Submitted by Dave O’Keeffe.
In the 11 years I led the work of Communities In Schools of Lakewood (CISL) I witnessed the tremendous impact of poverty on learning. The OSPI Report Card (easy to Google) shows that 65.9% of students in Clover Park schools identified as low-income. Let this sink in: 8,287 students face poverty realities and barriers such as language, housing and food insecurity, successful adult role models, and others which most of the people reading this column cannot imagine.
More perspective: High schools.com shows that Clover Park High School is ranked 19th out of 689 ranked schools in Washington, for total students on lunch assistance (83.4%!). This is significantly higher than the state average of 41.6%.
Add to that COVID 19 remote learning challenges and it becomes a wonder that so many ARE ACHIEVING AND GRADUATING ON TIME. They are achieving because of the concerted efforts of passionate educators and community organizations like Caring for Kids (bless you Diane Formoso!), Boys and Girls Club, CISL, YMCA and others who are rarely recognized for hard, heart work.
To get a perspective on student achievement, one must look at data through an income lens:
- 44.8% of low-income students are meeting standard in ELA (English Language Arts), while 67.3% of non low-income students are achieving. An alarming gap of 22.5%!
- 33.1% of low-income students are meeting standard in Math, while 53.7% of non low-income students are achieving. A gap of 20.6%.
- 86.1% of low-income students graduate on time, while 92.9% of non low-income students graduate. A gap of 6.8%.
These students are in the same classrooms, but having different results, which shows the real problem lies outside of schools. Student achievement is a community issue which can only be improved when the community works together to address poverty barriers.
It’s interesting to note that the percentage of low-income students in Tacoma Public Schools is lower than Clover Park, yet their graduation, ELA and Math achievement rates are almost identical. And this despite the herculean efforts of Graduate Tacoma where 300 community partners—early learning and higher education, business and labor, youth and community service, civic and philanthropy, local government and communities of faith – are aligning their work with Tacoma schools to impact student success.
One can only imagine what would happen if the Lakewood community banded together like this to support schools and students!
On that note, I propose a shift in our thinking about school leadership. What if instead of blaming the school board and administrators for low academic achievement, we each do our part to impact students, one child at a time. The district website offers a wide range of volunteer opportunities, some linked to community organizations. For example, CISL screens and trains people to mentor students remotely, like pen pals. After-school programs are looking for tutors.
In closing, I’d like to see an end to misinformation regarding equity and CRT, which are mostly Fox News talking points. The school district has a well thought out and balanced approach to ensuring ALL students have access to the resources they need to succeed. Check out their website.
Here is an excerpt: As part of the district’s focus on equity, we discuss equity in terms of:
- Inquiring, affirming, and meeting diverse needs
- Identifying and removing barriers to equity that exist operationally and systemically
- Maintaining high standards, rigor and expectations
- A commitment to discover what works and for whom
As for CRT, I trust that students exposed to the truth of systemic racism will not develop feelings of guilt, but rather feelings of empathy. I trust that if they recognize that they have privileges and advantages because of their skin color, they will work to make sure that everyone has the same privileges and advantages, regardless of skin color. Hopefully, when these young people become legislators and leaders, they will not repeat the sins of the past but will have learned from them, seeking reconciliation, redress and a dismantling of systemic racism instead.
I’m sure I’ll get nasty comments to this article, but I stand by three truths: 1) Schools cannot do it alone; 2) It takes a village to raise a child; 3) Each one, teach one.
Are you saying that only minorities face poverty? I can tell you otherwise.
There are better ways to address the disparity of poverty than with intersectional critical praxis and pedagogy.
Let’s work to meet all kids in poverty. Start community shifts that instill a better emphasis on education. Big brother programs, somehow encourage parental involvement through education or newsletters.
Mr. O’Keeffe-
You and I have known each other for years and I have a great deal of respect for you as an individual and the communiry work you do/did with the Lions and CIS Lakewood.
However, your premise that solely because CP students have a high rate of poverty is a reason for low test scores is offensive. Just because someone comes from a low income family does not set their future in stone, as to their educational success.
