REFLECTING ON PROGRESS

By Willette Johnson

Some stories are made to be told. They must be told to people willing to listen, for situations that could be positively impacted by the stories, and for purposes of factual content that will alleviate and eliminate rumor and conjecture.

The story of the black experience in this country has been told by many in a variety of ways. Listening audiences have heard and acknowledged that it is a valuable story that has created a legacy for not only African Americans but for people of all races. The month of February is designated as a time to retell the stories of Blacks in America, highlighting our struggles, crediting our contributions to society, and recognizing how far we’ve come. African Americans can be proud of our endurance on the roads we’ve traveled to arrive at places of victory for some; but we cannot rest until we have achieved the realities of freedom and equality for all, a condition that our forefathers could only dream about.

The history of African Americans continues to be made in the world, throughout this country, and right here in the Springfield Public Schools (“SPS”). You are all familiar with the academic achievement gap and how data has served to educate us about the need for improved efforts in achievement for minority students. We are hesitant to suggest that the achievement gap has closed, but we are pleased to share the facts about growth and increase that tell a story of success in substantially narrowing it.

When Superintendent Burke began his tenure here, he established a platform for improving the quality and delivery of education through a “Culture of Achievement.” His vision included looking at the then current student performance levels and concentrating on their improvement. Living in the shadow of the legacy of “All Children Can Learn” from the previous administration and with the federal No Child Left Behind mandates, the Superintendent established a culture that respected the teaching and learning process.

In early January of this year, Dr. Burke presented data to the school committee that compared growth in student performance here in the SPS as compared to the state of Massachusetts over a seven-year period. Those data sets outlined the Composite Performance Index (CPI) for our district, which is a MA Department of Education MCAS measurement relating to Adequate Yearly Progress. Simply stated, the CPI indicates how our students are performing. The results show that Black and Hispanic students are boasting huge percentage increases from 2000-2007 with many more students testing now than before.

English Language Arts

Mathematics

The above graphs are an abbreviation of the whole story, but you get the picture. Despite many challenges over the past years, including wage freezes and the loss of 1,416 teachers (almost 50% of the workforce), our students are moving forward. SPS refused to believe the “NEVER” lies about what our teachers and students couldn’t accomplish. We didn’t focus on the size of the problem of getting all students to proficiency; but instead, we focused on the strength, wisdom, and will of the people who remained, with the right perspective, to meet the challenges.

The power within us is greater than the problems in front of us. I invite you to recognize, celebrate and tell the story of increased achievement in our public schools.

Enjoy and savor the celebration of Black History!