Joyce Irvine’s six years as principal of Wheeler Elementary School in Burlington, Vt. ended July 1. Irvine was described as “a leader among her colleagues,” working “tirelessly” for the school, often up to 80 hours a week. According to Senator Bernie Sanders, “She seemed to know the name and life history of every child.”
So why was this model principal removed? According to the country’s current education rules, for the Burlington School District to qualify for $3 million in federal stimulus money, “schools with very low test scores, like Wheeler, must do one of the following: close down; be replaced by a charter (Vermont does not have charters); remove the principal and half the staff; or remove the principal and transform the school.”
That Wheeler is not a high-performing school cannot be disputed. But for a school like Wheeler, with a 97 percent poverty rate and a large number of refugee children, there is little hope for success under No Child Left Behind. The Act measures growth based on standardized tests given each year. Tests all students must take on the same day, regardless of whether they arrived at the school a day earlier from Somalia speaking little English.
This system does not reward schools for student growth on an individual level. If so, Wheeler Elementary would have done quite well, Burlington’s superintendent told the New York Times. Some signs of her success: a decrease in suspensions from 100 per year to seven, a successful new arts curriculum geared towards turning the school into an arts magnet, and an “an influx of new students, so that half the early grades will consist of middle-class pupils this fall.”
Irvine’s case is a perfect example of the failures of our current education system. Under this system none of her successes are recognized. Rather than charting individual student improvement from year to year, our system focuses on the average performance of all students, new and old. This rewards schools with steady populations and few mid-year additions.
How can we expect our schools to improve when our system favors only impossibly rapid improvement and consistent high scores while ignoring districts that are constantly, steadily, albeit slowly growing? As long as these schools are ignored, their growth will continue to be slow. If we could create a system that recognizes gradually improving schools, we could reward these schools in such a way that gradual change would become rapid change.
Under the current system, good schools will continue to be good while schools like Wheeler will continue to struggle. Under the current system, the only hope for schools like Wheeler is administrators and teachers who are willing to devote all they have to improvement when there are so many factors working against them. Unfortunately, under the current system, even that hope is extinguished as schools are forced to choose between desperately needed funds and dedicated administrators.
As Irvine said, the situation became “Joyce Irvine versus millions. You can buy a lot of help for children with that money.” That may be true, but that money can’t buy the dedication and love for her students Irvine displayed. Such principals are one in a million, and the fact that our system has forced her out of the school is a travesty.