As we both know CP School District has successfully passed a levy every time for more than 20 years. Making it one of the higher per student cost districts in the State. And, as you point out in your submission there are several community programs already in place to help. How come with more money from the levy over the last 20+ yrs, plus the programs you mention, have we not seen any equatable outcome in test scores. The money has been there and this “Equity Policy” which just passed will only take from one group of students and reallocate those dollars to other students. To me that does not sound equitable and fair. Those who are succeeding should have every opportunity to continue their success in FULLY FUNDED PROGRAMS.” If I learned one thing from speaking @ many different community meetings against the levy it was that the community members wanted more funded than “just a basic education” The levy was passed to do the extras!
I just finished watching a PBS 4 part documentary “College Behind Bars” which proves my point about income
The inmates in the series came from the poorest neighborhoods in NYC yet all of them as adults are doing amazing in their college programs. They were raised poor so by your premise they should have no chance in school let alone college right?
The problem at the district is not funds. The issue is Board Leadership. All the years Marty and Carole have been on the Board, with several superintendents, there has been NO progress in the educational outcomes.
Mr. O’Keeffe think about it this way… Would you have wanted opportunity and programs taken away from either of your sons? The dollars stripped away to support them and their full potential so someone else could benefit instead of them?
I and my wife grew up in poverty , I will speak for myself learning in the public education system. The teachers focused on the basics when young , reading, writing and arithmetic.
I can’t recall class room size , but they seemed full. I also remember kids that struggled were given extra attention and or mentored by another student or teacher to help.
Mentoring to me is a good choice, my granddaughter did this when she attended Montessori school. The upper classmates would assist the lower class mates when the teacher deemed necessary. I really believe the schools that do not use mentoring are missing out. The upper classmates feel accomplishment for teaching their skills to younger students who need help and it helps those in need feel better about themselves. They build a relationship and confidence to ask for help when needed, instead of bowing there head in embarrassment.
My opinion.
Well . . . This was refreshing. Thank you for the thoughtful, informative, child-centered letter.
Julie,I most definitely agree,you have expressed my thoughts as well.. thank you 💐 Mona
Thank you for your article Mr. O’Keefe. I graduated from one of the poorest schools in Washington State. If you wanted to get a higher education, it was up to you to “pull yourself up by the bootstraps” and make it happen. My white privilege served me because doors opened for me. I own that. What puzzles me in these comments is the finger pointing at the School Board but absolutely not one suggestion of HOW they can affect the changes to testing score outcomes. Your suggestions seem to point to a logical solution. I have been incredibly enlightened in discussions of DEAI (diversity, equity, accessibility and inclusion) in all of my organizations. CRT is scary for some because letting go of pre-conceived notions and beliefs will be hard. The conversations can be painful but we are opening to a brand new societal norm where we embrace each other as humans and not from our racial/economic standards.
Well said, Dave.
Thank you for a reasoned presentation of your perspective on the challenges that face Clover Park School District. It’s a welcomed departure from the typical attempt at debate with “short on facts long on emotions” articles and responses we often see. However I have to disagree with you on several points.
Poverty as well as crime, addiction, unemployment, etc. are social issues that only communities can address; both the main stream community and specific “community” often grouped by race, ethnicity or some other “convenient” label. Yet communities are made up of individuals and are not monolithic in terms of values, principles or goals. To think otherwise is by definition racist. The tendency to deal with people by group membership lies behind the policy of defeatism and becomes a convenient way to avoid accountability.
To claim that poverty, yet another identity group, is the cause of low academic achievement is to over look the individual within that group. It’s no different than saying that a member of a racial group is less capable than some other racial group simply because of the color of their skin. Those in poverty, regardless of any other identity group they belong, do face unique challenges as individuals but that should not be the basis for claiming school district failure to educate their students.
If a majority of the student body can be classified as “poor” then that’s what the District has to deal with and deal with successfully. Poverty cannot be used as an excuse for failure; it must be viewed as a challenge for success. That requires a very different “perspective” on the part of the Board, Superintendent, administration and teachers. A higher, not lower, expectation for low income students, indeed all students is required. Dumbing down education does no one a favor.
The statistics you provide comparing the achievement of low income vs. non-low income students are certainly alarming. But what is more alarming is that these very same low income students are being graduated at a much higher rate relative to their academic performance compared to non-low income. What benefit is that graduation to them when they are unprepared for adult life? A diploma mill perpetuates poverty; it does not eliminate it. So you have a choice: continue to be part of the problem or become part of the solution.
