Our school, like many in America, is a melting pot. We have about 1/3 African American students, 1/3 Hispanic Students, and 1/3 White students. We do have some "other" ethnicities, but they are bundled in with these three groups much of the time. In addition to our ethnic diversity, we have about 72% low income families. The other 28% of our students range from lower middle class to upper middle class income. It's a GREAT place!!
Every summer, my principal and I sit down and create the classes for the entire school. We look at test scores. We look at personalities of kids and teachers. We look at the student's history and family situation. Each student (850+) is carefully placed with a teacher. In addition to the "regular" classes, we have what we call Advanced Work classes. Students are selected for these classes based on their test scores and other data. The only students "guaranteed" a spot in these classes are those that are identified gifted.
As you might expect, when a student who had previously been in advanced work classes doesn't make it into the next year's class, it can be frustrating for the parent. Yet, in an effort to be fair and make sure students are appropriately placed, there are no "favorites" and there is no "grandfathering". Every child (except the identified gifted) goes back in the mix and is ranked to select this class for the coming year.
Every year, at the beginning of school, I find myself fielding the "why didn't my son or daughter make it?" questions. Usually we are able to tell the concerned parent that things often shift in the first couple of weeks and if space opens up (and their child is next on the list) the child will be placed in that class. This year has been different.
The parents who are expressing concern have a child that struggled in advanced work the entire year last year. The child was even almost marked "below level" on the report card due to class performance. The child struggled in class and performed at an average level on our standardized test. Other scores indicate this is where the child is functioning. The child is average.
The parents didn't question me, they went straight to the principal, who explained just how carefully students are placed in class. They seemed fine and pleased that such thought goes into classroom selection. Additionally, they were told if they didn't agree with the placement in two weeks, the placement could be reconsidered (with the exception of Advanced Work).
One day later, upon seeing the classroom demographics, and making it clear that they didn't like the fact there were non-English speaking kids in the class, the parents withdrew the student from our school completely.
The irony of it all? Both parents were not born in America. One parent was born in an extremely oppressed country. English is not their first language either.
Certainly, every parent has the right (and responsibility) to make educational decisions for their child. It's our job to try and do what's best for them. Yet, I am wondering how unrealistic expectations AND intolerance can be healthy for this or any child.
It makes me very sad...very, very sad!
2 comments:
This happens VERY frequently in the athletic arena. Parents often times think their son/daughter should be playing and can't understand why they aren't. But Johnny/Suzy don't tell them the WHOLE story as to why they aren't. It's often times harder to deal with than parents than it is the kids.
It is a day and age when all parents think their children are supposed to make the principal's list and if they don't then our standards are "too high." But, when faced with state tests, if they are not able to pass with an "exceeds the standard" rating, then our standards are "too low." Geezzzzzz!!!
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