6 Responses to “and now a look at Fairfield Court Elementary…”

1. posted by Crystal at March 19, 2008 10:34 am :
   

   I saw this and wasn’t surprised. I would like to see who the schools are that had 50 suspensions or less and where they pull from geographically. It would be interesting if a correlation existed between low income populations and the more affluent ones I think.

   Seeing Chimborazo as a very close 2nd wasn’t a surprise to me. I must admit I’m very disappointed the RPS would rather suspend children with behavior problems then try to work on correcting the problem, especially since kids are sponges and pick up on what they need to do to get out of school very quickly. Kids who are bullying and/or fighting often have some reason for doing so outside of the typical, “He made me mad,” response. As with most problems evident in kids, fighting is just the surface area and we should be digging much deeper to help instead of expecting these kids to fix themselves and hope they graduate, thus becoming society’s problem as West indicates.

   Having said that, I would like to see just how the kids are passing their SOLs if they’re hardly in school to learn anything in order to do so. Somehow, through the 8 suspensions last year, my son still made straight A’s and I find that ironic at best.

   Having gone through much of this year at John B. Cary, I have noticed the work load put on the kids is a lot different, the work overall is more challenging, and the kids, I feel, are truly in a positive learning environment. I did not feel they were in Chimborazo.

   I don’t think West needs to criticize the Principals of those schools so much as dig a little deeper if you know what I mean. It may truly be time for RPS to start getting introspective in order to revamp their way of doing things.

2. posted by tiny at March 19, 2008 12:23 pm :
   

   This truly is a complex issue. I don’t like the idea of just “throwing away” kids with problem behaviors. At the same time, kids must behave in order to learn and in order for the rest of the class to learn.

   I wonder what other districts have done to address this problem. I suspect we may have more kids with behavior problems in the city than other places, simply because many of our kids are living in at-risk situations to begin with.

3. posted by Carletta at March 19, 2008 2:27 pm :
   

   What I find interesting about this story in the article in the Richmond Times Dispatch, "Richmond school spending debated" Sunday, Feb 03, 2008 "Jewell-Sherman says much of the extra cost of education in Richmond reflects the schools’ extensive social-work, psychological and health service". So if that is truly the case why aren’t the professionals dealing with the challenging behaviors versus suspending students. What I won’t submit to is we "we may have more kids with behavior problems". You will find the same things if you check the Henrico and Chesterfield schhols that border the City. Just because a kid is living in an at risk situation doesn’t mean they will have behavior problems. Example a child not answering a teacher is not defiance but it could be labeled as such and a child could be suspended. An a pattern of defiance can be labeled a behavior problem. While it is a complex issue a different approach needs to be taken when the school system publicly says it provides these additional services to students. If they can use this excuse to justify increased pupil cost they need to actually provide the services.

4. posted by Gray at March 19, 2008 8:25 pm :
   

   Carletta, you made some very good points.

5. posted by Eric at March 22, 2008 2:36 pm :
   

   It is all so interesting to read the suggestions or complaints about the suspensions in certain elementary schools as if it is the school’s fault, or as if the school does not want certain kids in the school. I don’t buy that one bit. I think the school system is doing what it can to meet the needs of certain kids who do come from troubled homes. Yes, kids have behavioral problems due to what they experience at home. And when there is a particular behavior that occurs in the classroom that is not appropriate for school, the school officials and teacher do what they can to help the student. And believe it or not, suspension is not the first option. But sometimes there is not a clear solution. Sometimes the student does or says something that completely crosses the lines. What is the objective thing to do? Do we allow the trouble student stay in the classroom, teaching him or her that there are no consequences to certain behaviors? I do not believe the schools are just sending kids home because they don’t want the problem children in school.
   We in the community are too quick to judge the school system believing the suspensions are their fault. When is the community going to make a commitment to the schools to help tutor and mentor the students. There are plenty of opportunities to help a child with their studies. If we want to see change in the schools, it must come from the community itself. The school system cannot achieve success on its own. It must come from the relationships that are built through helping the kids. Without relationship, we will never see transformation.

6. posted by john_m at March 23, 2008 10:29 am :
   

   This might be of interest. Author Dave Eggers suggests ways to personally, creatively engage with local public schools.

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