It's official: We have a failing school in our midst.
Not that this is a secret, by any means. I've followed the news reports, and I've received my official notice from the school corporation: Miller Elementary has failed to achieve the mandated Annual Yearly Progress as outlined by No Child Left Behind. I've also received notice that the school my child attends has been identified for improvement.
Miller Elementary is our neighborhood school. According to data compiled by the Lafayette School Corporation, Miller has higher numbers of students who receive free/reduced lunch, are minority, have limited English proficiency, and are in special education. Because of these statistics, and with such a high number of at-risk students, it is no surprise to anyone that Miller has failed to meet the AYP guidelines.
I should back up a bit. Miller School is located at the juncture of several neighborhoods. There is the neighborhood where we live, older homes, mostly owner-occupied, some rental. Housing prices range from $150,000-600,000; annual incomes include everything from hourly employees to physicians and attorneys. The neighborhood just south of Miller is also mostly owner-occupied houses; it is a more modest, working-class neighborhood with property values ranging from $60,000-100,000. A third distinct area feeds into Miller, with the houses that are west and north of the school. Many of these are rental; many are much more modest. This area tends to be a bit more transient.
Up until 2005, Miller's district comprised primarily these three areas. In the fall of 2005, students from nearby Washington Elementary, a school further north of downtown Lafayette, were sent to Miller when LSC made the decision to close Washington. This move placed more of these at-risk, lower-income students at Miller.
Four years later, and Miller is still struggling to reach these children. The result? The school corporation, under the guidelines set forth by No Child Left Behind, must decide how to deal with Miller School, its principal, and its staff and their combined failure to improve test scores. The options include replacing the staff at Miller (which implies that the staff is wholely responsible for the students' failure), closing the school and reopening it as a charter school, or hiring a professional management company to come in and help turn the school around.
All the responsibility for the failure of these students - more than 80 percent of whom are eligible for free/reduced lunch - is being placed on the staff. Yet I had a very good experience with this same group of teachers. I knew them as a dedicated group of professionals, teachers who were entirely vested in not only the success of their students, but in the school as a whole. My own children attended Miller from 2000-2006. All three of them passed the ISTEP every time they took it; all three of my children have gone on to be placed in gifted/talented programs.
Who is responsible for the success of my children? Did their grades and test scores come about because of the teachers they had? Or did they succeed because of encouragement they got at home? If the latter is the case - which is likely a major factor - then conversely, wouldn't the failure of some students also be in direct proportion to the help they get at home?
It seems like such an easy conclusion - and it's one I know the school corporation understands. I've heard superintendent Dr. Ed Eiler give a talk about how schools are measured and what students bring into the school; already, by age 5, children bring in habits and background from their home life that affects their school performance. Given the transient circumstances in which many of these students live, their income level, and the general lifestyle to which they are exposed, it's no wonder many of them find success in school to be a challenge.
I should note here that while it's easy to blame parents, the socio-econcomic status of these students makes the entire equation very complex. These are not all parents who do not care about their children, but often parents who are too overworked or underwhelmed or simply ignorant of what their role as a parent should be. If proper parenting has not been modeled, how do these adults know how to do what is best for their children? If no one read to them as children, how do they know that's what they should be doing for their children?
Bottom line? The No. 1 factor in a child's success in school is involvement of the parents. Which is why home-schooled children typically do well - they have the undivided attention of an adult who is completely vested in their success.
In short, the problem here is not the staff at Miller School. The problem is with this law, the fact that legislators, and not educators, have taken it upon themselves to come up with the matrix by which we determine a student's success. It's a categorical flaw in our social stratification, in which the divide between the haves and the have-nots continues to widen.
I don't claim to have all the answers. But one thing I do know? Closing Miller School will not change a thing.