Is it time for more families to start paying attention and finally get involved?
The title of this article is a quote from author Les Brown, born Leslie Calvin Brown on February 17, 1945, in Miami, Florida. After giving birth to Brown and his twin brother, Wes, on the floor of an abandoned building, Brown’s biological mother gave her sons up for adoption when they were six weeks old to Mrs. Mamie Brown. When he was in fifth grade, Brown was forced back a grade by the school’s principal after being disruptive in class. Brown’s demotion subsequently led him to being placed in special education classes and labeled as mentally retarded. As an adolescent, Brown attended Booker T. Washington High School where he was influenced by a speech and drama instructor who encouraged him to pursue a career in radio broadcasting. Brown is now one of the most sought-after motivational speakers and ranks amongst the nation’s leading authorities in understanding and stimulating human potential.
As we have been talking about proficiencies in our schools, Mr. Brown’s quote strikes a chord that resonates. The experience our family has had with this district, going back nearly eight years now, has been mostly positive, yet a recent event has caused a look back that shows a flaw our district may want to address; a flaw that some may not see as such, but Mr. Brown surely would.
As an incoming sixth-grader, one of my children did not have the “qualifications” to be placed in advanced math. Our district relies heavily on teacher recommendation. In fact, it appears to be the first and most heavily weighted factor, unlike other districts around us. Having not been in district for fifth grade, we were told that our child didn’t qualify to move into the accelerated program, but that “the move can always be made later”. A statement that turned out to be true, but “later” ended up taking three years. Low expectations.
This same child, after completing two successful years of honors math at the high school, was denied that coveted teacher recommendation. Even having an ‘A’ in the class, she was placed back in the regular section. When pressed for a reason, we were told our child “doesn’t have the hallmarks of an honors student”. We were gobsmacked, for lack of a better term. Low expectations.
After two or three frantic phone calls and emails, we found out about our district’s waiver process. For those not familiar (and initially we had no idea there even WAS a waiver process), you first have to contact the Department Supervisor. You should then expect to be told that your child should speak with the teacher of the course they would like to take. You will be given (in many cases) a somewhat intimidating warning about the amount of work, time, and effort needed for the class, followed by a dire “there is no dropping a class you waive into”. While it is understandable that scheduling is extremely complicated, and that it’s important for a student to understand this isn’t to be taken lightly, there is a very strong implication that the district and school administration knows best – even better than the student and their parents – and they shouldn’t be questioned. Low expectations.
A year later and we were there again, this time with more confidence and not taking much (if any) notice of the low-key predictions of doom should we choose to have another child placed ‘above his abilities’. Actually, two other children this time – our boys. As with Mr. Brown’s experience where a teacher encouraged him and believed in his ability, for one of our kids, a teacher saw potential and gave a recommendation to move to honors in social studies. (Sadly, that teacher is leaving to teach in a different school, but that’s a subject for another time.) For the other child, we know what he is capable of, and the waiver was a no-brainer. (Strangely, two other teachers for this child had multiple recommendations.) Low expectations, but higher expectations this time, too.
Inspired by this social studies teacher (and empowered – by us, if not the district) our child looked two years ahead and expressed a desire to take AP European History senior year. That meant ANOTHER waiver, as this class requires Honors English AND Honors History as a junior, and Honors English concurrently senior year. And here we go again… Having received that crucial teacher recommendation for one class, but not the other… another waiver, but this time with an added complication. This waiver had to go through Stephen Hopkins. Sadly, we weren’t surprised when “human error” meant that the waiver we had filled out never made its way to the appropriate departments at GL. Fortunately, our guidance counselor remembered my son telling her he wanted to take the class, and she was on top of his schedule enough to notice the class was missing. In addition to the worst case of “you don’t know what you’re getting into” that we’ve received to date, we were told that “the class is full” and our child is on a waitlist. Another waiver was filled out. Teacher recommendation (or lack thereof) and low expectations strikes again.
What now? The district will not accommodate us by adding one more student. We have been told that opening up a second section “rarely happens”. So much for Varley’s claim that “of course we will still run AP classes if there is not full enrollment”. Apparently, AP’s are only important for those kids the teachers have high expectations for. We can only hope there is enough “student movement” that a spot will open up for our child.
At the same time, we’ve had to fight the battle over the unrealistic expectations (not to be confused with high expectations) and the one-size-fits-all mentality surrounding the Collaborative Consultative Model. It’s almost as though the district is purposely putting up roadblocks. In actuality, I don’t believe it is intentional, but rather this is the path of least resistance when it comes to determining placement. And, as with all other issues in this district, lack of parental involvement is at the core.
Mr. Brown also says, “I can tell what you expect by what you do.” Maybe too many low expectations from residents are partially to blame. Are we willing to expect more? To demand it, even?
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