Learning from Catholic Schools
The "Whose Schools?" issue (Oct. 1998) reminded me that defensiveness about charter schools and voucher programs should not lead us public school educators to overlook what private, parochial, and nontraditional public schools can teach.
In Catholic Schools and the Common Good (Harvard University Press, 1993), Anthony Bryk, Valerie Lee, and Peter Holland find much to praise in Catholic schools: small size; independent, career principals; greater success with minority and poor students; more challenging courses for everyone, including disadvantaged students; and far less tolerance for letting students merely "show up."
Though the researchers found that the teaching in Catholic schools is generally unremarkable, teachers there are more fully engaged with one another and with their students inside and outside of school than their public school colleagues. The study contrasts a clearly stated Catholic school ethic that prepares students to be citizens within a society with the public school belief in individualistic meritocracy. Contrary to popular belief, the study found more ethnic and social diversity in individual Catholic schools than in most public schools.
As important as the fight against charter schools and vouchers may be, it should not blind us to the good work being done in nonpublic school settings.
—Michael L. Glennon, Northport, New York
Phone Home?
"Phone Home" by Chris Gustafson (Oct. 1998) was inappropriate for a number of reasons. My eye was immediately drawn to the photo of a teacher at her desk, making a call. The idea that a teacher would make calls with her students in such close proximity is ridiculous. Because the author calls from home on Saturday, this "staged shot" becomes even more incongruous with the article's message.
My husband and I are private school teachers (and he is the assistant principal). As advisors, classroom teachers, and team leaders for our two grades, we frequently call parents, both as part of our school's schedule for calling parents throughout the year and as necessary to deal with an issue or to return a parent's call. Although I commend the author's commitment and caring—and firmly believe that middle school teachers, parents, and students must work together—her article describes a teacher truly going "above and beyond" the call (no pun intended). My principal commented that she "felt for the teachers who have those kids the next year and have to live up to the parents' expectations." As part of a schoolwide communication effort, telephoning would be a fine idea. As one teacher's policy, it sets a difficult precedent.
—Melinda Wenner Bradley, Friends Academy, Locust Valley, NY
Solid Communication
Thank you for "Phone Home" by Chris Gustafson (Oct. 1998). As usual, when I need information to back up a point I am trying to make with my teachers, EL comes through.
In talking with parents of our summer school students, I noticed that each repeated, "I was never called by the school. I did not know my child was failing." I began this year with a motto: "Make the Call." After our first nine weeks of school, I found that 9 out of 10 parents I contacted about their child's academic problems already knew because a teacher had called.
Teachers are seeing more open communication with the home. Teachers sometimes feel that they are the only ones who have problems with a certain child. A number tell me that during a call, parents tell them that another teacher has already called. This information helps avoid student-created parents-versus-teacher and teacher-versus-student problems.
—Stephen Gay, Hickory High School, Assistant Principal, Hickory, North Carolina
Progressive Schools
The "Hippie High School" described by Charles Clark (Oct. 1998) reinforces my belief that "progressive education" is developmentally appropriate for the natural learning process. As a teacher in an alternative 7–12 school and a teacher educator at Brooklyn College, I find it refreshing, to know that a school that takes risks is successful.
My own school is torn between its progressive philosophy and outside pressure to adhere to standards. Little by little, the wonderful programs are being chipped away through lack of support or funding. Education philosophy seems to cycle from progressive to "back to basics," but critics are unwilling to stick with an approach long enough to see whether it is effective. Strategies change from year to year, which leads to no discernible progress.
—Diane Varano, The Robert F. Wagner Jr. Institute for the Arts and Technology, Queens, NY
