NSBA President: Is it well with the children?

The most recent edition of my state association's publication, the Arkansas School Boards Association's Reporter, contains an excellent article by ASBA Assistant Executive Director Kathy Morledge on the key questions school board leaders need to ask when making decisions. This piece offers a good lesson for everyone involved in public education, and Morledge gave me permission to use it here.

9/9/03 -- How does a group go about making decisions? Are those decisions based on "gut" feelings? Are those decisions based on criteria? How much discussion or thought goes into each decision?

At the Arkansas School Boards Association (ASBA), we have to make many decisions that have an impact not only on the operation of our organization, but, more importantly, on the education of the children of our state. Certainly, we use our mission statement and our beliefs as our guide, but what are those specific criteria that are used to critically view issues such as those that we face during a legislative session?

The first filter or question that is always asked is, "Is it good for kids?" If we cannot answer unequivocally, "Yes," then there is no point in wasting any resources on the issue. The mission of our organization involves pursuit of academic excellence. How could we support anything that we cannot say for sure is good for kids? There is too much competition for precious resources to waste those on programs that will not benefit the kids.

The principal of a dynamic, economically depressed school in which test scores were rising, parents were becoming involved in ways that had never occurred before, discipline incidents were declining -- in other words, a school that had turned around -- was asked to implement a curriculum that would promote drug-refusal skills for kids.

The expensive curriculum would be free to the school, and the teachers would receive extensive training. The principal refused to accept the program. Why? It wasn't good for her kids. You see, this was a middle school, and the curriculum was designed for lower elementary students.

The second filter that we consider is, "Will it build an education ethic for the community?" That one is a bit harder to understand.

As Americans, we understand the work ethic. We understand that hard work is valued. We look for ways to increase our productivity and save time. We work long hours and take short, if any, vacations. We value work and especially hard work.

Do we value education? It has been said that if you want to know what a person truly values, look at their checkbook register. Where your treasure lies, there is your heart also. Are our hearts and our resources in education?

The Masai people of Africa are a warring culture. They pride themselves on being fierce warriors; however, they treasure and value their children. When literally translated, the meaning of their word for greeting one another means, "Is it well with the children?" The Masai believe that if all is well with their children, their village is doing well.

If an education ethic exists in a community, the children are highly treasured and valued. Schools are supported by the entire community.

The economic success of a community is directly related to the success of its schools. In communities where the children and the school are valued, the communities fair well. That is what building an education ethic is all about.

The third filter through which issues or ideas must pass is, "Will everyone be held appropriately accountable?"

In education we often fall victim to the "trickle down theory of education" when it comes to accountability. We just don't seem to want to shoulder our part of the responsibility. Sometimes it sounds something like this:

• College professor: Such ignorance in a pupil is a shame; lack of preparation at the high school is to blame.

• High school teacher: Good heavens, this boy sure is a fool; the fault lies, of course, at the middle school.

• Middle school teacher: From such stupidity may I be spared; they send them to me so unprepared.

• Elementary school teacher: Such lack of training never did I see; what kind of woman must his mother be?

• Mother: Poor helpless child; he's not to blame; his father's people were the same.

• Father: I have so much trouble keeping him in line; I doubt the rascal's even mine!

Or perhaps we just simply spin the "blame game" wheel like those on a game show. Only this wheel is labeled with "Parents," "Administrators," "Teachers," "School Board," "Students," and "Community." Wherever the marker lands is the group that gets saddled with accountability today!

Accountability for education belongs to all of us. It is more than just holding someone's feet to the fire. It is also a willingness to step up to the plate and take a swing at the ball. We all must play our part.

We must consider whether or not a program or idea will promote accountability for all. We must ask ourselves to look at the hard data, consider the facts, and make a sound decision -- one that benefits the children even if it is an unpopular one among some groups.

These filters have served ASBA well over the past few months as we have considered tough issues. We believe that we always land on the side of the kids.

As long as we keep our focus on the kids and put their education needs first, we believe that we will be building that education ethic and that when we ask one another, "Is it well with the children?," our response will be, "Yes, and it's getting better all the time."