Our Time PressThe Local Paper with the Global View

By Feona Sharhran Huff
Special to Our Time Press
Faith Y. Cole is thankful for the excellent education her oldest son, Antonio, is receiving at Brooklyn’s Public School 270. However, this Bedford-Stuyversant resident isn’t completely leaving it up to the teachers to educate, guide, and prepare Antonio, as well as her youngest son, Asha, for success in life. Cole, a single mom, is doing her part by spending one-on-one time with her boys, exposing them to cultural activities, and like many other moms and dads, participating in parenting workshops such as the ones conducted at this past July’s first ever Bedford-Stuyversant Children’s Book and Reading Awareness Fair at the Magnolia Tree Earth Center.
Cole, who frequently attends role-play parenting workshops offered by Willa F. Jones, one of the workshop presenters and Executive Director of the Association of Black Social Workers, says she does so because she’s still learning how to be an effective parent and desires for her boys to have an upper hand in life. That’s why she was able to get so much out of Jones’ workshop on “Instilling Self-Esteem in Children” with a focus on encouraging children to love to read.
“We need to be in tune to teaching our kids about books early on,” says Jones, also the President and CEO of Crojon, Inc., which facilitates seminars, speaking engagements, dramatic presentations, promotion of self esteem building materials, supplies, and products. “It’s a process, though.”
Jones kicked off her workshop with a skit in which a mom reacts negatively and then positively to a child who wants to read when she gets in from work.  “Our children will approach us even when we’re tired, but we have to give them the respect and explain to them why we can’t read to them at that [present] time,” says Jones. “Communication is key.”
The hour-long workshop wrapped up with Jones putting parents into groups of five where they had to use a list of words and creatively come up with a method of getting a child to want to read. This was exactly the type of activity Janice Peterson needed to participate in. Peterson has been struggling with how to get her eighth-grade daughter, who’s an excellent reader, to want to read. “She’s an advanced reader, but she just doesn’t enjoy reading,” she shares.
In Peterson’s group, it was discovered that her daughter likes the Cheetah Girls (they focus on “girl power” through books, music, and movies). With this information, her group decided to channel their energies on creating a catchy rhyme with a  musical influence, using the words they were given, to show her daughter that reading is cool and fun; that it’s the “in” thing to do. The results of their labor, which an appointed group member had to perform?
Go girl
I am fast
In the house
I eat well because fish in greens is good
I look happy
Jump long
Father help
Me look like a little flower with my hat
It is hot
But I will finish
Both Peterson and Cole came away from the workshop with a newfound way to encourage literacy on their kids’ learning and interest level.
“It showed me that you can get around doing stuff with your kids and [still] be there for them,” Cole notes. “Mrs. Jones is doing an excellent job and I try to support her any way I can.” 
In the workshop “Are We Raising Winners or Losers,” Dr. Marceline Watler, director of community education for The Satterwhite Academy (a division of the New York City Administration for Children’s Services), implored parents like Peterson and Cole to understand the difference between discipline and punishment in dealing with their kids. The distinction, she says, helps determine what children become in life.
“Discipline [involves] guiding and directing children; to show them how to handle conflict,” Watler says. “We have to take time to listen to our children, and by doing so, we are teaching them how to communicate.”
“You want to discipline your children with love, not by scolding them,” she adds. “Let them know it’s okay to make a mistake. Children aren’t perfect, and neither are you.”

Cole understands this parenting concept and is clear about the actions she takes if and when her sons misbehave. “When they are wrong, they are wrong,” Cole says. “I let them know that mommy is going to be there for them as much as I can, but if they do something wrong, they have to face the consequences.”
Watler says that if you want to raise a winner, you must be an active parent. Cole prides herself on this, as well as being a role model and speaking positive affirmations on a regular basis.  She advises her fellow parents to do the same.
“You have to be there for your kids,” Cole stresses. “You need to take at least 15 minutes a day and focus on your children, and you’re going to see a major improvement and they will be successful in life. Forget about the cell phone and [other things]¼” And, of course, it doesn’t hurt to participate in parenting workshops! 
Want to be the best parent you can be? Start flipping through the pages of these
recommended reads:
1. The Black Parenting Book by Anne C. Beal, M.D., M.P.H., Linda Villarosa, and Allison Abner (Broadway Books, $20)
2. Overcoming the Odds: Raising Academically Successful African-American Young Women by Freeman A. Hrabowski, Kenneth I. Maton, Monica L. Greene and Geoffrey
L. Grief (Oxford University Press, $25)
3. Raising Confident Girls: 100 Tips for Parents and Teachers by Elizabeh
Hartley-Brewer (Fisher Books, $12.50)
4. As For Me and My House: 50 Easy-to-Use Devotionals for Families edited by Tomand Lori Ziegler (Discipleship Publications International, $11.95)
5. The Trouble I See: Motivational Storyline Poetry for Teens and Parents by
Vickie Lynn Wilson (Butterfly Loves Publishing, $15)
Feona Sharhran Huff is the editorial director of SingleMomzMag.com and an active parent in her children’s educational and social environment. E-mail her at singlemomzmag@netzero.net.

