Today we feature our first guest post, by Board of Education at-large candidate Jill Ortman-Fouse. Jill has been endorsed by the Washington Post and The Gazette, along with by Progressive Powerhouses Senator Jamie Raskin (D-20) and County Councilmember Marc Elrich (at-large). Read on below:
“There
is no silver bullet to solve the achievement gap,” said Montgomery County
Public Schools (MCPS) Superintendent Joshua Starr in a recent County Council
meeting with the Board of Education (BOE). The officials were discussing a report that documented the widening gap
among students in several performance measures and the increased segregation of
students by race, income and ethnicity in county schools. Since 2010, the share
of white and Asian students has grown at MCPS’s 14 low-poverty high schools,
and the share of black and Latino students has increased at the 11 high-poverty
high schools.
The
report also showed that disadvantaged students performed better at schools with
less poverty. Council members and MCPS representatives discussed using
socio-economic integration as part of the strategy to attack the gap. Council
members asked about using boundary changes to achieve that goal. But BOE
President Phil Kaufman responded that boundary changes were a rarely used
option. He explained that MCPS has used special programs including signature
programs, school choice, language immersion and magnets to try to balance the
schools. Obviously some of these options haven’t worked, but what about
expanding the ones that have to encourage more voluntary integration?
There is
clearly strong interest among families who want their children to learn a
second language at a younger age in Montgomery County. The competition to get
into special language programs is fierce with requests far exceeding available
spaces. For example, last year over 1,000 students applied for elementary
language immersion for 275 openings. So, if our schools are becoming more
stratified, expanding language programs could draw families with greater
resources to more high poverty schools. Schools affected by poverty are now
widely dispersed throughout the county, so increasing availability could also
shorten transportation time. Some students spend more than an hour by bus to
get to highly desirable programs.
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languages are spoken in the homes of our students, yet most MCPS schools don’t
offer a second language class until 6th grade. And when selecting classes,
students must often choose between a language and instrumental music, which is
also highly valued. With the wide range of languages spoken in our homes, why
are our language class options so limited? As we live in an epicenter of world
politics, why are we not offering more opportunities for other languages like Arabic,
Farsi and Mandarin? Language classes also develop an increased understanding
of, and appreciation for, other cultures – key to both future global economic
opportunities and international relations.
Studies have shown countless benefits to
early language acquisition. We know it enhances cognitive development and increases
critical thinking skills. It also improves understanding of one’s
native language. And having more bilingual graduates could be a rich labor
resource for the county. We should be encouraging our advanced language program
(dual, immersion and traditional) students to become educators to meet the
growing diverse challenges in our schools.
Language
programs can also raise those high-stakes standardized test scores that our
schools are judged by. For example, MCPS studies have shown that immersion
students in all demographic groups outperform their peers on state testing from
grades 4 through 8. Since these programs benefit the students enrolled in them,
why don’t we open them up to more home school students? In that way, we could increase
socio-economic integration and share the benefits and resources within the
schools themselves—and avoid the “isolation of the school within a school”
phenomenon.
County
Council President Craig Rice said that “schools are a driving factor in
determining where people locate.” Higher performing schools benefit the community,
and their reputations matter. There is evidence that shows that our higher
poverty schools with immersions and magnets have made progress narrowing the
achievement gap. As the BOE is planning to review the special programs, taking
a look at what is working – and what the community wants – as well as what
isn’t working, should be a part of that process.
Lack of
affordable housing is another factor contributing to the segregation, and we
must continue to work with the County Council to make more affordable housing
available. But it is not an “either/or” scenario. Certainly there are many
contributing factors, and it will take a range of focused, school and community-based
strategies to close the gap.
Rather
than point fingers, the community and leaders must come together as a team to reverse
this trend where increasing numbers of disadvantaged students of color are
falling through the cracks. The County Council Educational Committee’s meeting
with the BOE was a step in that direction, and Councilmember Nancy Navarro’s recently
announced Ready for Tomorrow: Education and
Workforce Summit
promises to be an exciting opportunity for broader engagement in solutions.
Montgomery
County is a talent magnet, and its extraordinary assets and commitment to
public education make it uniquely suited to be a national model for closing the
achievement gap. As Councilmember Navarro asked, “What will it take for all
parts of our county to be excellent?” Let’s be responsive to the community and
the demands of the market, continue to think creatively about what we already
have that works—and take advantage of our unique resources, as well as seek to
understand what needs to change. The future of our kids and our county depend
on it.
Learn more about Jill: http://www.jill4allkids.com/