I’ll have to read the book. It looks interesting.
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I’m okay with leaving this open as long as it doesn’t descend into argument, debate, politics, name calling, or racism. Historical context is fine as long as it is relevant to the topic of the thread. In this case, and I haven’t read every single post, it seems that some posts are giving context to the main topic, which is what’s going on in Baltimore in terms of the apparent very low median GPA of a student in the Baltimore school system.
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I had a college friend who was a teacher in an inner city Baltimore public school. She taught, not because she needed to, her husband was an engineer, but because she cared about the kids. She had a lot of abuse thrown at her but it came to a head when a student beat her. No reason he just did. She left teaching because she feared for her life. She now volunteers at an inner city church to help these young people. I realize this is just anecdotal. When I talked with her about it she sympathizes with the kid’s situation and really wants to help but is at a loss. Within her church she feels safer and the kids at least seem to desire to change both their situation and themselves. I think the second is the way to the first.
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I think the thread has been pretty informative. I have enjoyed reading @EconPop point of view. I don’t share all his thoughts but am open to listening and perhaps learning more. I appreciate the links he has shared.
I think these tough topics are ones that we need to speak about more as a society, not run from when the topic gets uncomfortable. I think we have spoken civilly for the most part and can hopefully continue to do so.
Baltimore has a real issue. Many issues as a matter of fact. It’s interesting to try and disect the root causes. We’re all not going to agree but perhaps by talking we all learn a little more from each other. I don’t know the intent of the OP but I for one am glad the thread was started.
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One thing not mentioned is that the parents of these children also had many issues, and many can’t read or write very well themselves so can’t help their children with homework or class choices.
My sister teaches in a mixed SES school. Many of her student are the only ones in their home who speak English and the kids are often used as the translators for their parents for medical appointments, with the police, for investigators. My sister tries to make them responsible for themselves and they have to tell her why they were absent the day before, or why they are late to school. The answer often is “I needed to watch the baby” or “My mom never came home so I had no ride to school.” She tries to work them through ways they can make it change but it isn’t always possible. She teaches 4th grade. The worst was when a boy said his father had been killed and he had to help his mother talk to the police.
Our school district is not as impossible to work through as Baltimore’s. We have charter and magnet schools, we have Spanish language schools, every child in the district gets a free breakfast (even if not a free lunch) and there are programs to send food home on Fridays. There are still transportation issues (a bus may be provided, but that can make for a really long day for a 9 year old or a high school kids also trying to work a job). My sister’s school was a Title I school but now has more wealthy families so no longer qualifies. Probably a bigger gap in SES now than when she started teaching as the neighborhood is transitioning and homes are being remodeled. The situation for the poorer kids hasn’t changed that much. They still miss school, still are often hungry, still don’t have any support at home.
My sister never sent her own kids to public school. Working to change the system but not willing to have her own kids have to deal with it.
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In my opinion, it is important to read thoughts that contain opposing positions from a variety of perspectives. Discussion will become emotional. If emotional reactions go to far, then best to just edit out inappropriate matter without curtailing a much needed exchange of viewpoints.
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