By Stanley Kinard
I’m told it was standing- room- only at the House of the Lord Church on Monday, August 23rd, 2004.  An all-star linedup of activists joined Pastor Herbert Daughtry to show their support to the Barron Campaign for Mayor.  Among those present were Percy Sutton, Congresswoman Cynthia McKinney, Minister Kevin Muhammad, Amiri Baraka, Elombe Brath and Viola Plummer.  Upset for missing what sounded like a historic Black Activist gathering and the highlight of the political season, I rushed to the newsstand to read about it in our daily black newspaper.  I was quite disappointed to see that it received absolutely no mention. While everyone is entitled to their opinion regarding who they support, our community must be astute in analyzing the response of Black media and Black political leadership to the Barron Campaign for Mayor.
Charles Barron’s theme of “White Men Have Too Much Power” has resonated throughout the town.  He is the only Black elected official bold enough to make that statement to expose the racist makeup of New York City and state government.  White men currently serve as governor, mayor, chancellor, speaker of city council, speaker of state senate, speaker of state assembly, police commissioner and fire commissioner.  The Charles Barron  Campaign for Mayor is also a campaign against “white male supremacy” and the conspiracy to destroy Black males.  We must be clear that it is no accident that 50% of Black males in NYC are unemployed and that 70% of our youth drop out of H.S.  The relationship between education and employment are apparent.  What is not so apparent are the racist policies that have suppressed Black male leadership in the  D.O.E. 
The over-100-year history of the  D.O.E. has been dominated by white men.  The only Black men serving as Chancellor were brought in from outside of N.Y.C. They obviously did not know the political landscape of N.Y.C. It is believed by many that the system killed Dr. Richard Greene and Rudy Giuliani.  No NYC Black educator was ever chancellor of the  D. O. E..  I do not consider this an accident.  Neither is it accidental that not one Black male was selected to serve as superintendent of any of the 10 school regions. The system is making a statement that Black males will not be allowed to serve in top-level education positions in this administration.  Again, ” white men have too much power”. This is wrong and unacceptable given the plight of Black males and the history of white male supremacy.  A study should be done on the current state of Black male leadership. This should include the impact of the mass exodus of some of our most prominent educators and their frustration with the D.O. E.
Dr. Lester Young recently announced his retirement from the D.O.E. after 35 years of dedicated service.  He was the top Black in the Klein administration; however, he has far more educational credentials than Joel Klein.  Dr. Young has served as the associate commissioner of the New York State Department of Education, superintendent of School District 13, principal and teacher. Dr. Young was interviewed for the position of chancellor by Mike Bloomberg and with all the qualifications was passed over for Joel Klein, who did not have the required qualifications.  Mr. Klein received a special waiver of the requirements by the state commissioner of education so that he could become chancellor. 
Mr. Frank Mickens, the nationally acclaimed Principal of Boys and Girls High School is rumored to be retiring any day now.  Mr. Mickens has served with distinction over 36 years.  He turned Boys and Girls H.S. around and has written two books on urban education.  Due to his independent leadership, Boys and Girls H.S. will become a part of an autonomous zone this school year.  This is a major accomplishment and victory for our community.  For over 18 years, Mr. Mickens has run the safest zoned H.S. in the system yet he has had to struggle each day against persons who have never spent 10 minutes on Fulton Street.  He has never been granted the respect that he deserves. 
Mr. Ray Haskins was forced to retire from the system after serving for over 3 decades.  Ray, too, had served our community with distinction.  A Black woman superintendent is responsible for Mr. Haskins being removed from M.S. 390 even after he received 3 bonuses for raising both reading and math scores at his school.  Ray received massive support from community leaders including Councilman Al Vann.  This support fell on the deaf ear of the chancellor and his subordinates who feel they know more about the culture of Albany Avenue than Ray and Al Vann. 
Mr. Michael Johnson, former principal and founder of Science Skills H.S. and superintendent of District 29 has also left the  D.O.E.   Johnson and George Leonard of Bedford Academy are the best in the system at preparing Black youth to take standardized tests.  He would have made a great Deputy of Instruction.
Mr. Basir Mchawi was founder and former principal of Freedom Prep.  He also served as special assistant to Chancellor Richard Greene.  Mr Mchawi introduced the concept of starting an all Black male H.S. over a decade ago.  He was told it was illegal and discriminatory.  Shortly thereafter, an all- girls H.S was started by white women in Harlem.  This year an all- male charter school started by a white man will open in Bedford- Stuyvesant.  It is being enthusiastically supported.  Imagine how many Black males Basir’s school may have saved if his ideas were embraced over a decade ago.
All of the above-mentioned Black male educators if given the opportunity and proper resources could greatly impact the education of Black males.  They have all struggled to maintain their dignity as Black men in a system that has suppressed their brilliance.  A new Million Man March might have to be called in NYC to outline a plan to stop the destruction of Black males.
This past month, Syl Williamson, owner of “Trophies by Syl,” joined the ancestors.  Syl was an institution and one of the strongest Black male role models in our community.  His firm handshake was legendary and would stop you cold and make you aware that you were in the presence of a powerful man.  Syl, while not in the school system, was a great educator.  As a young boy growing up I felt safe in his store and was inspired by his profound wisdom about life, politics, business, art and culture.  The afrocentric mural on the outside of his store was the first of its kind in our community.  The tile on his floor was red, black and green and his plaques were all masterpieces done with love.  The loss of Syl Williamson, Chief Bey and Sonny Carson are monumental.  It is unfortunate that the school system never embraced and promoted them as role models to Black males.  We must seize control of the system.

