Guest Column: No more excuses: It’s time for all of our students to excel
By ANDY SMARICK
Published 05/05/09
There appears to be a growing level of concern about the performance of low-income and minority students in Annapolis’ secondary public schools. In the city’s two middle schools, for example, less than half of African-America and Hispanic eighth-graders are reaching proficiency on the state’s reading test.
Unfortunately, a sense of resignation seems to have set in – a belief that little can be done. But this stands in stark contrast to the most exciting development in urban education over the last decade: the proliferation of “high-poverty, high-performing” schools.
Across the nation, there is a growing number of inner city schools serving low-income minority students and producing remarkable academic results.
On a recent trip to New York City, I visited four such schools. They were located in some of the city’s toughest neighborhoods. They served student bodies that were almost entirely African-American, Hispanic and very poor. And yet the schools were excelling.
Very high percentages of their students were passing the state math and reading tests, but there were equally important signs of success. Students were disciplined but intellectually engaged and happy.
The classroom work was stirring and rigorous. In one school, kindergarteners were conducting science experiments on momentum. In another, second-graders were learning chess.
Here is the full story.
All kids should be learning chess.