There are children being left behind each
day, some believe that it is the neighborhood that creates drop outs, and other
factors point towards recent budget cuts. The current dropout rate in Ohio is
20%. The greatest number of children dropping out of school daily are Hispanic,
Black, and American Indian children. Hispanic children are 34% of the
population, Black children are at 41% and American Indian children are 29%.
Children at the bottom of the dropout rate are white children and Asian
children. Sociology researcher Geoffrey Wodtke, “tracked 2,100 children from
age 1 to age 17, and they report that children growing up in neighborhoods with
high levels of poverty and unemployment are much less likely to graduate from
high school. While the results may seem expected, much of the previous research
in the field had taken only snapshot measurements of such ‘neighborhood
effects,’ coming up with small or no impacts on academic performance.” In the
case of Columbus City schools a neighborhood can easily slip through the doors
of an elementary school affecting the projected dropout rates already stacked
against these children.
Wodtke believes that, “children from poor
families are doubly disadvantaged because they suffer the harmful effects of
family poverty, and also they’re more likely to live in poor neighborhoods,
which is extremely harmful in its own right, the consequences of
deindustrialization and disinvestment in urban communities have been
devastating for the residents of those areas.” This theory supported right in
the backyards of many, however, the light has not been shade on these areas
before.
Two schools separated by 2.7 miles a 7
minute drive, one passing all requirements in reading, mathematics, writing,
science and social studies with a cumulative grade of a B+, and then the other
barely carrying a D+ in all areas. However, Fairwood a once up and coming
school up until 2008, the school was lead by Principal Walter Jefferys, the
school was holding a strong B+ under district standings, despite the
neighborhood surrounding the building. Now, Jefferys principal at Berwick School
not much different has changed. So, the question is asked what causes children
to excel in one school and not in the other, is it really a difference of
neighborhoods or leadership?
Settled in a polished neighborhood, the
homes that line the street are a buzz with the sound of lawnmowers. The streets
smooth from cracks and potholes and the grass on each property perfectly green.
In the center of this beautifully polished neighborhood, on Scottwood Avenue
sits the newly remodeled Berwick Elementary school. Then, settled in a unkempt,
pothole, ruined neighborhood, a gray image of its former glory, the sounds of
babies crying, and cars with their stereos blaring, zooming down the street, in
the center of this sits Fairwood Elementary school. One school failing and one
school passing. However, what separates these schools in the category of
grades, and achievements are more about what happens within their doors than
the neighborhood that surrounds them.
The arrival at Berwick School welcomes
you with the surrounding area, and everything is outlined perfectly and newly
sculpted. Walking up the walk way that leads to the front office, you must be
buzzed in to enter the office. Arriving without an appointment will send you
straight through the door you came through. Secretary and longtime parent
consultant Susan and Jackie, anyone may not entered. Greeted by Mr. Jefferys a
tour is lead through a clean school building. On the way to the Sixth grade
classrooms. A student by the name of Damian walks by with his uniform pant leg
tucked inside colorful socks. He is instantly stopped by Mr. Jefferys and
questioned on where he is headed and to untuck his pants from his sock. Each
child is dressed in the school uniform, clean and pressed from the night
before.
The first classroom is a Sixth grade
English class taught by Mrs. Florence. A teacher at Berwick School for four
years and a teacher for thirteen years. A former teacher at Fairwood School.
Although Columbus City Schools does not set requirements on the how but what
teachers are required to teach. Mrs. Florence states that, “the District has
required us to step it up in English, in regards to essay writing. I have
incorporated technology to assist students in digital writing of argumentative
papers, and thesis papers. Each quarter breaks up a type of paper and I require
each student to complete that portion of writing to complete one full written
work.” Only allowed a few moments, students in Mrs. Florence’s class set
quietly, the halls quiet although a line of children make their way from my
classroom to the other. Guided by one teacher, neither make a noise. Already
the differences between the two schools are growing rapidly besides just the
distance, and look of the neighborhood.
The second classroom is a Sixth grade
classroom currently working in the computer room. Although the computers are
not overly high tech, the students are seated assisting each other attempting
to complete an assigned paper from their teacher Mr. Antes. Mr. Antes has been
a teacher for twenty-four years and five years at Berwick Schools. He believes
the greatest teaching technique to remember and that has served him well is
firm, fair and consistent.
Now, entering Fairwood School, one must
be buzzed in similar to Berwick School. The secretary Ms. Brock greets parents,
staff, and visitors with a familiar and friendly smile. The differences in the
office space and hallways are immediately different. Fairwood School built and
never remodeled maintains its old world look and feel. Students are walking aimlessly through the
hallways in dirty uniforms, or no uniform at all. Many have no hall passes, on
the way to the first classroom, students walk in a cluster of lines, some
halfway down the hall way from where the teacher is standing, each talking
loudly and the teacher screaming for order that never comes.
The first classroom is of Mrs. Noe, a
kindergarten teacher at Fairwood for the past 6 years and a teacher for the
last 25 years. Mrs. Noe, a sweet and soft spoken woman has the highest scoring
Kindergarten class, maintaining control and order. The second classroom is Ms.
Steward a teacher at Fairwood for three years and a teacher for 22 years. Ms.
Steward stands behind building relationships with her students and uses methods
of cooperation of the students to effectively learn.
So, what has caused
Fairwood to decline overall in state-wide tests, and fall into another year of
schools still under improvement? According to the district Fairwood falls into
a 4th year of improvement, however, Berwick School is not on the
same list. Dropout rates, are not only
based on the neighborhood that surrounds these schools but on the Staff and
Teachers that work as the life lines of the schools. A SchoolDee Article states that, “a teacher that can get a student at
a young age to realize the value in learning and a solid education is doing a
great service not only to that child, but also to society in general. The more
that kids want to learn and the smarter that they are the better a society will
develop.” However, more and more individuals are not opting to become teachers
as in past years. The decline due to recent budget cuts, Dan Sewell of the
Associated Press states that, “state records show the number of full-time
teachers in public schools fell by nearly 6 percent over a decade ending with
the 2010-11 school year, and surveys by education associations and the
Associated Press indicate the downward trend has continued in the past two
school years. There is little expectation of immediate improvements as
districts grapple with reduced state funding, declines in property-tax revenue
and voter reluctance in many
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