Literacy and Liberty

Academic Tracking
Posted by: , November 19, 2018, 1:09 am
Filed under: Uncategorized

Guiding Questions:

  1. How are students selected for enrollment in the ACT program? How does this process lead to such a limited represented demographic in the program? How does the test itself factor in, and why are teachers and parents choosing which children take it?
  2. What can be done to change the existing flaws in the selection process.

Potential Thesis: The methods used to choose and test students throughout their elementary years for participation in the ACT program contribute to the development of segregated academic tracks in the Carlisle Area School District through graduation.

Drafted Intro.: In 2017 there were sixty students enrolled in Carlisle High School’s gifted students program, out of around 1,500 total. Of those sixty students, only one was a person of color. Despite eight elementary schools pooling into the high school, and far more contributing transferring students, those enrolled came overwhelmingly from only two in the district, those being North Dickinson and Mooreland elementary schools, both unusually wealthy for the overall environment. These students were chosen through a seemingly simple process: teachers choose students who they deem unusually capable to be given an IQ test by one of the school’s guidance counselors. The counselor pulls them out of class, tests them, and if they score over 130 points they’re admitted into the program. There are some potential variations, including the ability of parents who believe their child could be eligible to pay for the delivery of the test and the ability of parents, again, to request a “re-test” of their child should they not place into the program the first time.

The academic “tracks” at Carlisle High School are also almost entirely segregated both by race and economic class. There are three tracks– Option One and Vocational Studies are for students planning on entering the work force immediately upon graduation. Option Two is referred to as the “college prep” track, in which there is the greatest racial and economic integration. This is the track which is meant to prepare students for entry into some variant on a higher education institution. The final track is the AP and Honors, meant for students who plan on attending a four year college or university, potentially followed by additional schooling. Many of the AP track classes require entry exams, letters of recommendation from other teachers and additional summer assignments. The tracks are not entirely rigid, and some students cross between them varying on subject lines, but most stay within one for all four years of high school. Students enrolled in elementary school with the ACT program almost exclusively enter on the AP and Honors track.



Specialized Vocabulary: On Agriculture and Other Things
Posted by: , November 14, 2018, 4:37 pm
Filed under: Uncategorized

There are farms on four sides of my house, four sides of my school, two on either side of every road,
endless rows of crops, the sea come to land.
Every year we plant the tiny garden, seeding the plot,
tomatoes we will steal off the vines as we play,
the soles of our feet blackened with earth.
We seed the same tomatoes over the kitchen table,
globs of gelatinous matter on paper towels.
When the first one of us is drawn away,
Teased out by social expectations and a desire for something ‘more,’
(something money)
we continue, every spring as the sun sets, to sit around the table,
the produce pile conspicuously bigger without one more person.
Two, three, four, all follow one to bigger things than
the seeded garden plot, row upon dying row,
and we sit, in an empty home,
surrounded by the guts of a life that didn’t need to be improved,
and we seed the tomatoes and it takes long long long
without them here.
It is quiet in the garden where we played and the fields,
with slow surety,
are replaced by fierce warehouses,
sown into the ground by angry men who grind tobacco between their teeth,
cursing wages and corporations
doing nothing about it but hurting the fields.
So they spew black disease into the sky
and the stars disappear into a northern pink haze
and I seed the tomatoes silently.

Investigative Project
Posted by: , November 7, 2018, 10:05 pm
Filed under: Uncategorized

For my investigative project I want to focus on the education system in Carlisle Area School District, specifically the ways that we teach children to read and the way that (as little as a year later) they’re selected by teachers for participation in the schools’ gifted programs. I’m focusing on it because I have an interest in the ways that some children get pushed out of higher level academic tracking opportunities in public schools (the fact that your parents can pay for you to be tested is problematic) and the class divides that paid academic opportunities encourage. I’m interested in the process of teaching students how to read because it’s something that I have a personal curiosity in as a result of my own rather negative experiences. My questions on that side of things revolve around how quickly we teach kids to read, when we start leveling them off into higher and lower level reading groups, which schools reach state expectations for reading levels and why/ how.

I want to explore these questions on two different fronts (for the two different main questions). For the CASD-specific questions of how children are selected and why, I’m planning on doing a lot of interviewing with school officials and drawing on my own experience and the experiences of other students who either were in or are in the program. For the ‘how we teach kids to read’ question there’s a much more significant body of academic research that I can pull from before maybe sitting in on classes or interviewing teachers.

US Holocaust Memorial Museum
Posted by: , October 3, 2018, 4:54 pm
Filed under: Uncategorized

When I was in sixth grade, my ACT class took a field trip to the Holocaust Memorial Museum. It’s a large, gray building and there’s a sobriety in the crowds moving in and out that kept a group of about fifteen 13-year-old kids still and silent. Inside it is noticeably cold and I stayed, throughout the entire visit, hyperaware of the monochromatic concrete surrounding me: the entire museum seems both endless and confining. The first thing that really slammed home what I was looking at was a display of shoes which spanned the length of the room I was in. There were a total of about 11 million people killed during the holocaust, but that’s an almost unimaginable number, and the thousands of shoes laid out in front of me seemed more real than any of the statistics or books– even personal accounts– that we’d studied.

