A tale of two schools
The following package of stories and opinion was reported and
written by students in a news writing class at Xavier University in New
Orleans.
By VIEBICA STOKLEY
Special to the National Catholic Reporter New Orleans
Its hard to tell whether the
chipped paint on the walls of Alcee Fortier High School has been worn away with
age or shattered by the incomprehensible chatter, shrieks and squawks that
resound throughout every hall.
The buzz and cackle of 1,200 students voices (depending on
how many decided to show up) doesnt cease once classes begin. Many
students continue to roam, aimlessly and loudly, about the halls well after the
morning bell has sounded.
Whatever the reason, such behavior is clearly not a problem for
their peers three miles across town at Benjamin Franklin High School, a magnet
school.
Here the students walk on immaculate floors through freshly
painted halls on their way to air-conditioned classrooms occupied by no more
than 15 students.
Here, no students amble in halls after the bell sounds.
The students at Fortier mostly, if not all, are black. Those at
Franklin are mostly white with a mixture of blacks, Hispanics, Asians and
Native Americans. This difference in the racial makeup of these schools, the
disparity in the condition of the schools and the quality of education they
offer, is the subject of great controversy in New Orleans. The situation is
repeated in public schools across the country (see accompanying story), great
disparities in city after city, often played out along racial lines.
Critics say that the magnet school entrance tests are racially
biased -- that the magnet school system fosters racial discrimination.
Perhaps the students at Fortier, reputedly the citys worst
high school for discipline, ignore the bell because their overcrowded
classrooms have no air conditioning and they are unwilling to sit in a
stiflingly hot room with 34 other students on a typically humid New Orleans
day. Or maybe they disregard the bell because no administrator or teacher has
reprimanded them for their behavior or seen to it that they report to
class.
The blatant differences between magnet and non-magnet New Orleans
high schools are significant in another way: college attendance.
A recent Southern Education Association study in Southern states
found that the number of black students matriculating to college is either at a
standstill or declining. African-Americans are underrepresented in college
preparatory courses. Thats the pattern in New Orleans, a city of 500,000
that is 65 percent black with a school system 93 percent African-American.
While 100 percent of Franklins 900 graduates go on to
college, a Fortier guidance counselor says that 20 percent of the schools
1,000 students go on to four-year colleges. That figure is not surprising,
given the average Fortier student grade point average of 1.5.
Not surprising
New Orleans school board member Henry Julian is not surprised by
such findings. There is a much smaller [than representative] percentage
of African-Americans at a magnet school like Franklin. If there are not enough
college preparatory programs within a non-magnet school, then its likely
that these students wont have too much encouragement to attend
college, he said.
In 1996, two complaints were filed with the U.S. Department of
Justice alleging that the magnet school system was racially discriminatory.
Federal officials instructed the school board to revise the magnet admissions
policies as a result of the complaints.
Since that time, debate over the issue has been incessant. The
school boards response to the complaint, which banned admissions tests
said to be culturally biased, satisfied the Justice Department but not all of
the critics of magnet school entrance policies.
One major problem non-magnet schools have to deal with that is not
necessarily an issue at magnet schools is discipline. In a math class at
Fortier, students talked back to the teacher and walked in and out of the
classroom without regard for the lesson being taught or the teacher. At the
same time, other students roamed the halls, yelling and laughing.
Fortier has gained such a bad reputation, it was recently targeted
for additional state funding. But the bad reputation wasnt always the
case.
When my parents and grandparents were growing up, this was
the school, said Jon Jacobs, a Fortier special education teacher.
Thats why you have senior citizens that are upset about hearing
Fortiers name in the news and hearing negative things about the
school, he said.
Back then, it was run with an iron fist. If you talked, you
were out. If you dropped a pin on the floor, you would hear it hit the ground.
Of course, times changed, Jacobs said.
