Further Insight into a Flawed System

Every once in a while, I am overwhelmed by the fact that, as a teacher, I am messing with people’s lives.

Today, that all became poignantly clear as I began my first day of reviewing ESL students’ folders and determining whether or not they could exit the program this year.  We have students who are exiting after 2 years and students who will be retained for their tenth.  Special Ed. students have no hope of exiting the ESL program because they take a modified test.  I was discouraged by the number of students who took 1 out of the 3 mandatory tests flippantly and thus were retained for yet another year.

One questions a system that pays schools a certain dollar amount per ESL student, which obviously encourages schools to retain their ESL students rather than graduate them in the best interest of the student.  One also questions a system that can contribute so much paperwork to a child’s student id, yet apparently so little to their overall education.  For too long, it has been solely the number of students in a school’s ESL program and not the quality of that program which warranted government money.  As we move forward into an age of increasing accountability, I pray that the students are the better for it.

It was joyous to me whenever one of my current students successfully exited the program, as if I were in some way responsible for their learning in middle school last year.  The sad realization was that these mini-celebrations happened too few and far between.

Perhaps it is the fact that these students have little reinforcement at home.  Maybe they don’t read or write because none of their friends do, none of their heroes or role models do.  Maybe it is our curriculum, or our classrooms, maybe the system or NCLB or policy.  Whatever it is, it is messing with people’s lives.  Just as I must hold myself to that standard at the end of each grading period, our nation will answer this question about the quality of its education in but a few years.

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