
Trenton, along with other urban districts in New Jersey, wants to get the state off your back. But until the academic performance of your students improve, that isn’t going to happen. And I worry that if you cannot take up this challenge more effectively, we will continue to witness the decline of American public education. And this, too, would be a tragedy. Thank you.