The dilemma began long before middle and high school. Considering socioeconomic backgrounds and culture, proven theories of how students learn best are not transitioned from one grade level to the next. The focus is passing a test, not addressing students and their individual needs and rates of development. The big picture has long been overlooked even in the elementary grades. Yes all stakeholders are responsible for educational progress, but “HOW” children learn and grasp concepts, skills and new information is not considered. Its as though Piaget, Vygotsky, Montessori, Gardner and countless others labored in vain. Individual learning styles should not be eradicated as children progress from one grade level to the next, but rather built upon for the good of the child and groups of children. Educators should adapt their teaching to how children learn instead of children having to adapt to how teachers teach. Yes policy plays a role, but accountability should be measured in a different context than what it presently is. Every system needs tweaking and realignment to help it run better. Where are the real lawmakers, administrators and educators that use to go the extra mile to help students and their families? Its all about a dollar and who gets the dollar…

What about the children?
Remember when we were children,
And if not for those who loved us
and who cared enough to show us,
Where would we be today?

After all, ITS NOT ABOUT US, but about the children.

Your program on dropouts was an effective contribution to the dialogue about the severe roadblocks inherent in the Louisiana population.

Although participants were careful not to mention poverty, numerous statistical studies present a direct relationship between achievement and impoverishment. Regrettably, one must conclude that the Louisiana dropout rate will remain high as long as the poverty rate remains high.

Early intervention became a theme in the conversation. Well and good. But poorly paid, poorly housed adults and children are not easily engaged by school programs - even when the students are very young.

Are legislators addressing the bedrock issues facing Louisiana? What good does it do to set a goal of an 80% graduation rate unless you have a realistic program that will advance children - and their struggling parents - in a way that will “find the spark?”

As a former substitute teacher in Louisiana Public Schools a few years ago,(last taught in 2009,) my interest was piqued when I received an email about a program presented by La. Public Square on the problems with matriculation in the local school system. When I substitute taught at several different schools in EBR Parish, namely Glenoaks High and Scotlandville High, I took note of several problems. For one thing, many of the educators are themselves not well-educated, and focus mainly on the fact that they are a teacher with nice clothes and a nice briefcase, instead of the fact that they need to read and study the very textbooks that they are yelling and berating the miserable students for not reading and studying. Secondly, I felt an open hostility in the attitudes of many of the teachers and administrators toward myself and many of the students. Lastly, I felt that many of the methods of teaching were confusing and complicated, and took more time to set up than to actually implement.

Public Square is on now. We are constantly avoiding the primary problem with education. The problem is with people that continue to have children that they cannot/will not support. Birth control for these families is imperative. It is not a problem with schools or teachers or funding.