By Debra Brunson, Betty Davis & Deborah Jacobs
Historically, the Department of Education (the DOE, formerly known as the Board of Education) has prevented people of color from being hired into its system until the onset of the Human Rights/Civil Rights Movement of the Sixties. The DOE has expanded its war (waged against our youth) most recently by attacking any educator of color who is
ú Successful in educating our children
ú Willing to expose economic or any other type of fraud or impropriety within the DOE (i.e., whistle blowers)
ú Willing to inform the community about problems and policies that are within the system (e.g., removing academically effective programs) that negatively impact upon the education of our children
ú Is well-qualified and willing to not only educate but advocate for the academic, professional and personal success of the children

The strategy to continually weaken and destroy communities of color used by the DOE has been to deny adequate education to those communities. Removal of dedicated educationed personnel of color has increasingly become a major tool by which the DOE has affected this negative policy. We call this policy Ethnic Cleansing, which is the systematic removal and replacement of individuals of an identifiable ethnicity. Essentially, any educator of color or like- mindedness who exhibits qualities of commitment, dedication and has success in educating and inspiring students is systematically targeted for all manner of harassment and at worst, U or Unsatisfactory ratings on their annual rating and terminated via the DOE 3020a hearings.
Although educators of color make up a small percentage of the teaching and administrative force, they are experiencing disproportionate numbers of disciplinary actions within the DOE. Case in point, in one high school on Staten Island, although black and Latinos were only 2% of the workforce, they received over 80% of the U or Unsatisfactory annual ratings. This is reminiscent of an analogous situation going on within the transit system. Once the color of the transit workers changed from white to black, the disciplinary rules became more severe and utilized with greater severity and frequency.
Educators of color (e.g., teachers, para-professionals, guidance counselors, assistant principals and principals) are increasingly being brought up on a myriad of false charges (e.g., corporal punishment, sexual harassment, verbal abuse, inappropriate behavior) and accused of

incompetence. The tenure system has not worked in our favor as the DOE is using the 3020a hearing procedure to remove tenured personnel so charged from their positions and to strip them of their licensure. A negative outcome of the 3020a hearing procedure renders a DOE employee totally ineligible to serve as an educator from K-12 anywhere in New York State.
Concurrent to the DOE implementation of its policy of Ethnic Cleansing is a policy of replacing eliminated educators of color by persons who are not stake-holders to the communities of children that they serve. The DOE recruits teachers from countries in Europe, the Philippines, the Caribbean and other parts of the world to work in low- performance schools which are primarily in neighborhoods of color (i.e., the Teacher Fellows Program). When the bottom fell out of the technology industries, the DOE began  massive recruitment and training from other states and professions, individuals to man the helms of these same schools as principals. Rather than using the time honored practice of training and preparing principals from the teaching ranks, principals having virtually no pedagogical experience are now being recruited to take over failing schools. Experienced teachers are being excluded from job vacancies at job fairs conducted by the DOE which permit only those individuals who have no work history within the DOE whatsoever to interview and be hired to fill teaching vacancies.
The lack of cultural awareness of these pedagogues and administrators has had disastrous effects upon children of color. It was clearly stated by Paolo Freire that the primary tenet of literacy is that the teacher must be able to translate the world and culture of students in order to be able to help them to successfully connect with the lesson and the text. The resulting inability to relate and communicate with the students has only served to alienate these new pedagogues and administrators from their students thereby reducing their ability to educate. The more extreme results of these scenarios have been our children being hung in coat closets and having been accosted by adults who have more than abused their authority. Moreover, educators of color are targeted and even blamed for the failure of the public school system.
Teachers of color are all potentially targets of this policy of Ethnic Cleansing by the DOE even if no action has to date been brought against them. Until a systemwide effort has been made to effectively put the brakes on Ethnic Cleansing, educators of color must be mindful of their potential vulnerability and prepared to avoid certain situations or to effectively defend their positions if they are going to remain educators within the DOE.
In conclusion, we wish to state that this struggle should  not be viewed as only a battle to save the careers and livelihoods of our members   and others having similar experiences. The quest for solvency within the DOE can also be considered our right to carry out what should be called a sacred duty. This sacred duty is our responsibility to protect the rights of our children to receive a proper education. As conscious educators of color, ours is the quest to not only save our jobs, but to insure that we are able to be the role models, teachers and mentors that our children so desperately need. We must be free to share not only our academic expertise, but the spiritual, cultural and social knowledge we possess that will enable our children to overcome that which so often impedes their academic success. Teachers of color must have people in every level of the DOE in order that our children are effectively educated in a safe, nurturing and inspirational school system.

