More ranting
You guys! It's happening again! Not even two weeks into the school year, and I'm already finding myself weeping (WEEPING!) in conversations about the state of public education, and the way in general that we fail, as a society, to support kids. Ugh.
Miscellaneous:
After all the Talented and Gifted hubbub last year, we decided not to push to get Duchess nominated for TAG identification. However, this fall, I have reversed myself, and decided to go ahead and nominate Duchess. I had three experiences that led me to the decision. First, as part of my Big Volunteer Thing I've been doing at Duchess's school, I've been calling enrichment programs, and I spoke to a staffperson at one excellent, super-expensive program who said "Oh, we do lots of classes at your school, for TAG kids!" Second, I recently learned about a cool-sounding math class, offered by that very program, that took place last spring in mornings before school. Duchess would have loved it. It was only open to TAG kids, and it was free. Third, I had a conversation with a woman, a parent of older kids, who has worked with Duchess in school, and respects her reading and analysis chops. We talked about the ethical ugliness that is TAG, and her experience as a teacher and a parent, and she said "You've got to get Duchess identified as TAG."* So I went and picked up the forms. There's a nomination and testing process that will unfold over the year in some mysterious way. I told Duchess (from whom nothing like this can be hidden, as she is way more persistent than Harriet the Spy) that no matter how the test identifies her, we will continue in the conviction that she is awesome-identified.
It just all, as you (very well) know, makes me furious. Nearly every kid in the school would benefit from a cool math class at least as much as Duchess's TAG classmates. While the TAG screening test is explicitly designed to be accessible for kids who can't read English well, so in theory it's a great way to identify kids from all backgrounds who have intellectual aptitude, the fact is that the kids in Duchess's grade who are receiving TAG resources are all middle-class-or-richer kids. TAG resources are offered not just to TAG-identified kids, but also to kids identified as "TAG-potential" which means that they didn't get a qualifying score but had strong "advocacy" scores (as rated by their teachers and parents) and work samples. Guess which kids are likely to have strong "advocacy" scores and work samples? I know plenty of kids at Duchess's school whose parents, for many reasons,* aren't going to nominate them for anything and aren't supporting their homework and school activities to encourage them to produce strong work samples. Those kids would benefit from cool math classes as much as any kid. The program should be called Talented and Gifted and Having Pushy Parents.
And now I am a Pushy Parent, and I'm feeling pretty shitty about the ethics of being a Pushy Parent. I hate that I am trying to extract more resources for my own already-very-lucky child, out of a limited pool of resources. My kid has everything she needs to thrive, and I'm greedily grubbing for more, because I can, and because I want more for her. This goes against my belief that not only is it in our benefit to support all the children in our community, so that they will thrive in our community and make it a better place, but that we have a moral obligation to help them flourish. I go around and around on how to address this. I can't not try to get Duchess everything I can - I'm a primate, after all, and this is a competitive world. As with most things, the current situation means that my refusal to take stuff for her just means more resources for OTHER privileged kids. But I have an obligation to do something about that current situation. I just don't know what, yet.
Anyway, Duchess is determined to be rich when she grows up, TAG or no TAG. We recently listened to a podcast identifying the most lucrative college majors. She listened to the top ten majors, and decided on naval architecture (#7, I think), as it is the best fit with her already-identified career hopes. She's going to be a naval architect during the day, and an author at night (writing great books while cuddled up with her husband and her Great Dane - she's fairly detailed in her planning). Skipper decided that she'd go for #1, petroleum engineering, since she has no strong preferences yet. I didn't say anything about how I feel about petroleum engineering; I'm pretty sure I won't have to worry about it. Of course, Skipper is also planning to have seven children,*** so she's either going to have to be rich or not work at all.
* Note the language. I've got to get her identified - I think that zeros in on everything wrong with the system right there.
**Stress, language barriers, cultural barriers, poor health, lack of time, and other factors, including the assumption that it doesn't make that much difference, which is the assumption under which I've been operating.
*** Duchess is holding fast to her determination to have no children at all. Having watched Skipper be born, she definitely doesn't want to give birth, and she says it's clear that kids are a pain in the butt. I feel kind of bad about this, as I'm the one giving her this impression with my apparently negative attitude about parenting, but it seems that Skipper has no such qualms.
Miscellaneous:
- Duchess is missing her classmates who have gone off to the magic TAG school. She is once again on the top of her class, academically, and ready to coast along for another year of not trying too hard. I'm ready for another year of feeling sad about her schooling.
- I saw one of the Homework Club kids I worked with a lot last year. She's excited that this year she's going to be early to school instead of late every day, because a different adult is dropping her off. She's a decent kid. I want her to make it.
