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The hidden weight on our educational system

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A paragraph not getting enough notice in a lengthy Atlantic essay about why "Teach for America" is ineffective in an Atlanta elementary school:

Valuable minutes of classroom instruction time were lost to filling out accident reports when kids occasionally fell out of their chairs or poked each other with pencils. If two students began arguing and one child angrily vowed to "get" the other, I was always advised by fellow teachers to write up the incident on Atlanta Public Schools letterhead immediately, thereby "covering" the district if the threat materialized and parents were feeling litigious. What our students needed the most in these situations, it seemed, were conflict-management skills and character education, but unfortunately these interventions do not sufficiently "cover" the adult interests of the district. When I was once asked to fill in for an unexpectedly absent colleague, one of her second-graders chose to confide in me about his abysmal home life. He explained, with wide and trusting eyes, that his mother's boyfriend enjoyed getting drunk, abusing the family, and sometimes shooting at the kids with a BB gun for fun. I immediately reported the incident to an administrator, who reacted with what appeared to be annoyance that one more paper had to be filed at 3:00 p.m. on a Friday. This was an administrator who really does care about children and wants to improve their lives--but the all-important duty of covering the legal interests of the district can make crucial social work feel like just another rubber stamp.

Paging Philip Howard...

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Isaac Gorodetski
Project Manager,
Center for Legal Policy at the
Manhattan Institute
igorodetski@manhattan-institute.org

Katherine Lazarski
Press Officer,
Manhattan Institute
klazarski@manhattan-institute.org

 

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