Despite the fact that it was years ago, there is another display at the museum which stands out vividly in my memory. It was much smaller, and walls on all four sides surrounded it. They rose about to my shoulder– I had to stand on my toes to look into the box, and I realize now that such a setup was so that children wouldn’t look in. At the bottom of the box was a video screen; on it played videos of medical experiments and their results, conducted by Dr. Josef Mengele. There was footage of people with extra limbs, physically mutilated and people isolated in rooms so silent or so loud that they were being driven mad, hiding in corners. It went on and on. There was no need to try and imagine those who had suffered or what they had gone through, because it was laid out directly in front of us at every turn. When I walked away I thought I was going to throw up. It was impossible not to see the victims everywhere you looked in the museum-memorial.

That visit was not like any field trip that I had ever been on before– even when we went to the Gettysburg battlefields (which we seemed to do every year) the horrors of what occurred were never truly impressed upon us. I left with a chill in my bones and a metallic ‘Never Forget’ circle pressed into my hand. It was the most effective memorial that I have every visited. Not only did it memorialize the victims, it also educated the viewer so that the events of the past would, hopefully, never be repeated or lost to history.

I Think I Randomly Chose to be Left-Handed
Posted by: , September 18, 2018, 9:54 pm
Filed under: Uncategorized

Learning how to write was a classroom task for me. It involved sitting on one hand and trying to convince myself (and my teacher) that the writing hand I’d chosen was the ‘dominant’ one based on the idea that the letters were slightly less shaky, despite the fact that early on there’s not much difference. There were copybooks similar to those that Douglass describes, where sentences were printed above lines that looked consistently like this


for students to butcher with our scrawls. We wrote ‘The quick brown fox jumps over the lazy dog,” and then we wrote “THE QUICK BROWN FOX JUMPS OVER THE LAZY DOG,” for pages at a time (we learned to write in lowercase and uppercase print in pre-school and kindergarten; cursive wasn’t taught until 2nd grade). It seemed hellish– before your hands get used to it, they constantly cramp and the lack of calluses on the ring finger makes the already-awkward sense of holding a pencil actively uncomfortable.

Learning to write (and read) openly in a classroom, I realize now, was a privilege that comparatively few people get to experience, especially in the case of women. The restriction of literacy that Douglass confronted in his lifetime is hardly eradicated, and the fact that I was taught how to access the texts and ideas of others through reading, and how to express my own through writing, was a gift the gravity of which I don’t think I could have understood from my position at five years old.

Connect the Dots
Posted by: , September 5, 2018, 3:11 pm
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My kindergarten teacher hated me. I was five or six years old, uninterested in rules or the people who set them, and I loved Harry Potter. None of these pieces of who I was are particularly abnormal for the age group, but the Boiling Springs school district had some very strong ideas about which parts were acceptable, and the answer was none of them. Rules were there for my safety, the people who set the rules were important because they said so, and Harry Potter was off-limits because it had two purple dots.

The dot system at W.G. Rice Elementary school is not unique– it exists in elementary schools all over the United States. All of the books in the library are coded according to a reading level assigned by the librarians: for example, one yellow dot is an easy first grade read, and two purple dots is an advanced fifth grade read. Students are not allowed to check out books that do not match their grade level dot. The entire Harry Potter series was coded as two purple dots, which meant that it was strictly out-of-bounds for me. Still, it took two attempts to check out various books in the series (the Sorcerer’s Stone and the Prisoner of Azkaban, if I’m remembering right) as well as bringing in my own copy from home and reading it during math class before my teacher called in my parents for a meeting. The meeting went something like this: My parents come in one evening after work, with me, and we all sit down in the kindergarten classroom. For some inexplicably dramatic reason, the principle is there. My teacher schmoozes with my parents for a little while to try and make herself seem like a friend, and then they turn the subject to my wild, delinquent self. “It’s cute that she’s pretending,” smiles my teacher, giving me a facial expression roughly equivalent to a just-too-hard pat on the head, “but it needs to stop.” Long story short, I had to read passages, summarize the books that I had read thus far, and have my parents threaten to move me to a new school before I was given special, written permission from the principle to check out books that were above my grade level.

It was a defining experience in my life. It was the first time that I had come up against institutional censorship, and it wasn’t fun. I’m sure that many other students have experienced similar situations, and it is my own opinion that the entire concept of the dot system in school libraries needs to be discarded. The potential benefit of helping children find books suited to their reading level is solidly outweighed by the limitations that it places on anyone who finds themselves outside the average reading level for their age, be that above or below.