Part 2.
We would love to think that the Board of Education is doing everything possible to empower and equip our children to be successful. Do we pay close attention to the details of what our children are being taught? We should not necessarily be blamed for a school system short changing its pupils. Neither should we feel guilty for not knowing the difference. This is one of the reasons I am shedding light on this inequity and conspired disenfranchisement to our next generation.
We had our own firsthand experience when we sought answers for the obvious challenge and confusion of our sixth and eighth grader who are currently enrolled at TJMS. We sought answers through all the appropriate channels and did not get a resolution. It was stated that the math program was instituted some since 6 years ago, and thus far the school is satisfied with the newly adopted math program. Besides, making any changes was not possible, due to financial budget cuts, and herein dwells the crust of my contention. What is our priority? And, why are we playing school? We called on the current Director for the math program for some enlightenment. The Director seemed flustered and aggravated that I would even question the program. He proclaimed that he was new to the position and was looking into it. It was rather a surprising reaction displayed by the current Director. It is common knowledge that the Director's cultural heritage is one of profound diligence, with hard work, strong foundational principle in a uniform and organized system. The Director's education was wrought from an education culture that drives for excellence. His current success is a testament of his dedication and diligence to a system that gave him the tools to be successful. What tools is he equipping our children with, which allows for the individual pursuit of success?
Our dialog with the Director did not end well as some excuse resolution was done that did not really change anything. Patronizing homage to one screaming parent to keep them quiet does not help all the other students who are unjustly served. "We are not free unless we are all free". The current Director and the Board of Education for Teaneck Public Schools conclude that parents with children in the middle school are comfortable with poor achievement and a dis-organized math curriculum.
We are proclaiming that we are preparing our children for future leadership. We are preparing them for college. All colleges are structured, and curriculums are tailored for focused and structured learning. What would allow a school district to railroad the children's future? Why are there are so many people in charge, yet no one is responsible? Why do we trust a corrupt system that has the power to change a failed program for the past six years, now approaching guaranteed seven years of failure? Are we as parent all unaware of our children's low level of performance? Do we have low expectations for our children because we ourselves were and are afraid of math, so we set very low bars for our children's achievement? Are we regressive compulsive failures ourselves? Does it really matter what our children do as long as they get through school, stay out of trouble and graduate? Are we alone with disdain, for the hypocrisy and injustice dealt to our children? Somehow, I don't believe that. I know that I am not the only one that loves my children and will do anything to see them successful. I know that all responsible parents will stand up for their children, if they are informed. Well, consider this editorial rendition as your formal update. What are you going to do about it? I tell you what some will do, nothing! There are others that will demand change of this program immediately. There should be that emergency siren alarm set in motion to prevent another batch of students jumping over the cliff of guaranteed failure in math. Of course, there is that three percent that will pass even if they never attended class.
There are few shining stars that attain honors for excellence in math despite the overall average of failing scores. Did the few honor students gain excellence because they had external aid? Why should the 96.8 percent of the 2011 graduating class live their dreams in the success of the 3.2% percent passing at honors level? I said it before; "Success of one is not celebrated until all students are given the tools to be equally successful". Teachers have unions, delegates, and parents for teacher advocates, admonishing on their behalf. I am also an advocate for equity and just compensation for dedicated teachers. Can someone tell me, WHO IS ADVOCATING FOR OUR CHILDREN, especially our minority children? Who is fighting the good fight with knowledge and a loud voice? If you care as we think you do, why don't you join us and make a difference. Send us your comments and views. We would love to hear from you. Email this article to a friend.
No comments:
Post a Comment