New School

I’ve thought about teaching for many years, although I’ve always wanted to be a writer and journalist, teaching is something that comes back into consideration over and over. I applied for both Teach for America and New York City Teaching Fellowship at the end of college, I’ve substitute taught at a preschool, I’ve been a Big Sister to a teenager for 2 ½ years, I’ve volunteered with kids a lot.

But more and more I have so much disillusionment with the educational system. No Child Left Behind, the competiveness of NYC schools, teaching to tests, cuts in funding—hearing my 15-year-old Little Sister talk about school makes me wonder how much smart motivated kids actually learn, let alone those who need more help.

Which is why when you see a teacher or volunteer going the extra mile, when you see lives effected, it (cheesy as it sounds) gives you hope. I volunteered this week at an after school cooking program for special ed high school kids. The woman who runs it (a volunteer herself) has been there every week for three years, and the you can see how much these otherwise marginalized kids benefit from it (sure it probably won’t change their lives, but it’s a lot to feel someone cares, to have fun, and to have consistency in your life).

The most inspiring story I’ve read recently is about Catherine Ferguson Academy in of all places Detroit. The BBC mentioned the alternative school recently in reference to its innovative farm and gardens (in the middle of a depressing urban setting). But when I looked into it further, I found that’s only the tip of the iceberg. This from a MetroTimes feature on the school from 2004:

“While Detroit public schools are among the most maligned anywhere, with dilapidated facilities and failing test scores and a reputation that repels many families, there are diamonds in the rough and students who will succeed despite the odds. Amid the turmoil, the Catherine Ferguson Academy — an “alternative” school in the district that offers middle- and high-school courses — has quietly made a national name for itself.

This year the school was named a Breakthrough High School by the National Association of Secondary School Principals. One of 12 schools nationally to win the distinction, Catherine Ferguson earned it based on the following criteria: At least 50 percent of the school is minority; 50 percent of the student body qualifies for free and reduced-price meals; and at least 90 percent of students graduate and are accepted to college.

The academy had no problem meeting the requirements — with 94 percent black students and 5 percent Hispanic, and more than 90 percent eligible for free or reduced lunches, every year Catherine Ferguson achieves a 90 percent graduation rate; 100 percent of those who graduate (85 last year) are accepted to two- or four-year colleges, most with financial aid, says the school’s principal, G. Asenath Andrews.
“Kids transform themselves here,” Andrews says. “We’re just a pot and kids jump in and turn themselves from lead into gold.”

Every year, enrollment is first come, first served for as many as 400 students and 200 babies. There is no academic requirement; most of the girls are in the process of dropping out when they enter. As many as 20 percent drop out every year, Andrews says. (The 90 percent graduation rate is based on students who make it to their senior year.)

Andrews says the difference at her school is personal attention to each student. While Detroit public schools average 35 students for every teacher, Catherine Ferguson has an 18 to 1 ratio. Each student is assigned to a homeroom teacher whom she stays with until she graduates. The homeroom teacher is responsible for looking after the student, the “first line” before issues head to the principal’s office. When the kids don’t show up or don’t do their homework, a teacher asks, “Why? Where are you? What’s going on?”

The farm and the child care sound like a tall order for most schools, but they shouldn’t, and the personal attention shouldn’t either. I feel like there’s so much more we could be doing, I feel like schools like this should be the rule and not the exception. I feel like maybe someday in some way, even if I don’t become a teacher, I’m going to do something to help make that happen. I just haven’t figured out what yet.