I attended The Chicago Theological Seminary from 1965 - 67. I went there in large part because the school was very active in the civil rights movement in the 1960s. The seminary served as a base for much of Martin Luther King's work in Chicago; Jesse Jackson was a year ahead of me as a student there. It was an interesting, even exciting, place to be. [see below for digressive comments.]*
Perhaps because of this background, it perplexes me a bit to see this development in Toronto:
In a tight vote, Toronto District School Board trustees Tuesday night approved a contentious proposal for a black-focused school that opponents argued would be the equivalent of segregation.
... Tuesday night's vote means that an alternative Afro-centric school will open in the city in September, 2009, but its location and grade levels are still to be determined.
... The proposal for the Afrocentric alternative school was in response to a request submitted in July by members of the black community, who were alarmed by the high dropout rate.
...TDSB statistics reveal that many black students are struggling. The dropout rate for students of English-speaking Caribbean descent is highest among all groups at 40 per cent compared with 23 per cent for those with Canadian roots, according to tracking data of a cohort of students between 2000 and 2005.
"Separate, but Equal" was not perceived as a viable solution to these problems back in the 60s and 70s; perhaps with more freedom of choice, as in a voucher system for funding education, the problems will be less serious.
With these thoughts in mind, here are some
very cynical thoughts about possible outcomes from this programme. I hope I am wrong, and I hope that the freedom of choice (and competition between schools within the school district) will keep these outcomes from happening:
- This school will have a very high drop-out rate, though it will be masked and covered so as to minimize the numbers.
- This school will have a higher expense per pupil than the average in the area. But the numbers will not be trustworthy because the school board will want to inflate them to make it look as if they are "doing all they can" to help the students there and yet will not want the numbers to look too grotesquely out of line with the other schools.
- Violent crime rates in this school will be greater than in other Toronto schools (unless "misreported", a euphemism for "covered up".).
- Graduation rates from this school will be lower than for other Toronto schools, except that...
- grades will be seriously inflated in this school, in part to keep students in school and in part to propel the graduates to colleges and universities.
- Consequently, after a few years, we will hear stories of students' graduating from this school and being unprepared to transfer schools or to attend post-secondary schools.
- This plan will open the door for many other racial and ethnic groups to ask for funding for special schools. It will be difficult to know where to draw the line.
- and most seriously, achievement scores will be lower in this school than the Toronto average (unless those, too, can be fiddled somehow).
If even a portion of these predictions comes true, in part, I will hold the parents responsible. They will not be forced to send their children to this school; they can send them to some other school in Toronto. I realize these days with teen-agers, parents do not make this choice on their own, though.
The major problem, however, will lie with the "education establishment", the people who train in Canada's education schools. Here is why:
Trustees Tuesday night voted on four recommendations that come with an initial price tag of $820,000:
- Open a black-focused alternative school in September, 2009, and set up a team to determine such things as grade level, location and appropriate curriculum.
- Set up a three-year pilot program in three existing schools that will integrate the history, culture and experiences of blacks in society.
- Team up with York University and other postsecondary institutions to establish a centre for staff development, research and innovation to track data and test best practices to help marginalized and vulnerable students.
- Have the director of education look at other proposals and develop an action plan for improving achievement among underperforming students.
Do you see a pattern here? I see a lot of programmes designed to increase the demand for people with master's degrees in
bureaucracy education. For the sake of the students, I hope they receive the attention and the incentives to make the school work.
One good thing is that the school will provide an option, a choice; students (and/or their parents) will not be forced to select this school, and in that way it differs enormously from the segregated schools of the US south in the pre-civil-rights era; in fact, this school will provide something akin to pseudo-vouchers. And if my above predictions are correct, and if the effects cannot easily be disguised or hidden from parents and students, then the school will either wither or become a sinkhole for increasing funding and hand-outs.
My cynical predictions do not have to come true, though. An op-ed in today's NatPost indicates that there are some positive possibilities in the provision of education for aboriginals in Canada (
see here). Perhaps the lessons from those experiences can help inform the policy proposals for this school as well.
But.... in the midst of all this, what happened to the concepts of integration and multi-culturalism?
*
I left seminary before finishing my studies there for several reasons. The primary reason was that I felt quite hypocritical, realizing that whatever theology to which I might subscribe (near-atheism?), it was far different from anything that most people in most churches thought I was talking about. A second reason was that I had become increasingly uncomfortable in my evolution away from being an idealistic socialist, filled with hubris, a position held and supported by a large majority of my classmates and professors, toward a libertarian who values the long-term achievements of freedom and markets.