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You
are here:
Inspiring All Children to Learn
by Julie Cain
To reach our principal goal of achieving positive outcomes for all students, we must improve the outcomes for those students who are failing or are in danger of failure. Categorical gaps in achievement found in studies on race and economic levels narrow our focus to these at-risk populations. Although it is true that less than 70 percent of all public school students in Washington graduate from high school, the reality is much worse in non-white and poor communities.
Statewide, the graduation rate of African American students is 53 percent. For Latino and Native American students it is just 47 percent. 1 In the poorest neighborhoods of King County graduation rates average approximately 50% and in those same communities, less than 25% of high school sophomores are reading and writing at grade level proficiency. 2 The National Assessment of Educational Progress (NAEP) reports that few of our nation's low income students write well. The study reports that the gaps in performance between low-income students and others "remain substantial." 3
Today's urban teachers face unfathomable challenges. Consider a vulnerable urban 5th grade girl whose family, just two years ago, was held prisoner in Iraq, or a boy whose dad hits his mom most evenings and he doesn't understand why. Consider an elementary school girl who is the only person at home who speaks English, or a boy whose parents can't read or write. Now consider all four in a classroom of 30 students with similar situations. Out of a class of 30, statistics from schools in these inner-city neighborhoods indicate that 10 students may read and write at grade level proficiency. 4 Many have problems with anger and few have parents at home in the evenings to help them with homework. The challenge by our educators is not what we need to teach our children rather how we inspire them to learn it. What inspires these children to learn?
A recent study of "at-risk" youth completed by the Community Network for Youth Development in San Francisco, demonstrated that young people who succeed in the face of difficult circumstances have the advantage of three critical elements in their lives: caring relationships; high, clear and fair expectations; and opportunities for participation and contribution. The study goes on to recognize that young people deemed "at-risk" need the same kinds of support and opportunities for healthy development that are readily available to young people in middle class communities. A similar study completed by the National Institute on Out-of-School Time (NIOST) and Forum on Youth Investment identifies parallel qualities of effective after-school settings that promote positive youth development: safe, stable places; basic care and services; caring relationships; relevant, challenging experiences; high expectations and standards; opportunities for voice, choice and contribution; and personalized high-quality instruction.
Implied in both studies is the premise that for all students to succeed, resources should be focused on helping to ensure that the kinds of opportunities and supports found in middle class communities are in place in all communities. How do we implement this infrastructure into communities in need in our city?
Seattle SCORES is one answer to inspiring all students to learn in our city. Seattle SCORES is an intensive after-school program that addresses these issues on a comprehensive scale by enabling elementary schools in low-income urban neighborhoods to lengthen their school day five days a week with intentional instruction performed by public school teachers. Each day 3rd – 6th grade students in the SCORES program come together on their school campus to attend alternating soccer practices and writing workshops. These activities are conducted by coaches who are public school teachers hired and trained by Seattle SCORES.
Caring relationships with adults:
Each SCORES student builds nurturing relationships with two caring teachers from their school – a writing coach and a soccer coach. Students meet with each teacher in a positive relaxed learning environment regularly throughout the week. They see the teachers in the halls at school and are reminded every day that they are cared for by adults in their school. Teachers provide more than just enthusiasm for coaching soccer and writing – they provide a day-to-day familiarity with and commitment to SCORES children. This care and commitment is the first step to inspiring children to learn.
Caring relationships with peers:
The same-gender team dynamic provides a safe, cohesive forum for students to work together. SCORES students learn to use the teamwork they experience on the soccer field to support each other as poets and authors in the classroom. Soccer practice sessions begin with challenge games that emphasize team building, cooperation, communication and sportsmanship. They end with discussions that focus on healthy behaviors, self-esteem, goal setting and school stewardship.
Writing workshops focus on learning as a team. Teams physically work together towards a common goal both on the field and in the classroom, building relationships that bond students to their education experience. Relationships with their peers and positive peer pressure is the second step in inspiring children to learn.
High, clear and fair expectations:
Seattle SCORES provides the essential support for low-income families to participate. Transportation is provided where needed to ensure that every student has the opportunity to participate and the program is free of financial cost. However, both students and families are required to put forth a significant commitment. Students must commit to attending practices, workshops and games five days a week after school as well as four weekend events. They not only commit to 100 percent attendance, but must pledge to bring their best effort every day. Families must agree to support daily attendance, as well as cheer their children on at game days, community celebrations and writing events. Students who accrue more than two unexcused absences are put on a waiting list and a new student is allowed to join the team. Because of this structure, Seattle SCORES has been able to serve the most vulnerable students and has experienced nearly 100 percent daily attendance. These high, clear and fair expectations allow SCORES children to determine their own success in the program. Responsibility is the third step in inspiring children to learn.
Environment for children to pursue their interests and learn in unconventional ways; opportunities for participation and contribution:
Kids love to play. No matter what the stakes, engage them in a game and they will perform. Create a fun learning environment that captures their attention and engages their interests, and they will learn.During the fall semester, Seattle SCORES writing workshops concentrate on poetry. The writing coaches engage SCORES students in fun, creative activities that open their mind and engage their interests while teaching them vocabulary, punctuation, and word flow. Studying poetry has pragmatic applications for the students – alliteration helps them with pronunciation and rhyme helps them remember words. Poetry is also an art form that transcends language barriers, allowing for free and open expression by students from every background. The ease with which students can express themselves through poetry builds self-esteem, leading to greater motivation to read and write.
