Studer Community Institute

Guest commentary: Quality education comes with a cost

March 25, 2015
/ Andrea Krieger
/ government

Like the Studer Institute, I believe success in our schools is possible and that teachers and principals can be the difference makers in individual student accomplishment. Creating and sustaining this success across the entire community requires more than one teacher, principal or superintendent. It requires an understanding of the factors inhibiting success partnered with the focus of the business and nonprofit community on better outcomes. Additionally, individuals who hold the position of respect and trust as a child’s primary caregiver must value education and have a willingness and ability to bear the required emotional and financial sacrifice. In most cases, parents or legal guardians committed to the necessary sacrifice create the quickest positive outcomes. When they are incapable of the sacrifice or unaware of its importance, teachers, principals and the community must work twice as hard to make the same difference. Success becomes more expensive and harder won. [sidebar] Editor's note: In the 2014 Pensacola Metro Report, education emerged as this community’s top priority. As a result the Studer Community Institute staff in February launched the Pensacola Education Report 2015. A series of stories in three-part installments looked at, among other issues, the history of the FCAT, students, principals and teachers who are making a difference and building better readers in early education. To provide insight and perspective, the Institute invited people in the Pensacola Metro area from various walks of life to share their thoughts and impressions of the Education Report. Over the next several days, read what they have to say at PensacolaToday.com and StuderInstitute.com. [/sidebar] Groups like Every Child a Reader Escambia, Big Brothers Big Sisters of Northwest Florida and Take Stock in Children ask mentors to commit to at least a year to their programs and provide a great deal of training to volunteers who want to make a difference but may come from a different background than the mentee they serve. These children rarely own a book, travel outside their neighborhood or know basic comforts like food security. The path to moving disadvantaged children out of the generational poverty and an educational morass requires more money, more commitment and a recognition that, if we do not all value raising this population to better opportunities, the community will be equally restrained from its full potential. Poverty and the social conditions associated with poverty are often accompanied by an equally disturbing lack of educational opportunity and valuation. This can be overcome, but the cost to teachers and administrators is too high when the community believes it is acceptable to lay failure at their feet alone. I found it interesting that for examples of success, West Florida High School and North Charleston High School were lauded for their high gains but found it disappointing that there was no spotlight on the community conditions that surrounded both of those bright lights. While the success at these schools is admirable and important, it is also important to note that the “cost” to the community and the sacrifice given is high. The career academies in place would not happen without the investment from business partners like Gulf Power. In the case of West Florida High School, it is also important to note that this is not an opportunity that is available to all. If these are examples we are going to replicate, it is important to understand the community and family factors that must be repeated for the same opportunity to be available at all local schools. Take West Florida High School first. This “A” school is located in a portion of our community where the American Community Survey 5 year estimations measure poverty to be an issue for 9.9 percent of the surrounding community. For comparison, Pensacola High School, a “C” school, is located in a community where 30.6 percent struggle with poverty. Does this matter? Yes. While it may not be true in every case for success, in most, the person of influence in the successful child’s life values and is committed to their education. According to U.S. News and World Report, only 37 percent of the students at WFHS are considered economically disadvantage. At PHS, this number jumps to 57 percent. This 20 percent difference also comes with a corresponding gap in the attainment of educational success seen among families in the area. In the community surrounding WFHS, educational attainment equivalent to high school or higher is 88 percent, compared to 77.9 percent for those in the PHS zip code. Average income is $27,677 in the PHS area and $52.333 surrounding WFHS. If we are to change educational outcomes, we must consider the impact the societal difference makes upon children. A parent’s ability to buy books, supplement tutoring and miss time from work for a parent/teacher conference must be considered. In order to truly make the needed change in our community, we have to be willing to face the fact that low-income families have different obstacles to overcome and community time and dollars have to be applied accordingly. Finally, I look at the success of the school in South Carolina and believe that Principal Robert Grimm’s belief that “every student can learn,” is important. At the same time, his determination did not accomplish the turnaround alone. In Studer Institute’s report, content writer Reggie Dogan stated that Grimm credited the success to “setting benchmarks, analyzing data, recognizing and focusing on at-risk issues.” I believe local success requires us to focus on similar at-risk issues which could include health care, proper nutrition and resources that low-performing students often cannot access. Additionally, it is important to recognize that Grimm utilizes $7 million to accomplish his success at North Charleston High School. Even though enrollment has dropped to 37 percent of what it was 13 years ago, this turnaround has required the same budget that was needed when the school was at full capacity. If we want to succeed locally, we may need to consider the same level of dedication and investment in our schools. At the same time, throwing money at the problem will not help. This investment needs to be made with a focus on specific change (or outcomes) needed. Additionally, parents whose children benefit must be required to commit to the program if they are to receive additional support and community resources. It is wonderful to see West Florida High School achieve Bronze status that represents stellar student success. There are likely many parents, teachers and principals who have contributed to this success. The academies supported by Gulf Power, Andrews Institute and Baptist Healthcare are great blessings to our community and our future. Together, we should work to replicate this corporate involvement at other struggling schools while maintaining our awareness of the factors that are unique to each of community.

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Guest commentary: Quality education comes with a cost

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