Beating the Bell Curve: Part I

My teeth are itching.  There must be a union activist in the room.  Yup, there she is, President of the Chicago Teachers Union, Karen Lewis.   Ms. Lewis recently tried to excuse the miserable performance of the Chicago public schools by blaming the whole thing on rich, white people.  Lewis is quoted as saying, “…When will there be an honest conversation about the poverty, racism and inequality that hinders the delivery of a quality education product in our school system.”  [Actually, it should be, “educational product” Karen, but we will worry about your grammatical inadequacies later.] 

She then continues, “When will we address the fact that rich, white people, think they know what’s in the best interest of children of African Americans and Latinos—no matter what the parent’s income or education level.”  This, of course, implies that there is one form of education for the rich and another for the poor.  [Trust me, algebra doesn’t care who is doing it.]  It also ignores the poor teachers Ms. Lewis’s union protects; the parents who send their children to school ill prepared, tardy or not at all; and the educational standards that are constantly lowered with no thought of the consequences for the learner.   

Ms. Lewis, while asking for an honest conversation, refused to indulge in any semblance of honesty.  I am going to correct that.

First of all, I am more qualified to speak on this subject than Ms. Lewis.  I taught in the public school systems of suburban St. Louis for 30 years.  I was a teacher and principal and have master’s degrees in both administration and economics.  I taught economics at the community college at night and summers for over ten years.  After retirement I was a staff developer for the Teachers’ Academy for Math and Science in Chicago.  I have addressed hundreds of teachers at dozens of conferences, including the Global Summit on Science and Science Education.  I am also author of the book, Beating the Bell Curve.  I know this territory. 

 The biggest problem facing public schools is the failure of the parents and teachers to commit to academic success.  The people being served have to want a first class education.  But talk is cheap.  They also have to be ready to work for it.  Here is a big heads up, school isn’t easier for the rich and well connected, it is harder. 

Many of the problems of the Chicago schools are writhing at the feet of the parents and those problems have nothing to do with color or income.  All of us know poor families that produce serious, educated, productive people.  They do it because the adults in that family work hard to assure their children both the chance and the expectation of success.  These parents are long on discipline and short on excuses.  The haul their butts out of bed in time to get their children up, clean, dressed and to school on time—yes, every day!  Their children’s school progress is monitored and aided by loving parenting.  The children are read to, homework is insisted on and the kids get to bed on time. 

This doesn’t take money, it takes will.   Parents who respect education do not use their ethnic or penurious circumstances as an excuse for failure.  Instead, they make it their personal mandate for success. 

For reasons of political expediency, Ms. Lewis refuses to blame educational failure on indifferent parenting and lazy teaching, yet these are the two factors which most directly impact Chicago’s children. 

Good education, like all things of value, isn’t given, it is earned.

Sit down, watch your mouth, do your work and keep the faith.