By Barbara Miner
Most Teach for America recruits are idealistic and dedicated. But who is behind the organization, and does its approach bolster or hinder urban education reform?
It is late at night, foggy and misty, and road construction has forced me off the interstate into downtown St. Louis. My Google directions are useless and I follow my nose, heading west on city streets to my hotel. I go past abandoned buildings, lonely gas stations, dimly lit rescue missions. I think of stopping to ask directions, but the neighborhood’s desolation gives me pause; it’s hard to find an open business, let alone any people walking about.
I am driving from Milwaukee to St. Louis for an article on Teach for America, to get a first-hand take on what is a media star in urban education reform. As I drive past yet another building with flaking paint and boarded-up windows, my cynicism grows. Do people honestly think that sending Ivy League graduates into the St. Louis schools for two years will somehow unlock the academic achievement that is seen as a cornerstone of rebuilding our cities? Can the antidote to educational inequity, urban disinvestment, and neighborhood decay really be so simple?
As my thoughts wander, I try to regain focus: I am writing a story about Teach for America and education reform, not the abandonment of low-income communities of color. They are two separate issues. Or so I keep reminding myself.
more . . .
http://www.rethinkingschools.org/archive/24_03/24_03_TFA.shtml