So what’s the solution? Certainly community involvement is necessary as is parental involvement. Yet that is not happening because it is not systemically possible. Systems can only achieve for what they were designed to accomplish. Failure signifies a design flaw. Some examples. Parental involvement in curriculum has been renounced by those who think only educators know best. Parents have little opportunity (3 minutes) at Board meetings to lay out their concerns. Responses to parent inquiry are handled by the Superintendent (employee) rather than Board members (elected representatives). “Stakeholder” groups, such as for the District’s “equity policy” are overwhelmingly made up of teachers, administrators and staff with parents the smallest minority. These are just a few examples of current systemic limitations. You can say you want community involvement but you have to develop a system that encourages rather than discourages such involvement.
Low performing organizations, of which this District is one, rely on increases in people, “stuff” (technology, equipment, etc.) and money to increase performance. Yet typically things get worse not better: piling on to failure only makes it worse. It’s too often a matter of continuing to do it poorly only faster. High performing organizations typically are flexible enough to change their method of operation to adjust to a dynamic environment, often with less people, stuff and money.
If CPSD is going to improve it will have to change the way it operates and address the challenges it faces rather than hiding behind them. There are too many examples of very successful schools in depressed communities to think it can’t be done. Learn from their success there rather than perpetuate failure here.
Mr. O’ Keeffe,
Thank you for not only supplying facts but for offering suggestions on how our community can work together to help our struggling students who need support. This is what the Focus on Equity plan is about. It has been intentionally demonized for political reasons and to scare white voters. It is unfortunate that voters have been lied to for over five months by the same people running for school board at the urging of Paul Wagemann. They have been unable to articulate any solutions; fearmongering in order to be elected is their plan.
Across the country we see identical attacks using the identical false claims about CRT. Parent rights activists are now encourage to attack our entire educational system. These same extremist groups now send out approved lists of candidates who meet their extremist qualifications. David Anderson and Jeff Brown made the list. Anderson bragged about being picked.
These attacks on school boards are growing more violent and lives are now threatened. The National School Board Association has requested help from the federal government due to these cult-like mobs. Paul Wagemann was the lone voice on our board who objected to this call for the protection of nonpartisan school board members. It was shocking to hear him advocate for those behaving like thugs. He also was the lone vote against The Focus on Equity Plan saying it was communism. He was also the lone vote on October 11th against passing our budget for the year and gave no reason. Who does Wagmann represent?
Something ugly is happening in our community. I thought we were embracing diversity and finally becoming unified to make our city and schools better for ALL. It’s not the school board that needs to be replaced, the problem is much deeper. If you can shut down the tough conversations, you can avoid any responsibility and change. Mr. O’Keeffe, your letter nailed it!
Thank you Cheri and others for the range of comments. When searching for websites which rate and rank school districts I landed on Niche, which gave CPSD a reasonable rating along with 63 public comments. Check it out: https://www.niche.com/k12/d/clover-park-school-district-wa/
It took years for Tacoma to rally the community through Graduate Tacoma. They realized that significantly increasing academic achievement and graduation rates would require a city-wide effort to “lift all boats”. Even though they have seen dramatic academic increases over the past 13 years, their language arts and math scores are still low, which shows how incredibly challenging it is to ensure academic success for ALL students.
While I strongly support Marty and Alyssa for the school board, I challenge the entire board (and the City Council) to take cues from Graduate Tacoma and forge a diverse Lakewood educational coalition to align and build on current efforts. Given that COVID may stick around a little longer, the stakes are too high to do nothing.
What a great letter from someone who is deeply involved in this district.
Thank you.
Why have we cut back on paraeducators who can give the added help the kids who need it?
Why have we pushed our kids with special needs to the back of the line? They certainly could use the extra help.
Why are parents being pushed away? This district should welcome parental involvement. Instead we find ourselves faced with hidden agendas, and getting answers is difficult to impossible.
Let’s not forget that board members, educators, administrators & staff are some of the most committed and involved “parents” in our schools. They are there every day leading by example. A big thank you to them all!
And thank you Mr. O’Keefe for your excellent letter!