Math and Reading Remediation Coming to Richmond Public Schools
Share this article
ADVERTISEMENT
(comments below)
Comments
Comments
9 responses to “Math and Reading Remediation Coming to Richmond Public Schools”
-
Thanks for this report, Jim. It sounds like Richmond City schools are finally investing their resources in a way that could make a real difference instead of chasing mirages like rejiggering the racial mix of schools. I don’t expect miracles, but, like you, I am hopeful that focusing on the basics can bring about meaningful improvement to the lives of many of Richmond’s children. Who knows, maybe truancy rates and violence will decline in their later years.
-
“Now this program, like every other in RPS, must convince the rest of the bureaucracy, the principals, the parents and the kids that it is worth doing.”
Do you not think the racial mix of schools and teachers will have a bearing on the success of this program – especially the last bit above (where it counts)…?
-
-
This is an example of how ending systemic racism should be interpreted. I hope that it succeeds. Unfortunately, we have had almost 35 years of ESSA Title I programs that have not resulted in any real systemic change. Richmond City is correct in their effort but an altruistic outcome would be all students, not 200. I have no answers but know that 200 kids lives is worth the effort. Maybe accepting that is the problem, why accept correcting a few when all are at risk.
My point here is this:
If we want to level the playing field, it begins here, with exactly the same goal, educating children across all divides including race AND poverty. We have been attempting this for years with some -but mostly- limited impact. Wherein lies the problem? Too little, too late? I don’t know the answer but I do think it is time to change the approach.
What good is hiring medical equity officers, governor’s equity chiefs, education equity specialists, agricultural equity specialists, environmental equity directors, and the list goes on, if we can’t fix and haven’t been able to fix the problem that Richmond City Schools is tackling. If we need an equity think tank – this is the reason.
Has Richmond been limited in their solution by how Title I is designed, or how the state determines accountability, or by the number of teachers per pupil, or by limited pre school program for the poor, or by limited parenting skills of those not at-risk, but already identified as risked, or by lead contamination, or………….
I applaud their effort. What was it that Einstein is noted as saying- or something similar: Keep going to the same solution when it fails every time is insane?
-
Excellent post but dangerously optimistic.
Truancy and violence won’t decline until there are consequences for student and parents and black leaders and the media grasp and have the courage to trumpet that inner city black culture is broken..
And then there is teacher competence and the teacher’s unions to make a sea change.
And then there is the pernicious practice of pushing kids on in later years who are not qualified for the next level.
And then there is the dumbing down of courses and tests so incompetent kids won’t appear incompetent and bad teaching won’t be exposed.
It is a very broken system.
-
I have not only acknowledged that, but written what I think is the definitive assessment of the problems. In other words, I am RPS’ worst public critic.
But Chicken Little I am not. They are trying to do something, and that is better than trying to do nothing.
-
-
Ms. Nabors strategy of achieving on grade reading levels by 3rd grade will bear lasting fruit. It is a noble and I think achievable goal. But she cannot do it alone. A system wide commitment is needed.
-
I applaud the effort by Kamras to put reading and math specialists in each school. However, I have reservations about having those specialists trained at VCU and UVa. To project how successful these specialists might be, we need to look at the way that VCU and UVa approach the teaching of reading. If it is the same way that they have been using in the past, this effort is doomed to achieve little. You mentioned the progress made by Mississippi. The key to that state’s success is adopting their method of teaching reading to reflect what research has shown is the best method: phonics. Most schools of education do not teach that. https://tnscore.org/knowing-better-doing-better-mississippis-story-in-literacy-success/
-
An excellent point, sir.
-
I agree with you, but the fields are not all barren.
I now have a member of the NAACP engaged. In my experience, members tend to be very smart. He has asked specifically about teaching methods. The right questions.
He favors phonics in reading and drills (multiplication tables) in early math. We may be getting somewhere.
I have asked Ms. Nabors to answer his questions. I will report what she responds.
-
Leave a Reply
You must be logged in to post a comment.