“Mr. Duarte, shouldn’t you be teaching at one of those white schools?”

Today, education is perhaps the most important function of state and local governments. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. (Brown vs. Board of Education, 1954)

It’s been over sixty years since the Supreme Court ruled in the landmark civil right’s case, Brown vs. Board of Education, that separate but equal schools have no place because separate schools are inherently unequal.  When asked to write about the implications of this decision for school administrators today, I found myself lamenting about the responsibility we have to close the achievement gap.  Since, this gap, proves that many of our schools serving low-income and students of color are in fact, inherently unequal.  Here are the demographics and state accountability rating of the school I taught at:

  • 31% African American
  • 46% Hispanic
  • 88% Low Income
  • Among the lowest achieving and least improving schools in the state

In my second year at the school, I had a student ask me, “Why are you teaching here?  You expect us to do so much work, you should be working in one of those white schools somewhere near where you live or where you grew up.”  My heart was instantly shattered.  This was a student who had been completely critical of everything I had been trying to do, she would make an effort to derail my lesson on a daily basis.  She had been challenging me this whole time and up until this moment, I couldn’t figure out why.  You see, this student represents the typical feeling of a child growing up in a community with poorly performing schools.  As Brown v. Board stated, “A sense of inferiority affects the motivation of a child to learn.”  My heart broke in pieces when she said this because I instantly understood that up until her 8th grade English class, she had been lead to believe that she was inferior; that she didn’t deserve a good teacher, that she didn’t deserve a quality education or the chance to go to college.  She didn’t believe that the school I was teaching at was good enough to have me and that she was good enough to be in my class.  I finally understood why she was challenging me; she didn’t think she could perform in my class because she never had a teacher that made her feel that she could achieve.

Isn’t that an educator’s essential job?  Aren’t we supposed to be the cheerleaders for our students?  Aren’t we supposed to tell them that they can achieve their wildests dreams?  How can we look a child in the face and say, “No, you cannot be an astronaut beucase you attend one of the lowest achieveing schools in the state, which will put you behind everyone else that will be competing for that job.”?  Now, of course this sounds a little harsh, but isn’t it essentially what we are doing in our public schools?  If an eighth grader can look me in the face and tell me I’m too good a teacher to be working in her school because of where its located and who it serves, we are violating the very right cited in Brown v. Board;the opportunity of an education to be made available to all on equal terms.

 

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