Entry #26: Community service program
links academics, career counseling

Corpus Christi, Texas -- As I spent my last week in Texas, I thought again of an analogy that applies to this trip and our research. It's kind of like "mining for gold." In each location, I know that there are specks of gold regarding parent involvement and community support for the middle grades visible on the surface, but the richest nuggets aren't usually sitting on top. In Corpus Christi, as in most places we have been, I stumbled upon some great finds while looking for something else.

I found one such "nugget" called "Community Connections" at Baker Middle School .

Here I was, walking down into the dark, dusty, lower decks of the USS Lexington, a floating museum, and I saw four young men sweeping away. After the dust settled, I met Albert Garcia, John Zuniga, Ruben Castilla and Mike Viera, 8th graders at Baker. The removal of their protective masks revealed four broad smiles. When I asked them what they thought of all the dirty work, they remarked "this is pretty cool."

These four and 140 other students spend each Wednesday from 9 a.m. to 1 p.m. out in the Corpus Christi area at one of seven "real-world" sites, doing all sorts of work. On the Lexington, one of the most popular tourist attractions in Texas, the students work in restoration, maintenance and in the education office. Next door at the Aquarium, the students were going through orientation in order to assist the public on tours and fulfill other duties in the areas of sales, public relations, animal husbandry and food service.

On the other side of town, I found students spread out all over the Nueces County Courthouse and Spohn Memorial Hospital. Duties there included faxing, delivering mail, answering the phone, miscellaneous filing, and much more. One supervisor remarked that they are "tremendously capable."

This six-year-old program rotates all 8th graders (including special ed.) through these sites as well as an elementary school, Texas A & M Early Childhood Center, and Columbia Bay Medical Center. During the six weeks at each location, students work for two hours, have lunch on site, then listen to various employees deliver messages reinforcing academics while explaining the many career options. Back at school, teachers reinforce learning through a series of reflective writing assignments drawn from the state essential skills. At the end of the year, all students have a better understanding of careers they want to stay away from as well as those they want to pursue.

Teachers report better attendance, higher test scores (they were approaching those of the gifted and talented academy housed at Baker) and much improved behavior. As I observed these students, I was really impressed by their response to the opportunity to serve and perform "real-life" tasks. All of this for about $7,000 a year, most of which is raised by a booster club at Baker. (Transportation is the main cost.)

"Tools for Parenting" conference lacks parents

The last order of business before departing was attending the District's 2nd Annual "Conference on Tools for Parenting." When I arrived four weeks ago, I decided that this would be important to attend as a culminating activity.

Well, I did learn, but again, not exactly what I expected. While the conference was set up to "bring parents, the community and schools together as partners. . . providing awareness of services. . . and empowering participants to network," it failed.

Of the 40 attendees, the majority were presenters, district personnel and youth professionals. I could count plain ol' parents on just one hand.

Why couldn't the school district fill the 250 chairs available? Not for lack of effort: it was advertised in the paper, on TV and radio, and through flyers to all 60+ schools (including posters and banners). Not for quality of presenters: the Texas PTA President, and numerous experts in mentoring, human services, parenting skills. And not for the "essentials": donuts, juice, coffee, door prizes, and a central location. No, it failed for many of the same reasons that parents are failing at involvement with their kids. They are each too busy and need to prioritize their activities. For the district, there wasn't enough time to reach the many "disconnected" parents, and those already connected were too busy.

A couple of weeks a ago, I mentioned that maybe the district was offering too many programs to do them all well. Now, I'm sure of it. With upcoming conferences for grandparents, parents of special needs students and a Youth Summit, there is always something in the works -- and the number is only going to increase as the needs of the community continue to grow. But meeting those needs does not always mean adding a new program, conference or workshop. Often, a better solution comes from improving what you're already offering.

If we trace the history of U.S. education, we'll find that new programs, expectations and outcomes are continually layered upon what already exists, with very little being subtracted. And all this is supposed to be done with the same amount of time, energy and resources.

I've met some wonderful people in Corpus Christi; I've worked with great students and seen amazing programs. This truly is a great place to get an education. However, as the district leadership moves forward and away from the political turmoil they are currently experiencing, I hope they consider the limits imposed by personnel and resources, and the price that quantity can extract from quality.

Now it's on to Pine Bluff, Arkansas with a quick trip to Johns Hopkins for a conference at the Center for School, Parent and Community Involvement.

Until next time,

Darrell


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