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June 17, 2004
A scorned heritage
A disturbing report in a recent Boston Globe indicated
that 80 percent of the valedictorians from Boston’s public
high schools are girls. This lopsided result occurred even though
only 53 percent of the high school seniors are female. Equally
disturbing is that, judging by their names, about 70 percent of
the valedictorians are children of immigrants.
To be named valedictorian is certainly not the only academic achievement
of a successful high school career. Nonetheless, with the majority
of high school students African American, one would expect a greater
number to gain that lofty position. It is reasonable to conclude
that academic success might not be as valued now by blacks as
it once was.
Parents are a child’s first teachers. The values taught
to the infant will have a lasting impact. At one Boston elementary
school, half of the children entering kindergarten could not read
at all, and they did not know letters, numbers or colors. Those
children had spent their first five years in an intellectual vacuum.
It became the responsibility of their kindergarten teacher to
inspire in them some love for learning.
Historically, there has been a thirst for learning among blacks.
A century ago black freed slaves could be seen plowing the fields
while reviewing their McGuffey Readers. Those who were able to
acquire an education despite the limited opportunities were respected
and valued by the community.
Now that the opportunities are far more expansive, somehow the
desire for an education has contracted. Those who are really interested
in studying hard, especially boys, are criticized for doing the
‘white thing.’ It is imperative that the community
once again embrace our scholars.
The results of the 2003 MCAS test are pathetic. Only 30 percent
of black 10th graders scored at the proficient level or above
in English, and only 26 percent finished at proficient or above
in math. With the academic requirements for future employment
becoming even more rigorous, blacks are presently performing at
a level which will ensure modest income and unemployment in their
adult years.
Black parents must begin the arduous process of developing a reverence
for learning in their families if they want their children to
prosper.
Restore Metco funding
Many black, Latino and Asian families, aware of
the importance of a sound education for their children, have enrolled
them in the Metco program. An estimated 3,200 students travel
by bus to 32 suburban school systems with solid academic records.
To participate in this program, the students must arise early
to catch the bus, and they get home late.
The sad part of the story is that many families who recognize
the value of the Metco program are on a waiting list that is thousands
long. There are no funds to expand the program. In fact, the scope
of Metco has been in continual jeopardy because of funding cuts
or level funding for most of its 13-year existence.
In an unprecedented move, the superintendents and other officials
of the 32 Metco schools have petitioned Gov. Romney to approve
the restoration of the $2 million that had been cut from Metco’s
budget. Even with the budget increase the appropriation for each
child will still be less than the amount supposedly guaranteed
to each public school child in the state. Stressed suburban school
budgets make up the difference.
Metco works and it should be supported.
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