Boston parent Lisa Martin was determined to keep her son from attending the Boston Public Schools, but now she’s urging parents to vote against Question 2. What changed her mind?
By Lisa Martin
Many people have asked me why I am voting no on Question 2. The answer is both simple and complex. I believe that all children are entitled to a quality education, and no child is entitled to a better education at the expense of another. I feel compelled to share my perspective because my son has been a student in both charter and district schools, and I’ve worked in both. I can recall thinking that there was absolutely no way my son would ever attend Boston Public Schools. No matter what it took, I was determined that he would attend a charter, a private school, or attend a suburban school through METCO. I remember racing around with friends to drop off applications at every charter school that admitted kids starting at K1. I attended the lotteries of several schools and prayed that my son was one of the lucky few plucked from a lottery of hundreds of wishful families. It felt hopeless but finally we hit the lottery. I was ecstatic for about 10 seconds. Then I realized that my friend’s son hadn’t been selected. It didn’t seem fair. Continue reading →
I went to a high-performing charter school to become a better teacher. Instead I learned how to silence and punish kids.
Editor’s note: the following piece was written by a charter school teacher whose request for anonymity I honored. Leave comments or email them to me at firstname.lastname@example.org and I’ll pass them along.
It’s sexy to be *woke* right now. Some schools are infusing social justice into their curricula, while others are scaling back on harsh discipline practices. At an individual level, an increasing (and still too small) number of people—including a growing number of teachers, most of them young—are posting pictures and statuses on social media about how #BlackLivesMatter.
I’m no exception. Indeed, this growing movement has had a profound impact on the way I view my role as the white teacher of all students of color. I know it’s vital that I’m aware of the cultural differences between me and my students. I want to show them amazing literature by authors who look like them and expose them to new perspectives. I’m aware of the disparate manner in which discipline is applied at schools along racial lines. I don’t want to contribute to that disparity, or to the school-to-prison pipeline. In a recent meeting led by teachers of color at my school, I excitedly engaged in a conversation about a cartoon that juxtaposed a white officer yelling at a black man against a white teacher yelling at a black child.
But I have a confession to make… Continue reading →
In her new book, Unequal City, Carla Shedd looks at race, schools and perceptions of injustice through the eyes of young people…
Jennifer Berkshire: I want to start by giving everyone a moment to order your amazing new book, Unequal City. Waiting…Waiting… OK. Here we go. You did something highly unusual in your book: you looked at how major policy changes in education and housing over the past two decades in Chicago have impacted kids. And you did that by actually interviewing kids. Where did you get such a crazy idea?
Carla Shedd: That was a big goal of mine, to really place kids at the center and think about how they understand these larger transformations in their lives. So often we have the numbers or we have snapshots of particular parts of the process and how kids are faring. But we really don’t listen to young people, and we never put their voices at the center of the conversation. How often are the people who are most impacted by these policies able to truly have a voice? In the book I argue that these young people are the city’s guinea pigs. They’re a walking experiment in an urban laboratory. Continue reading →
A Boston student explains the connection between high-stakes testing, harsh discipline policies and the school-to-prison pipeline…
By De’Anthony Robinson
De’Anthony Robinson addresses fellow students at the Statehouse. Robinson and his classmates won this year’s Generation Citizen Changemaker award for their research into harsh discipline policies and how they push kids into the school-to-prison pipeline.
I am De’Anthony Robinson and I am a student at Brighton High. I am just weeks away from graduating from high school. I am incredibly proud of that. But as I travel back and forth across the city for school every day, I see many of my friends who are not going to make it. Out of all of my childhood friends, only two will graduate. Like many young people of color in this city and country, they are struggling to finish school. They feel alienated from their education because of issues like high stakes tests, unfair discipline policies and schools that just don’t help them feel successful. My friends are not on a good path in life and there are so many that others like them. In fact only 59 percent of young black men graduate from high school and only 65 percent of young Latino men graduate. One out of every three black men and one out of every six Latino men will serve time in prison. Continue reading →