Don't Blame the School System

by Denise

       Last year, data was released from a Johns Hopkins University nationwide study, which led to three of Prince George’s County, Maryland high schools being dubbed “dropout factories”.  The Prince George’s County schools listed were Forestville Military Academy, Bladensburg HS, and High Point HS.  The term ‘dropout factory’ infers that the school is primarily the reason the students drop out, that the school’s goal is to have the students drop out, or even that the students are products meant to be dropped.  Schools are being evaluated on the graduation percentage rate; however, for the most part, students have dropped out through no fault of the school.  We must also consider the percentage of these students who were expelled from school for weapons charges, gang activity, committing violent crimes, and truancy. Schools have tried to remedy the dropout rate with more personnel (counselors, parent liaisons, pupil personnel workers, and social workers), innovative programs, free breakfast and lunch, work study, student child care, graduation certificates in lieu of diplomas… and the high dropout rate continues even in this day of a high-tech global society.

            The key factors are seldom considered when we blame the schools before looking at whether or not the student has his or her basic needs in place before coming to school.  Because Prince George’s County is ranked one of the richest counties in the United States, we forget that we still harbor some of the neediest kids in Maryland.  These needy students lack the basic necessities: food, clothing, and sometimes, even shelter.  The next level of basic necessities includes belonging to a group and feeling safe. Before we even consider what the school can contribute, we need to question what the child’s first teachers (their parents) have taught them in theory and in practice. 

            If a child comes from a home that meets his basic necessities and places high value on education, coupled with a high respect for authority, he will be less likely to drop out because his outlook on life has been structured for success. How can we expect needy children to get the most out of education when the school has become, for them, a temporary place at which their basic needs are to be met?  How can we expect students to take in the information they need if, while sitting in a classroom, they are preoccupied with how they will get food, clothing, shelter and safety once they leave the schoolhouse?

             There are several factors that impact a child’s decision to graduate high school.  One factor is whether a child feels that graduation will make a difference in his standard of living.  Another factor is whether the child believes that his immediate needs (food, clothes, and shelter) outweigh the long haul to graduation.  Many students are leaving school to find ways to get money to survive, some with a minimum wage job and some by illegitimate means.  Also, some students equate a High School Diploma with an intention to go to college.  So, if they can neither afford the fees needed to apply nor the tuition to attend, they may think, “What’s the use?”

            Let’s not forget the impact that television and music have on a young mind.  Value is placed on money, fame, and fashion – not on education and intellectual achievement.  Many parents are trying to keep up with the image of “fabulous” instead of instilling a meaningful foundation of good character and intelligence in their children. A child may not listen to everything a parent says, but he watches everything a parent does.  When education is important to the parent, it will most likely be important to the student. 

            When we say “dropout factories” let’s consider which entity (school, community, or home) is dropping the ball, thus increasing the drop out rate.  A child has to come to school prepared to receive the education.  Money is continually being put into schools to do the job that the home and community are supposed to do. What happened to, “It takes a village to raise a child?” The schoolhouse and its personnel are competing with forces out of their control, and at the same time they are celebrating all of the students who are succeeding despite the obstacles in their communities and homes.

            Let’s give thanks to the school personnel who serve as mentors and surrogate parents of students in the most challenging communities who try everyday to make a difference in the lives of students.