To the Editor:
I have grandchildren attending the Charles County school system. If you do not have children and do not believe you need to be involved, you do. The tone of our county is very much influenced by the children living here. Property values, civility and every day interactions with others are impacted. The children of our county grow into the teenagers and young adults that impact our standard of living, so our children education very much matter to everyone.
Charles County wants to persuade companies to locate here. The officials claim that we have an impressive educational system. They point to North Point High School as well as other “new schools” to point out the great technology, up to date courses and progressive learning available. Most new residents look at these impressive facilities and assume all schools in our county are as impressive. Many adults would be shocked at the lack of – in many of our schools.
Great spin is given each year in the paper about our MSA scores, SAT scores and other quantitative measures used to “rate” our school system. If there is an unacceptable score many explanations are given. If one were to examine the claims of our school systems learning by comparing the scores of the many standardized testing, you would find great disparities in scores between schools and also between elementary, middle school and high school levels. To many people’s surprise an older outdated school may have the better scores. So it is not the building, the level of affluence of residents or technology that has made the difference, but the undefined “other factor”.
Many of the children who achieve good scores in elementary school arrive at middle school and a great change takes place in standardized test scores, usually for the worse. What is this “other factor” that undermines or enhances children’s learning?
Middle School is such a transitional, emotional time, with children on many different levels, mentally, physically and educationally. It can really be the make it or break it time for choosing the path they will continue on. More attention and study should be made to how this Middle School time can be better utilized for the betterment of the children. I believe the whole model is flawed and should be discarded and redesigned to include the types of learning styles of kids and to support them in their many changes mentally, physically and in learning peer interaction.
My children (the last graduated 4 years ago) attended “new schools” and then we moved and attended “old schools”. We learned it is not the new buildings, technology, better libraries, better and more abundant supplies or even the separate enrichment classes available in many new schools that make a good education. The “other factor, were the teachers they were assigned, their fellow classmates study skills and behavior, praise and recognition for honest achievement, a supportive principal and other support staff, as well as the input of the parents of the school.
My first son in elementary school had on alternate years, a wonderful teacher and then a horrible teacher. Children’s behavior was all over the board. Keeping him interested and motivated was difficult. He attended 2 different brand new elementary schools.
My other sons experience was completely different. He had excellent teachers and well behaved motivated classmates at one of the old schools, James Craik Elementary. That foundation put him on a good path. I see that James Craik Elementary still has good scores and I must commend them. They do not have many of the material advantage