Students need opportunity to achieve

By CATHERINE SANDERSON

Published on December 14, 2007

The Amherst Regional Public Schools pride themselves - and rightly so - on a strong commitment to social justice and diversity. All job applicants must write a statement regarding their ability to contribute to a multicultural and multi-ethnic community. The district homepage provides links related to social justice and diversity (e.g., an anti-racism Web site, Katrina relief efforts and the Minority Student Achievement Network). The most recent curriculum day was devoted to teachers and principals discussing ways to make social justice central to the curriculum. Teachers and administrators articulate a clear commitment to providing particular resources and support for the neediest students.

But a true commitment to social justice requires that all students be offered the opportunities to achieve at the highest levels. And I do not believe that this is happening in the Amherst schools. All students are not able to reach their potential, particularly in mathematics and science, and this is jeopardizing the promise of social justice.

In many districts, both nationwide and in Massachusetts, algebra in eighth grade is becoming more the standard than the exception. This increases enrollment by children from all backgrounds in higher-level high school mathematics and science courses (students who fail to take algebra in eighth grade are unable to enroll in calculus or advanced placement physics in high school). However, eighth-grade algebra enrollment in Amherst lags below both the national and Massachusetts state averages and even below some large urban districts.

In the Amherst Regional Middle School, less than one-third of eighth-graders take algebra. In Newton, (a wealthier district than Amherst, but one that has a similar percentage of children whose first language is not English and a higher percentage of special education students), virtually all eighth-graders take algebra. In Philadelphia (a large urban school district with a diverse population), all 15,000 of its eighth-grade students take algebra. If these districts can provide eighth-grade algebra to all students, why can't Amherst, a school district in a town in which the primary industry is higher education?

The low rate of eighth-grade students taking algebra means that only a minority of students are ready for biology in ninth grade (because algebra is a prerequisite for biology). Science teachers at Amherst Regional High School have recently proposed a change in the curriculum to provide a common science experience for all ninth-graders, an environmental studies and ecology class. This eliminates the option for any ninth-graders to take biology.

This proposal is a classic example of reducing the rigor of the curriculum to avoid creating distinctions. Instead of biology, the proposed curriculum change would allow high-achieving ninth-graders to take advanced placement environmental science as their entry-level science class. However, a class that the College Board states "is an excellent option for any interested student who has completed two years of high school laboratory science - one year of life science and one year of physical science" is not an appropriate alternative to biology. Instead, why shouldn't the Amherst schools focus on making all students ready for biology in ninth grade, and then give all students the option of taking either biology or the new ecology and environmental science class?

Public schools should be the great equalizer; all children, regardless of race, religion, social class, or parental education, should be able to benefit from high-quality education that emphasizes academic excellence. And when teachers set high expectations, children can and do rise to the challenge. In fact, there is evidence from the "Academic and other Initiatives for Maximum Success" program, a Saturday math program for African American children in Amherst, that a rigorous math curriculum not only raises mathematics achievement but also enhances self-confidence and self-esteem.

We can and should build a culture in our schools of both social justice and academic excellence. Over the last month, I've worked with parents and community members who feel strongly about these issues to form the Amherst Committee for Excellence to push for true academic excellence in the schools. Our letter circulated quickly via word of mouth. These signatures came from families all over town and retired couples, parents of preschoolers and parents of college graduates, coaches and professors.

Please join us in our efforts to convey to the superintendent, school committees, principals and principal candidates, that this community expects a strong emphasis on both social justice and academic excellence. We want to raise the bar for all children, regardless of race, class, gender, academic accomplishment, language spoken at home, or level of parental education.

What I want, and what I think all parents want, is simple: To help all children reach their full intellectual potential and develop a lifelong love of learning. This should be the true legacy of an Amherst public education.

Catherine Sanderson is an associate professor of psychology at Amherst College.