Blog Archive for Regional Spotlights

Michael Wooten

This post was originally published on Honolulu Civil Beat and has been reprinted with permission.

The first day of class, I always meet students at the door with a firm handshake and a look in the eye, then I give a PowerPoint on myself.

I tell them about where I’m from and what my passions are. I talk about my experience boxing while in the Army, driving cross-country to live in LA, getting in to Berkeley even though I didn’t do well in high school, and being accepted to Teach For America, which brought me here to Hawaii to teach for two years — five years ago.

Photo by Hiart via WikiCommons

 

Two months ago, the South African Department of Basic Education excitedly announced that the national scores on the senior graduation exam (the “matric” exam) had improved from 70.2% in 2011 to 73.9% in 2012 (reporting on the year when students took the exam).

Many, however, lamented both the scores and the department’s excitement. It’s well-known that the threshold for passing is painfully lowstudents only need to score a 30-40 in each subject. Moreover, students who earn their senior certificate with the minimum passing scores do not qualify for further study at the Bachelor’s degree level, and may not even qualify for a diploma program (a more technical degree).

Perhaps most concerning of all, half of all South African children who start primary school never even sit for this exam. Most are either pushed out in Grades 10 and 11 in order to boost their school’s pass rate, or they leave the system earlier once lack of literacy and numeracy make it impossible for them to continue.

Photo by Henry Trotter via WikiCommons

Editor’s Note: Over the next several days, Pass The Chalk features posts in honor of Black History Month. We do so in full recognition that any day, week, or month, set aside to commemorate the history and experiences of a group of people runs the risk of siloing those perspectives in the oeuvre of shared human experience. It is not enough to talk about black history for one month out of the year. But in shining a spotlight on the perspectives and experiences of African-Americans in the coming days, we seek to lend ourselves a richer vocabulary to better understand the challenges and hopes of our shared human condition.

This post was originally published on The Monitor and has been reprinted with permission.

In 1926, historian, philosopher, and scholar Carter G. Woodson declared the second week of February as "Negro History Week."

With the birthday of Abraham Lincoln and Frederick Douglass falling in that second week, it was only appropriate to celebrate a history systematically left out of curriculum and national consciousness would occur when the nation was celebrating the lives of two freedom fighters. Woodson’s original intent was that this week would no longer need to exist when Black History was justly represented in the story of America.

Ninety-three years later, I am pushed to consider two questions: Why does Black History month matter? And why does Black History month matter down here in the Rio Grande Valley?

Civil Rights March on Washington, D.C. [Children near the Washington Monument.] Photo by U.S. National Archives and Records Administration via Wikimedia Commons 

Erin Teater

In the heart of Chicago’s Homan Square stands an historic power house. Built in 1905, it provided electricity and heat for the massive Sears, Roebuck & Company world headquarters on the city’s West Side. In 2009, the building was transformed into a school for the kids of North Lawndale, a neighborhood on the west side of Chicago that has experienced a disproportionate level of poverty and violence.  Power House High’s recent history, while far from exemplary, demonstrates community and district leaders’ willingness to look for what works (whether from a traditional or charter model - because we know there are bright spots in both), and to insist on high student achievement above all else.

Photo by Seth Anderson via WikiCommons

Mark Adato

Mark Adato (Hawai’i ‘09) is currently in his 4th year teaching high school science at James Campbell High School in Ewa Beach, Hawai’i on the island of O’ahu.

There’s a movement growing in Hawai’i, and as a teacher, I am proud to be part of it along with hundreds of other teachers from more than 80 schools across the islands of our state.  Teachers in Hawai’i have been operating under the same contract since 2009 when a 5% pay cut was imposed after negotiations between the governor and our union failed.  

Since then, the governor has been imposing this “last, best, and final offer” on teachers and stretching the legal battle we’ve been fighting with him to an indefinite end, setting a poor precedent for education in Hawai’i.  It’s not an issue of making enough money; it’s an issue of teacher retention and how education is prioritized in our state.  We finally decided to do something about it.

Photo courtesy of Mark Adato

 
Elisa Hoffman

Elisa taught in the 1996 Mississippi Delta corps.

When I pulled up to Fairview German School, parents who had been camping out front for over a week had just finished their morning routine of taking down their tents before the students arrived. In Cincinnati if your neighborhood school is failing—and many are—getting into a magnet school is largely on a first-come, first-served basis. That means parents camp out in the cold for days to try to secure for their kids one of a small number of spots in a more successful school.

Photo by Shannon Sherrard

Josh Sparks

Josh Sparks taught in the 2008 New Mexico corps.

I am Appalachian, born and raised. More particularly, I am central Appalachian- I grew up in Jackson, KY, the seat of Breathitt County, which is located in the foothills of the Central Appalachian Mountains. Growing up, I spent my summers hiking in the lush green hills behind my house, spending time with my grandparents and learning about their generation (and mainly the things I take for granted), and at the city pool where my friends and I did our best to annoy the lifeguards every day (later, I would become one; karma’s definitely not fun). During the school year, I surrounded myself with friends who were dedicated to their studies and their futures. We spent hours in tutoring studying for pre-calculus and re-writing our drafts for English class. And we spent many evenings drafting and practicing our legislative proposals for our state’s Youth Assembly (yeah, I was a dork). All in all, I loved my small town Appalachian life.


Photo courtesy of Brandon Goins via Wkimedia Commons

 
The Editors of Pass The Chalk

Our thoughts and prayers are with the students, families, teachers, alums, and staff who have been affected by Hurricane Sandy.  

Photo by David Shankone via Wikimedia Commons

Robert Cook

Robert Cook is managing director of Teach For America’s Native Achievement Initiative.

Today federal and state workers are taking the day off in honor and celebration of Columbus Day.  Retail and department stores are marking items off for their annual Columbus Day Sales and our nation’s school children are enjoying the end of a 3-day weekend. 

Beginning in 1934 when President Roosevelt signed Columbus Day into law as a federal holiday, we take the second Monday in October off as a nation to honor the historical discovery of the “New World.”  At least that is what I learned as a young boy in school.  Today, as a grown man and an enrolled citizen of the Oglala Lakota Nation here in South Dakota, I have another take on this national holiday and the education myths of Christopher Columbus. I am proud to say I do not honor this day as Columbus Day.

Columbus wasn't the first European to land in America; in fact he didn’t even “land” on any of the main lands of the Americas. Historical evidence points to Leif Erickson, as the first European to land and settle a Norse village on Newfoundland some 500 years earlier. When Columbus did reach land in 1492, he “discovered” islands in the Caribbean already inhabited by scores of diverse and indigenous Native tribes. 

Photo credit: Native American dancers at the Pie Town Pie Festival, New Mexico. jclarson via Wikimedia Commons

Robert Cook

Robert Cook is managing director of Teach For America’s Native Achievement Initiative. Cook will be leading a session on Improving Education in Rural America at Teach For America’s inaugural Alumni Awards and Educators Conference in Detroit on July 18, 2013. The conference gathers alumni teachers, school leaders and school systems leaders from across the country fora day of networking and professional development. Travel stipends are available. Alumni educators: register today.

Hau Mitakuyapi,

Recently, our youngest son began his journey as an eighth grader in the Rapid City School District and today he is firm in his schedule: pre-algebra, science, English, Orchestra, PE, reading and social studies. Last week, my wife and I had the opportunity to meet all of his teachers and tour the school and his classrooms.  I feel good about the educational opportunities provided for Caleb and his friends.  Unfortunately, that is not the case for many of our Native students here in rural South Dakota or on my home reservation of Pine Ridge, located just 80 miles away.

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