Tom Tews, the Ben Franklin magnet schools principal, sees
discipline at his school in an entirely different context: Our discipline
problems are Why arent you working harder? not Why
arent you coming to school? or Why are you hitting that
person? According to Tews, it is the very entrance exams that have
been outlawed that weed out poorly disciplined students. Unlike critics, Tews
believes the weeding out process is a positive thing.
We certainly have an advantage in that our students have to
have an entrance exam and we have retention policies, whereas the [non-magnet]
schools have to take everybody, including the kid thats going to prison
and the physically and mentally challenged. Here, most kids want to be here and
are motivated to do academic work, Tews said.
Just last spring, Franklin administrators dealt with their first
weapon at school, an automatic pistol found in a gym bag. At Fortier, 20
percent of the students have been sentenced to criminal probation, and some
seem to be proud of that accomplishment.
Ronald Ayler, Fortier assistant principal in charge of discipline,
has a theory as to why criminal behavior is seen as a good thing to students at
the school: They are proud to achieve. Achievement is achievement.
Whether its negative or positive, its achievement, he
said.
But why is it so hard for these students, many of whom are
talented, to make positive achievements? In part, money. Theres
really a need for more resources in non-magnet schools. Non-magnet schools have
poorer supplies of educational resources than magnet schools, like
textbooks, school board member Julian said.
New Orleans isnt the only city with inadequately funded
schools. Most major American cities suffer from similar disparities among their
schools (see accompanying story). Fortier doesnt even have enough books.
Students often receive photocopies of textbook materials, and textbooks must
remain at school or students go without.
Fortiers small library doubles as a classroom during part of
the school day.
Graffiti-sprayed bathrooms are so old that some are not usable. As
for science equipment and labs, its like walking back into the
40s, Jacobs said.
At Franklin, by contrast, students move from school to home with
their textbooks in tow. If books are lost, students are required to replace
them. Franklins library houses computer terminals. Students can take
classes in a state-of-the-art TV studio and perform in plays in the
schools new theater. Computer labs feature newly upgraded hardware. The
student newspaper office has been well-equipped, courtesy of a donor. Such
advantages highlight another magnet/non-magnet issue: parent involvement.
At Franklin, not only did parents raise the $300,000 it cost to
upgrade the schools computers, but they also pay $300 a year per student
to hire the seven buses that transport students to and from school.
Magnet schools tend to have parents of students that help provide
adequate resources for those students, Julian said. At Fortier and other
non-magnet schools, parent involvement ranges from minimal to nonexistent.
Compounding the problems at non-magnet schools is the number of
students enrolled. By law, no more than 33 students are to be assigned to one
teacher at a given time. At Fortier, some classrooms are crammed with up to 40
students. At Franklin -- the state allows for one additional teacher for every
30 gifted students in any school -- the student-faculty ratio is 15 to 1.
For schools like Fortier, where many students work
eight-hour-a-day jobs and a substantial number of female students are mothers,
the problems seem to compound one another. Some students, including many of
those who have been convicted of criminal activity, are older than they should
be for the grades in which they are enrolled.
I would rather they get adult education so they can get a
GED and learn a trade, said Ayler, Fortiers assistant
principal.
Perhaps there is some hope for Fortier. The New Orleans Public
School System recently received a $75,000 grant from the Ford Foundation to
help improve its three lowest performing schools.
But no one can be absolutely certain of what solution will fix
what is so obviously broken within the New Orleans Public School System. A
search is now on for a new superintendent. The idea of a mayoral takeover,
which happened in Chicago and Cleveland, has been entertained, but some doubt
the effects that even such an extreme measure would have on the many students
who fall through the cracks at non-magnet schools.
Most observers would agree with Franklin principal Tews
assessment: Its going to take more money. Period.
Jarrod Jones, Tammicka Logan, Bernard McGhee, Chari Patterson,
Janelle Perrilliat, Andria Washington and James Williams contributed to this
report.
National Catholic Reporter, January 22,
1999
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