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| Had to leave the dandelion to represent the 5 year old approaching a year of new standards. |
Knowing something or somebody isn't the same as
knowing about them. More than just information is involved. When you are a
knower, you don't simply add to your mental store and go your way otherwise
unchanged. To know is to participate in, to become imbued with, for better or
worse to be affected by. ---Frederick
Buechner
Recently I
preached Genesis 21:8-21 concerning Hagar the slave woman. Hagar was Sarah's (Abraham's wife) slave.
When Sarah could not have her own child Hagar bore one for her. When Sarah receives the miracle of a late in
life pregnancy and gives birth to her son Isaac--Hagar is sent into the desert.
What struck me about this scripture was the reality of the "haves
and have nots". Hagar represents
every person who ever felt less than, every person oppressed by those who have
more and Hagar is every person who may have to access their dreams and success
in another way.
"What
makes the desert beautiful", said the Little Prince, is that somewhere it
hides a well..." .... The Little Prince added: "But the eyes are
blind. One must look with the heart".
The Little Prince by Antoine de
Saint-Exupery.
Hagar is sent to
the desert where she is ready to die along with her son. It is in her desperate moment that God shows
her the well of water---their way will be a different way but it will be theirs
to claim.
What does this have to do with ABC and
123---everything. As our state along
with others begins using the Common Core Standards (using 1234 vs. ABCDF to
grade progress—does not meet, partially meets, meets and exceeds) I feel it is
our responsibility to recognize the
"have nots".
The "have nots"
are the children who live below the poverty level, they are the children born
to minorities, they are the children brought here from another country, they
are children who have seen death, crime, arrests of parents and they are
children who are hungry. Children living
in poverty are at greater risk of homelessness, they often do not have dental
care, older children stay home occasionally to watch younger siblings and their
well may look very different than the well used by other children.
It is wonderful to imagine that each child
will be given the opportunity to reach their highest potential. It is our responsibility to make sure our
educators are able to teach in a way that promotes success for all students. But if 3 is the same standard for all
students how does the child in special education succeed to those
standards? How does the child who speaks
a different language succeed to those standards?
Recently I listened to a woman named Donna
Beegle---she was raised in West Phoenix in a very poor family, she describes
her life as going to work in the fields for the morning to pay for lunch and
then going back to pay for dinner. She
received her GED at the age of 26 and has her doctorate. She is committed to helping the poor receive
the education that is there for all people, understanding that cookie cutter
education may mean success for some but certainly not all.
In our own
Regional District Unit (RSU2), which is made of four communities, there is a
significant difference in the number of children living below the poverty level. The unit ranges from Hallowell at 7.3% to Richmond at 29.9%. The state average of children living below the poverty level is 16.7%. If we look at our neighbors (within 50 miles
of Richmond) Lewiston has a child poverty rate of 37.7% and Cape Elizabeth has a
rate of 2%.
I don't think it is any surprise that Cape
Elizabeth received a higher state grade for education than Lewiston.
This is not an issue just for parents,
students and educators--this is a community issue. It is up to the communities to ask:
-If a 16 year
old student is told that they will age out of the school system before they
meet the standards will they stay in school? Would you stay in school?
-Children will
be better prepared for college (a good thing!) but will they be prepared for
the hands on jobs so many of us depend on?
-Will we be able
to celebrate those that made it to the well and then to college without
demeaning those who drank from a different well---not everyone wants to go to
college.
-Will college
expenses change so that our better prepared students can afford to go to
school?
-Finally knowledge is
more than knowing information---as we increase the standards for our children
and youth, will we increase our knowledge by knowing who they really are so
that true change can be made?
*The updated
standards, adopted after a public process in 2011 and fully implemented in the
2013-14 school year, emphasize more complex content and concepts and the
development of needed real-world skills like problem-solving, collaboration,
critical thinking and communication--imperative for Maine students to succeed
and our state to thrive. The strengthened standards set a high bar for all
Maine students, no matter their school. How Maine educators go about helping
students meet and exceed those standards--including curriculum, required
reading or school operations--remains entirely a local decision.
maine.gov---Maine Department of Education
Data for poverty percentages came from: http://www.city-data.com/