I’m getting a new student tomorrow. I haven’t met him yet, but I’ve met his discipline record, and it’s staggering. He’s packed more misbehavior into his short life than most of us commit in a lifetime. Not only that, but academically he’s at least three years below the rest of my class.
Before school I’m going to meet with my new student, along with his mom, the principal, the assistant principal, the dean of students, the school counselor, the learning support team and the para-educator who will work with him one-on-one throughout the entire school day. We’ll review his IEP and work with the behavior plan established at his old school in a way that fits the resources and capacity of ours.
How do I feel about my new student?
It would be easy to resent his arrival and fret over the possibility that he’ll disrupt the carefully constructed learning community that I’ve established. I could easily wonder “Why me?” and look for every opportunity to kick him out of the classroom, perhaps for good.
But I’m optimistic. I sincerely want the best for this little guy, and I honestly believe that my classroom will be the best place for him. I want to work with my team to make this situation successful. I want desperately for him to look back in ten years and see his fourth grade year as a turning point.
And trust me, he will.
Coincidentally, our next Secretary of Education will spend tomorrow explaining herself to the Senate Education Committee. She’ll tell them about the wonderful things she’s done as a billionaire philanthropist in her home state of Michigan.
Most of those things involve pushing the agenda of school choice. School choice advocates want to increase the number of charter schools and they want parents to use vouchers to enroll their children in private schools using tax money that would otherwise have been used for a public school education.
Charter schools and vouchers can be great for those families who take advantage of them. Although many don’t, some charter schools outperform non-charter public schools serving the same population. Some private schools do, as well.
But not everyone gets to go to those charter schools and private schools. And sometimes those schools decide that certain students “aren’t a good fit” for their school. And those students get to go back to the regular public school, a school that has no choice but to accept that student and goes out of its way to accommodate him or her. The kids who do stay at those schools stand to benefit when the “misfits” leave. Their classrooms are quieter and there’s nobody slowing them down.
And if that wasn’t unfair enough, the charter schools and private schools then get to brag about how their schools are outperforming the nearby public schools. Even when they aren’t.
I wish Betsy DeVos (and her boss) nothing but the best. She is, after all, about to be running the federal department that oversees my profession. And he’s going to be president. But I want both of them to remember that public schools are not just the default choice for those waiting to be rescued. Public schools are, and always have been, thriving communities that enthusiastically and effectively serve every kid who happens to live nearby.
Including my new student.