By Theodore M. Shaw and Elise C. Boddie
There has been much controversy over New York City’s hastily devised third grade Testing and Retention Policy.  Under this policy, the decision to retain a Third Grade student is dictated primarily by the child’s scores on two citywide tests, English Language Arts and Mathematics.  Supporters of the policy bill it as “the end of social promotion,” pointing to the systemic failure of the City’s schools to prepare students and arguing that there are harmful consequences to promoting children who are struggling academically.  Those who oppose the policy are dismissed as being out of touch with what is happening in the City’s malfunctioning schools.  But, in reality, the choice between “social promotion” and retention is a false one:  neither is the key to reforming the educational system.  Students would fare far better if resources were invested in, among other things, early-grade intervention and smaller class sizes.
We agree that schools are failing our kids, but the question is what to do about it.  If social promotion is a problem plaguing the City’s educational system, retention promises only to make matters worse.  This may sound counterintuitive:  how can it make sense to promote a child who fails a test?  But thirty years of educational research and, indeed, the City’s own failed experience with a similar retention program over a decade ago conclusively demonstrates that retention is fundamentally bad for kids.  According to educational experts, retention, even retention in the early grades, is a significant predictor of whether a child will drop out of school even after accounting for socioeconomic factors.  Although retention may lead to short-term increases in test scores because students are a year older when taking the tests for the second time, experts uniformly agree that retention does not lead to higher achievement over the long term and, in fact, has been shown to depress achievement outcomes at certain grade levels.
There are also very serious problems with deciding to promote or retain a child primarily on the basis of a test score.  Testing experts, and even those who manufacture and market these tests, warn against using them as the sole or primary basis for decisions about a child’s educational future.  A student’s test performance can vary from day to day for reasons that have nothing to do with whether he or she knows the material.  What if he was sick or was simply having an “off” day?  It is sounder educational practice to base the decision to retain on a variety of criteria, including test scores, class work and attendance.  Although there may be circumstances in which an individual child should be held back, this decision should be left to the professional judgment of the teacher and principal and not dictated primarily by a test result for thousands of kids at a time. 
Furthermore, tests that are used to retain students must be validated for that purpose.  Validation ensures that tests actually and reliably measure the skills and knowledge that they purport to measure; that they test material that is being taught in the schools; and that the “cut score” – the passing score on the test – in fact distinguishes a passing student from one who has failed.  Flunking a child based on an invalid test makes about as much sense as firing an auto mechanic for not knowing how to cook.

Finally, the harsh reality is that the burden of large-scale retention policies that are based on high-stakes tests disproportionately falls on African-American and Latino children in some of the City’s worst schools.  At the NAACP Legal Defense & Education Fund, we know that we must demand excellence from all of our children.  We know that our children can excel if given the opportunity and the resources to learn.  We also know that retaining thousands of students who languish in dilapidated schools with outdated books and materials and few supportive services is unfair and has punitive consequences down the road.  In these circumstances, if anyone should be held accountable, it should be the schools and not these eight year olds.
Tests can be useful diagnostic tools for identifying struggling students, but they should not be relied upon as sole or primary determinants of a child’s educational future.  The bottom line is that schools should be in the business of educating students to teach them the beauty of learning.  Tests are a means to this end, not an end in themselves; and large-scale, high-stakes test driven retention policies, although they may be politically expedient, do more harm than good and are damaging to children.
Theodore M. Shaw is Director-Counsel and President of the NAACP Legal Defense and Educational Fund, Inc. (LDF).  Elise C. Boddie is LDF’s Director of Education.