- A friend of mine has taken in foster kids who have some developmental delays - nothing serious, and it all seems like the consequence of early neglect, rather than inherent deficits. The little one, after just a few weeks, is making huge strides - she's still young enough that her elastic little brain can compensate. I don't know about the big one. I want them both to make it, too.
- I met a new parent at Duchess's school who actually transferred her kids there from another district on a No Child Left Behind waiver. (The receiving school has to accept the waiver, so she couldn't get her kids into one of the better PPS schools, but she still felt that getting into our school was a huge improvement from where her kids were.) She is amazed by the level of parental involvement, the quality of teaching, the attitude of the kids, and the general feeling at the school, and is thrilled to have her kids there. This reminded me that, in spite of my feelings of despair about Duchess's school, there are many, many, many (many) schools where kids are much (much) worse off.
After all the Talented and Gifted hubbub last year, we decided not to push to get Duchess nominated for TAG identification. However, this fall, I have reversed myself, and decided to go ahead and nominate Duchess. I had three experiences that led me to the decision. First, as part of my Big Volunteer Thing I've been doing at Duchess's school, I've been calling enrichment programs, and I spoke to a staffperson at one excellent, super-expensive program who said "Oh, we do lots of classes at your school, for TAG kids!" Second, I recently learned about a cool-sounding math class, offered by that very program, that took place last spring in mornings before school. Duchess would have loved it. It was only open to TAG kids, and it was free. Third, I had a conversation with a woman, a parent of older kids, who has worked with Duchess in school, and respects her reading and analysis chops. We talked about the ethical ugliness that is TAG, and her experience as a teacher and a parent, and she said "You've got to get Duchess identified as TAG."* So I went and picked up the forms. There's a nomination and testing process that will unfold over the year in some mysterious way. I told Duchess (from whom nothing like this can be hidden, as she is way more persistent than Harriet the Spy) that no matter how the test identifies her, we will continue in the conviction that she is awesome-identified.
It just all, as you (very well) know, makes me furious. Nearly every kid in the school would benefit from a cool math class at least as much as Duchess's TAG classmates. While the TAG screening test is explicitly designed to be accessible for kids who can't read English well, so in theory it's a great way to identify kids from all backgrounds who have intellectual aptitude, the fact is that the kids in Duchess's grade who are receiving TAG resources are all middle-class-or-richer kids. TAG resources are offered not just to TAG-identified kids, but also to kids identified as "TAG-potential" which means that they didn't get a qualifying score but had strong "advocacy" scores (as rated by their teachers and parents) and work samples. Guess which kids are likely to have strong "advocacy" scores and work samples? I know plenty of kids at Duchess's school whose parents, for many reasons,* aren't going to nominate them for anything and aren't supporting their homework and school activities to encourage them to produce strong work samples. Those kids would benefit from cool math classes as much as any kid. The program should be called Talented and Gifted and Having Pushy Parents.
And now I am a Pushy Parent, and I'm feeling pretty shitty about the ethics of being a Pushy Parent. I hate that I am trying to extract more resources for my own already-very-lucky child, out of a limited pool of resources. My kid has everything she needs to thrive, and I'm greedily grubbing for more, because I can, and because I want more for her. This goes against my belief that not only is it in our benefit to support all the children in our community, so that they will thrive in our community and make it a better place, but that we have a moral obligation to help them flourish. I go around and around on how to address this. I can't not try to get Duchess everything I can - I'm a primate, after all, and this is a competitive world. As with most things, the current situation means that my refusal to take stuff for her just means more resources for OTHER privileged kids. But I have an obligation to do something about that current situation. I just don't know what, yet.
Anyway, Duchess is determined to be rich when she grows up, TAG or no TAG. We recently listened to a podcast identifying the most lucrative college majors. She listened to the top ten majors, and decided on naval architecture (#7, I think), as it is the best fit with her already-identified career hopes. She's going to be a naval architect during the day, and an author at night (writing great books while cuddled up with her husband and her Great Dane - she's fairly detailed in her planning). Skipper decided that she'd go for #1, petroleum engineering, since she has no strong preferences yet. I didn't say anything about how I feel about petroleum engineering; I'm pretty sure I won't have to worry about it. Of course, Skipper is also planning to have seven children,*** so she's either going to have to be rich or not work at all.
* Note the language. I've got to get her identified - I think that zeros in on everything wrong with the system right there.
**Stress, language barriers, cultural barriers, poor health, lack of time, and other factors, including the assumption that it doesn't make that much difference, which is the assumption under which I've been operating.
*** Duchess is holding fast to her determination to have no children at all. Having watched Skipper be born, she definitely doesn't want to give birth, and she says it's clear that kids are a pain in the butt. I feel kind of bad about this, as I'm the one giving her this impression with my apparently negative attitude about parenting, but it seems that Skipper has no such qualms.
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