One More Reason to Help

Over the past weeks and months I have blogged about the reasons for helping schools and areas that have suffered from the effects of floods, earthquakes, poverty, and hurricanes. I have, from time to time talked about the need to build up neighborhoods that have seen some of their past glories fade.

I have spent time harping about the need to get away from an emphasis on state testing results and having everyone concentrate on doing ones best to educate children.

At times I have labored to explain that schools are struggling for a variety of reasons, often out of their control. Environmental factors, economic ones, and family circumstances are among the most prevalent issues which confront school personnel and students.

One area I have failed to comment on deserves some attention. I believe the success or failure of a school, individual teacher, or student should be viewed in another way. Students and teachers need to be assessed in an additional manner, one not often widely discussed.

I am certain looking at the factor called 'progress' would be helpful. As a parent and citizen wouldn't you applaud a youngster who better comprehends his/her reading over a period of time? Can you imagine a student who shows marked improvement in class participation? And what of a youngster who simply receives higher grades, perhaps going from an average of 34% to an average of 61%? Don't discount the value of such drastic improvement.

In the grand scheme of a person's length of time in education, the factor of 'progress' needs to be a far more critical element in terms of positive attributes that are recognized by educators and parents. When students are on a consistent path of improvement then the end result, including test scores, in the long run, is bound to be positive.

When we see the sorts of improvements, mentioned above, in the schools we serve in New Orleans and Chicago we are all the more inclined to continue to help them.

Many thanks,
Dick