During 11th grade English today, students were presenting their “Problem in Philadelphia” research mini-projects, our principal happens to walk in during the group working on “Teen Motivation after High School.” (I know, I know. You can’t make this stuff up. Lehmann walking in is actually a non-event, and if the kids had some reaction to his presence, they didn’t show it.)
The group included the following graph in their presentation, which they later cited as being from The Philadelphia Public School Notebook.
Their snapshot assessment of why these numbers are the way they are?
Students at neighborhood schools don’t have the support structures that are offered at SLA.
Now, they’re not experts about what goes on in schools across Philadelphia — and neither am I. But this idea of community and support continued to be echoed through the class. During Q&A, Lehmann followed up on this idea, asking them: what keeps you guys from dropping out? What keeps you motivated? Everything they listed was both structural and human — our ILP internships around the city, the Math Lab and Lit Lab that offer tutoring and study space during lunch, our Student Assistant Teacher Program (which they were shocked to learn doesn’t exist at any other school in Philadelphia.) That the teachers care. Our four-year advisory system.
Not one student said “we’re smarter” or “we’re just more motivated.”
In fact, it only occurred to me now, upon reflection, that they could have said that. Because that’s the argument leveled against the special admit schools sometimes — that those kids are going to succeed anywhere, so pulling them into their own environment just skews the numbers.
I agree that the numbers are skewed. But my students offered a very different, big-picture viewpoint about why. And they’re the ones who know it personally.
Class Notes 