The Emerson Street Story: Race, Class, Quality of Life and Faith

Introduction and Overview BIBLICAL REFERENCE ON FAITH Now faith is the substance of things hoped for, the evidence of things not seen. For by it the elders obtained a good report. Through faith we understand that the worlds were framed by the word of God, so that things which are seen were not made of things which do appear. (Hebrews 11: 1-3) While growing up as a child I had visions of a world where equality meant equality for all, within and across all aspects of life, especially, in the United States of America. I wondered then, and I continue to question, the reasoning behind people being treated a certain way based upon class --group classification or sorting according to commonly held beliefs on wealth, characteristics, historical understandings -- and race. I thought often about what role I could play to influence society toward such a reality of equality so that all concerned would enjoy a higher quality of life and happiness. My childhood experience was mostly one of joy and happiness and strength, undergirded by love of family, friends and Christianity. It was also a time of disappointment and regrets for how much we were, and continue to be, affected and driven by considerations of race, class, and social dynamics. The time has come for a major shift in how we treat one another as human beings of equal value and importance. We will all enjoy a higher quality of life when we focus more on the common good and less on considerations of race and class and selfish benefits. The appropriate and progressive way to look at diversity is to celebrate and appreciate it. My belief is that the best and most impactful path to a higher quality of life is through successfully educating all our children -- “all means all!” So far, the plans commonly in place for educating our children fall short in the desired results, and many children miss the opportunity to become educated successfully. I still believe it can happen; I have kept the faith – in things hoped for and the evidence of things not yet seen. This book presents a set of reflections and ideas for better educating our children. It is also about Emerson Street -- neighborhood and name of the street of my home growing up in Austin, Texas -- and it is about race, class, quality of life, and faith. Part of any effective plan for educating children is fueled and buttressed by the level of expectations. High standards and expectations must be the level required for all schools and classrooms, with no exceptions. Such expectations should be supported by and achieved through high quality teachers, resources, and productive learning environments, where every student has access to opportunities to succeed. In many schools and school districts, the expectations are far too low for some segments of the population, especially in low income and minority communities. It is common for educators and parents to make assumptions that for the students who attend certain schools, especially in the suburbs, the expectations and standards and level of success should be high while in other schools, like those in inner city neighborhoods, just the opposite. The practice of setting different expectations and learning standards, based upon or related to the income level of the neighborhood, zip code, or racial makeup is quite common and often based upon a culture where failure is not only expected; it is wrongly accepted as a reality that is not under our control. For example, in the high school I attended -- Original L. C. Anderson High School, only certain students were permitted to attend the so-called high level or advanced level courses, such as physics and calculus. This practice was not a black-white consideration which is often the case, as there were only black students in the school. Such a practice was reflective of lower expectations and requirements. Students passed by the advanced class level classrooms and admired the equipment for experiments and reports of coursework, but many of the students were not eligible by school rules to participate. Those types of rules remain in existence across the United States, where we block out students from enjoying certain aspects of the curriculum experiences, based upon rules and practices used to segregate or track students into their designated groups or perceived ability levels. Such practices are wrong now and were wrong then. I happen to believe things can change; I have kept the faith -- in things hoped for and the evidence of things not yet seen. Faith matters now and always! At some point during each school year in our schools, we place all the students at the testing “table” and require them to take the same standardized tests and wonder why some students perform better than others. Think about it. Some children prepare for those tests by learning and practicing in a “luxury automobile” style environment while others prepare by way of a “bicycle” style environment. There is no mystery why gaps exist in the test scores because the gaps in performance are quite predictable, based on the kinds of inequitable learning experiences. At some point during each school year in our schools, we place all the students at the testing “table” and require them to take the same standardized tests and wonder why some students perform better than others. Think about it. Some children prepare for those tests by learning and practicing in a “luxury automobile” style environment while others prepare by way of a “bicycle” style environment. There is no mystery why gaps exist in the test scores because the gaps in performance are quite predictable, based on the kinds of inequitable learning experiences.