Unfortunately the Meridian Public Schools did not fare very well based on the accountability rating system for schools and districts recently released by The Mississippi Department of Education. However, for those of us that are involved with the Meridian Public Schools, the results are neither surprising nor unexpected. If anyone believes that the low ratings are an aberration due to a change in administrations, he or she is sadly mistaken. Our schools’ performance or lack of performance has remained relatively static over the past several years and the new rating system merely painted a more accurate picture. Dr. Hank Bounds, the former State Superintendent of Education, warned us that there would be a precipitous decline in many of our schools. For Example, “Level 5 and 4” schools under the old rating system would become “Level 3 and 2” or the equivalent of “Successful and Academic Watch” under the new rating system. In one respect this is “good news.” For too long state district performances, which are ranked at or near the bottom by most national education rankings, have been embellished with rhetoric and statistics that have lead some to believe that some schools were performing better than they actually are. However, the new rating system makes it easier for the general public to see the horrific condition of many of our schools. Now that the picture is clear, we should not get bogged down playing the blame game but rather get about the business of seeking workable, common sense solutions.

Failing schools in general, but specifically our schools — Meridian Public Schools — did not get in their current state overnight and the myriad of problems will not be resolved overnight. What are some possible solutions? First of all let’s review Einstein’s definition of insanity: doing the same thing over and over again and expecting different results. The following are some examples of initiatives that have been tried year-after-year without yielding any quantifiable results: (1) Hiring consultants that have little or no vested interest in or knowledge of the district’s demographics; (2) Spending thousands of dollars and traveling thousands of miles to listen to “experts” who have never heard of Meridian tell us what should be done; (3) Extended school programs taught by teachers who are suffering from “student fatigue” to students suffering from “teacher fatigue”; (4) In-school suspension “classes” which are little more than a baby sitting service where very little if any learning takes place; (5) Slick ad campaigns, such as “On The Bus”; and (6)  Numerous task forces formed to “study the problem.”

Now let's explore some “common sense” solutions:  (1) Reduce class sizes to an average of 1:16 with teacher’s aides in grades K-6.  (2) Create a safer and more conducive learning environment for students that want to learn and habitual disruptive students, along with their parent or guardian, will be assigned to separate classrooms for five school days. If the disruptive behavior continues, the student will be assigned to the alternative school (see #7) for the remainder of the semester.  (3) An after-school and Saturday program staffed by retired teachers with military retirees serving as aides; (4) Recruit principals that have prior experience and proven leadership skills; (5) Use more Title funds for classroom enhancements such as additional teachers, aides and enough books to ensure every student has a “take home” copy; (6) Place greater emphasis on the 3Rs and less on computer based teaching, where students learn to “press the right keys” and never grasp the process that leads to an answer. It does very little good to be computer literate and yet remain functional illiterate; (7) A “boot camp” type alternative school staffed by certified teachers, resource officers paid with funds from a COPS Safe Schools grant and military retirees serving as assistant teachers; (8) “Community Leaders,” who appear to only get involved when a camera and microphone are present, should make better use of their time by becoming in-school and after-school mentors; and (9) Non-profits and churches should form after-school tutor and mentor programs.

  These “solutions” could require additional funds. However, current cost should not be the determining factor. The determining factor should be, are we going to pay now by investing in our students or pay a greater cost later with higher taxes to cover the increasing cost of law enforcement, social services, health care and the judicial system.

Finally, I would like to make it clear that the MPSD has produced and is currently producing students that can compete with anyone and they are to be commended. Also the MPSD has always had and still has devoted parents, guardians, volunteers and the business community that have given their time and financial support in an effort to make the district second to none. However, school districts are analogous to a chain, which is only as strong as it’s weakest link. Our district has far too many weak links, i.e. unmotivated students and a lack of parental and community involvement. The weak links have to be made stronger before our schools can compete with “star” and “high performing” schools.

  

Willie E. Heidelberg    

Meridian