The second semester writing workshops use project-based problem solving and applied learning techniques to implement positive change in their community. Students determine the issues in their community, problem solve solutions, and use writing to actively address challenges in their neighborhoods. As a result, they see positive change in their community and learn the power of careful thought translated into language to transform their environment.
Teachers at the National Council of Teachers of English conference recently assessed America SCORES' Writing for the Community program as "one of the country's most innovative approaches to literacy and service learning training for at-risk elementary school students." Writing for the Community is student-driven - students choose the issues and create the solutions.
Principals have often remarked that it is amazing to see how the young students can successfully identify, explore and act on very complex community problems. Writing for the Community ties the essential need for literacy to concrete projects that affect social change, thereby not only stimulating the students' appreciation of language, but also helping them to value their own potential as positive change agents.
During both the fall and spring semesters the teams are taught soccer two days a week and participate in Community Game Day on a third. Soccer engages the students' minds and bodies. They love it! So often we dismiss fun as frivolous. However, the difficult circumstances of many inner-city children steal the simple joys of childhood. The opportunity to play with their friends in a well-organized, secure setting can be life-changing. Virtually every survey of why young people – both boys and girls – elect to participate in sports concludes that the preeminent reason is "to have fun." A recent UCLA/AAU study finds, "enjoyment of the sport" is the principal factor contributing to youth commitment. 5
Children in inner-city neighborhoods who play organized team sports have a higher sense of self worth and better social skills than their peers who don't play sports. A research project presented at the American Psychological Association's annual convention sites that 13-year-old boys who were involved with a sport during the previous year were less likely to report that they used marijuana.
The Women's Sports Foundation has found that girls who participate in sports are not only 92 percent less likely to become involved with drugs and 80 percent less likely to have an unwanted pregnancy – but three times more likely graduate from high school – than girls who are not involved. Another study completed by psychologist Nicholas Zill finds that youth who participate in sports are 57 percent less likely to drop out of school than are non-participants, 49 percent less likely to use drugs, 37 percent less likely to be teen parents, 35 percent less likely to smoke cigarettes and 27 percent less likely to be arrested. 6 It is clear that organized team sports can have a powerful long-term impact. Activities that engage their interest are the fourth step in inspiring children to learn.
Praise for a job well done!
SCORES children are celebrated weekly by their families, friends, teachers and principals. Stacey Ting, Principal at Salmon Creek Elementary School, confirms that more parents participate in weekly game days with Seattle SCORES than any other elementary school event. Greta Salmi, Principal at White Center Heights, agrees that there are Dads out cheering on their kids every Friday that she has never seen before.
Youth sports attract far more adult volunteers into the lives of children than most other types of programs. There are at least 2.5 million volunteer coaches in the country, and their backgrounds vary widely. 7 At the Seattle SCORES Fall Frenzy in October, 2003, 256 inner-city children stepped on the soccer field to play games while more than 200 families surrounded the fields to cheer them on. For many of these children this was not only their first experience playing on a team, but was their first experience being cheered on by their families. The result was smiling faces, tears of joy and inspiration to succeed!
SCORES kids are not only celebrated on the soccer field, but are also recognized as authors and poets. Significant to the success of SCORES students is the regular publication of their original work. Throughout the year, students submit poetry, short stories, game-day reports, and drawings to our local newsletter, website and the national magazine, Kicker!, which is published by our national partner, America SCORES. For our kids, seeing their original literary pieces in print is one of the greatest rewards and motivations for their hard work and diligence. Students also regularly present their work in Starbucks stores for "Poetry Breaks", at festivals such as Northwest Bookfest and at ceremonies and events.
They are acknowledged at every opportunity and become confident in their academic ability. Motivation through praise and success is the final step in inspiring children to learn.
The gaps in achievement dividing low income and diverse students from their middle-class peers are real. We must work together, through programs like Seattle SCORES, to strengthen urban public schools and the communities they serve. We must work together to provide the infrastructure to all communities that will inspire all children to learn.
References
1 http://www.manhattan-institute.org and http://www.gatesfoundation.org, J.P Greene, Manhattan Institute for Policy Research
2 Data from Cleveland High School, Rainier Beach High School, Evergreen High School and Foster High School
4 http://www.seattleschools.org: annual reports for inner-city schools
5Leveling the Playing Field, by Rachel Baker, Marc Freedman and Kathryn Furano
Julie Cain is the Executive Director of Seattle SCORES. She currently sits on the State Board of Education Equity Committee, is a member of the Washington Women's Foundation, a Managing Member of the Teel Charitable Foundation and the Assistant Coach at Seattle Pacific University. Email: JCain@americascores.org
Visit http://www.seattlescores.org to learn more about Seattle SCORES. (This link will open a new browser window.)
© December 2003 New Horizons for Learning
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