“Demarcus Taylor, a seventeen-year-old junior at King, had had enough. He was tall and slender, with broad shoulders, and as he spoke, he shook his hands in exasperation:I’m not here to put the blame on anybody. I’m here just to reflect. Just imagine being at a school where you sit down, get your education, you get back up, go home, next thing you know you brought bedbugs from school to your home. Now you have an infestation at your house. Just imagine being at a school where your teachers are all sick and tired, and they’re acting like they’re not able to teach because they’re not getting paid for what they do. Just imagine when your teachers say, “I don’t know what’s going to happen to me next year, I don’t know if I can afford my car loan. How can I afford to pay rent, how can I afford to even live with the wage I’m getting?””
A “high level of student engagement may be at least partially due to the school’s new Lithgow Building, which opened last August. The historic building was renovated with a trauma-informed design that houses the school’s lower and middle grades. “In many elementary schools, people use bright primary colors,” says Codman’s executive director Meg Campbell. “But for kids who’ve been traumatized or on the autism spectrum, red can be a trigger.”
. . . Campbell says she has seen a dramatic improvement in students’ behavior following the Lithgow renovation, even with the addition of 44 more students this school year.“Last year we had 16 students with 50 different incidents that warranted a suspension,” Campbell says. “This year to date, we’ve had three students with six incidents warranting suspension to date. If you put kids in a different environment, the behavior changes, and the teachers are happier.” [Bold added]
—Susan Johnston Taylor, “Want To Keep More Kids In School? Design A Smarter Classroom” on Good
One of this blog’s key arguments is that the influence of environment and infrastructure has a large, and all too often ignored, impact on student learning.
In the conversations we have on public education, we often talk as if teachers and students operate in some kind of a vacuum. Many fail to acknowledge what it feels like for a child to walk into a building each day in which high pitched sounds reverberate sharply off walls and floors, mold grows in the ceiling, harsh florescent lighting beams off bright surfaces, and the infrastructure is decaying.
So it is heartening to see this report from The US Green Building Council drawing attention to the shameful state of public school infrastructure.
Here’s a quote from the press release:
The analysis found that the federal government provides almost no capital construction funding for school facilities, and state support for school facilities varies widely. Local school districts bear the heaviest burden in making the investments needed to build and improve school facilities. When school districts cannot afford to make these significant investments, they are often forced to make more frequent building repairs from their operating funds—the same budget that pays for teacher salaries, instructional materials and general programming.
Please help to build awareness of the need for investing in our school infrastructure and promote the report using#StateofOurSchools.
“We have learned to tolerate decay, and ugliness. . . . Demolition by neglect is now our maintenance policy, and not just when it comes to things we have made in bricks and mortar; it erodes our civic landscape, too.”
–Philip Kennicot, “We caused the Metro shutdown when we decided to let our cities decay” on Washington Post
“Technological advances and cultural change can do only so much to fight rust. . . . We can greatly slow corrosion, but we cannot stop it outright. Exposed iron and steel naturally revert to their lowest energy states by giving up their electrons to oxygen and water. The process is formally known as oxidation. Informally, it’s called rusting. By any name, it’s inevitable. “We’re fighting the second law of thermodynamics,” Dunmire likes to say.
At some point, higher concerns must come to bear in a war we can’t win but can’t afford not to wage. Changing America’s report card from a D+ to a B, according to the American Society of Civil Engineers, would take $3.6 trillion of investment by 2020. The current shortfall, by the organization’s estimate, is $201 billion annually. The odds of closing that gap, and the costs of failing to, are similar to the odds and costs of the next bridge you drive across collapsing while you’re on it: respectively, minuscule and catastrophic.”
—Tim Heffernan, “Rust Never Sleeps” on The Atlantic