D.C. Area Superintendents Fight the Achievement Gap
New America Media, News Report, Wendy Sefsaf, Posted: May 13, 2008
Editor’s note: Washington DC public schools Chancellor Michelle Rhee, Prince George’s County public schools Superintendent John Deasy and Arlington County public schools Superintendent Robert Smith all shared their challenges and vision for creating 21st century school systems with a diverse group of ethnic media. This ethnic media briefing was co-sponsored by New America Media and American University in Washington, DC. Wendy Sefsaf is a reporter for New America Media.
Superintendents of three of the most diverse public school systems in the Washington DC metro area came together last week to discuss their plans for “closing the achievement gap” for disadvantaged and minority students in the DC area. They each stressed the importance of creating early intervention strategies, improving teacher quality and bringing constructive community involvement into schools.
Co-hosted by American University and New America Media, DC public schools Chancellor Michelle Rhee, Prince George’s County public schools Superintendent John Deasy and Arlington County public schools Superintendent Robert Smith all shared their challenges and vision for creating 21st century school systems with a diverse group of ethnic media.
Michelle Rhee, who has been the Chancellor of DC Public Schools for just under a year, discussed the challenge for teachers in the DC school system, whose students are 95 percent African American and where 75 percent of the schools do not meet federal achievement standards, “We need a different kind of educator in DC,” said Rhee. “We need those that really believe all children can achieve. I want teachers who believe that despite every single obstacle presented to them, in the confines of a school day, they can increase student achievement.”
John Deasy whose school district is 87 percent African American and 11 percent Latino added, “You teach your way to high achievement. There is no silver bullet.”
There was also discussion of the growing need for more teachers, particularly bi-lingual and tri-lingual educators. “The teacher applicant pool is getting smaller and we are competing with other growing school systems all over the country,” said Robert Smith. “The lack of applicants is directly correlated to the level of pay and respect we give our teachers.”
Robert Smith, whose district has traditionally been high-achieving, turned the discussion to the need for early interventions and identifying students that need extra help. “Interventions must be conducted early,” he stressed. “Whether by increasing Pre-K access or identifying kids early to get them additional help and tutoring, this is an important step in improving student outcomes and eliminating the achievement gap.” He went on to explain the pronounced differences between children who have had access to Pre-K and those who haven’t. He also discussed a local university program that identifies 8th graders who need additional tutoring before entering high school which helps ensure they are ready for their next step. He said 95 percent of the children in that program end up going to college.
The speakers also discussed the challenge of keeping parents informed, and making sure that they understand the system, and the educational opportunities and services available to their children. “The average parent can’t read a transcript, they are very confusing,” said John Deasy. Indicators of parent awareness include whether parents have access to his or her child’s guidance counselor, or know whether their child’s school offer AP courses. He added, “To me attendance is much less important than what we are offering children so they will want to come to school.”
Denise Barnes of the Washington Informer then turned the discussion to the question of community involvement in schools and whether or not the large number of non-profits who provide programs and support to public schools actually help the schools. “Community groups are hugely valuable because we don’t have the capacity we need and business and non-profits can help,” said Michelle Rhee. “However, it has to be strategic, focused and aligned with the curriculum. For example, we should be taking better advantage of children’s after-school time and community groups can help.”
While it became clear that there are many challenges in educating children in general, they become multiplied when you are educating populations that are quickly changing and becoming more racially and economically diverse. Deasy explained his challenge and his mandate by saying, “Where privilege and poverty co-exist, our work becomes much more important as we strive to level the playing field.”
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