Believe to Achieve (Part Two)

So, the conference.

A project of the National Urban Alliance, this conference was billed as "The Most Important Educational Experience of 2008." The goal of the conference was noble: give educators the tools to close the achievement gap one classroom, or one district, at a time AND reaffirm that education is a fundamental civil right. The goal of me and my Education Action! buddies: meet as many passionate activists as possible and get them working on educational justice in their home communities. It seemed, on paper, that OUR goal and NUA's goals were going to dovetail nicely in gorgeous downtown Albany. We piled into the EdAction Mobile at 8 p.m. Friday night, bound for Achievement.


Saturday morning, very early, we entered the Crowne Plaza's lobby. A small crowd milled about. Everyone was sort of swaying in place, waiting for what we did not know. The whole scene had an underwater quality. The concierge informed us that everyone was waiting for a shuttle to the convention center, where the conference was ACTUALLY being held. Lugging our collection of recruitment materials, promotional materials, NCLB information, and general whatnot, we waited outside amid the flotsam and jetsam. We piled in the van. It took us approximately seven feet North to the convention center. We piled out. These things always have a funny way of making us realize what our students must feel like when we create inefficient systems for them to operate within.

The convention center is the weirdest building on earth. It is HUGE. Absolutely huge. The hallways are wide enough for three Hummers and a horse drawn carriage. Everything echos. Sporadically, in random corners, modern art appears, the sort of art that makes you wonder what distinguishes "art" from "nice try buddy." We walk through this building a longer distance than we traveled in the van, arriving at last in the center where registration tables are assembled.

The registration tables look like tic tacs sitting in a swimming pool. This place is a rough venue to generate conversation and build community. But we hang on to our optimism. This is the Most Important Place To Go All Year, remember?!

Fast forward. It is lunch time. Three people have passed our table. They did not stop. Those little golf cart things carrying maintenance workers and security guards whiz by like tumbleweed. This. Place. Is. Empty. We decide to split up the table-watching duties, and two of us head to a breakout session.



My session is concerned with reframing the idea of underachievement. The primary take away: it's all in our attitude. If we expect our students to underachieve, they will do just that. We find what we're looking for, every time. So, if we look for success, if we expect it, we'll get it. This is an important message. Too often, I sit in staff meetings addressing each student according to weaknesses. This is the language we speak: failures, risks of failures, weaknesses, challenges, etc. We almost never speak in positives.

At one point, the presenter asked us to share with our neighbors some positive words we felt described urban "underachievers." I am flanked by administrators. They are very encouraged to hear that I teach the homeless/teen parent/court involved population, which they had experience doing earlier in their careers. So we start thinking about generalizations, of the positive nature, that we can make about our students, past or present. I say, "Resourceful" which makes everyone nod. They say, "Persistent." One woman is writing down all of our suggestions, as was directed by our facilitator. I say, "Passionate." They cock their heads. Really? Passionate? They don't write it down, and move right along in the conversation.

When we come back together as a group, the four most common responses are put up on the powerpoint Family Feud style. Our group had written down all four. Passionate was not up there. My neighbors are very satisfied with themselves. They got the right answers.

That pretty much sums up my review of the conference right there. We want to address the achievement gap, and we do a lot of rephrasing terminology, looking at the results of expensive research projects, and fighting a system riddled with racism and sexism and classism and greed. We want our schools to be equitable and excellent and the education they provide to be a guaranteed civil right. But, when it comes down to it, we are up against ourselves. We are up against our own expectations for our schools and our students. We are up against administrators that don't think "passionate" is a valid adjective to describe a group of students. We are up against a culture that values getting answers more than really thinking about questions.

All weekend, we spoke to about six passionate advocates for change. Since then, we've been in contact with one of them. I want to say to these people: attending a conference for a weekend isn't making change. Writing one email to an activist organization about how much you believe in the cause and then never following up on it isn't making change. Getting the same answers as everyone else in your workshop on closing the achievement gap isn't making change. It's as if the standardized testing mentality, that many of us agree is detrimental to schools, has been ingrained into the minds of these well meaning educators. Reform efforts seem to fall into the same "just skim the surface and move on" trap as test-prep obsessed curricula. There seems to be this idea that never using the word "Underachiever" again is all one needs to do to eliminate underachievement. It's a valid step, sure, but creating an educational system that provides an equal education for all races and social classes is going to take more than vocabulary.

Get out there and DO something, people!