It’s puzzling why some members of Congress are so keen to blot out AmeriCorps — the umbrella agency that helps to fund City Year, Teach for America, and other highly regarded programs. Vocal Republican critics, some of whom have tried to eliminate the program entirely, rightly demand quality, efficiency, and accountability. But that evidence is already right in front of them in the form of the thousands of graduates of highly competitive universities who opt to strengthen their communities and country through national service. Last year, 582,000 applicants of all ages competed for roughly 80,000 slots.
And national-service programs are increasingly providing desperately needed enrichment for schoolchildren, in Boston and elsewhere. At City Year, members of the national service team commit to an 11-hour workday at the nation’s toughest schools for a $12,000 annual stipend. Currently, City Year members are operating in 21 city schools. The recruits aren’t licensed educators, but they are contributing in major ways to the success of Boston students, especially in the schools designated by the state as in dire need of academic improvement.
Comments
Let's be clear. These programs do not provide enrichment. They provide bodies. When will the Globe start calling for REAL systemic change rather than money for resume building programs and support for our schools rather than teacher bashing.
Well the way I see the Teacher's Union behave, the could use a good bash to wake 'em up. They ARE public servants, right? RIGHT!?
I'm all for providing public funding to young, energentic professionals. Public funding for public service. What I think we need to be careful of is this: Because the rational for this public service money is change, the hope is that the money will be used to fund new ways of doing things. The hope is that these young people are coordinated and imaginative and bursting with creative energy to try new ideas and new ways of doing things in the classroom. The reality is that the "new way" of doing things is now stale. The new way is the corporate way, the Charter model, the for-profit model, the "data-driven" bubble-test, test score model which accomplishes the exact opposite with students. It stifles innovation, discourages new ideas and creativity and generally turns education into a factory model that we have seen before.
Indeed Giermund. Isn't that what our Military is? Public monies for National Service. Why should AmeriCorps suffer? I know two of these fine young folks, Wellesley Grads both, that are doing great work advocating for affordable housing and homeless services.
It's dicey---what do these interns (--correct name?) represent to the students and their parents? They are not administrators, they are not teachers... They are ill-defined authority figures, and in school communities struggling for success, one of the challenges is establishing a trust in authority in order to have the system work---ie, for students and parents to participate in the offerings and behave accordingly. Do these interns help "bridge" the gaps between community distrust and dissatisfaction and indifference to the authority and trust of public education? It's a nice idea, but does a kid from (example) Boston University who hails from suburban Fresno, CA represent a close enough personality appeal and authority to turn a 15 year old BPS 7th grader on the cusp of dropping out, who has a marginal attendance record, barely there grades, police arrest history, and distrust of any school authority?
Hi Practice Perfect and all who might wonder about the efficacy of these programs-
I hear what you're saying about the reality of these schools and communities and that the programs may seem idealistic, but I'd argue that that's what makes them great.
I am a just a kid who graduated from Tufts University who is from suburban Phoenix (Scottsdale) who worked with sixth graders last year through an Americorps program. My BPS 14 year old 6th grader was (or would have been) on the cusp of dropping out was failing most of his classes, struggling to learn English, suspended for almost punching a teacher and routinely cursed at authority figures.
However, I saw him as a child full of potential who just needed an extra resource to take the time and energy to help him one on one with his work. I built a relationship with him based on trust and mutual understanding. I worked with him during the day and for hours after school and his English grade (among others) came up from an F to a B-. That's just one students I worked with, not to mention the 20 other students in his class.
My story is one of literally thousands from around the country.
Yes, but when the year is over you are gone. Many of our kids need the stability of relationship that by virtue of the program you are unable to provide.
@ jshore : I see your point. However, it beats no help for at-risk kids at all, right?
As a Republican this is a great way to spend money. These city year and other kids are getting up at 6AM getting dressed and going to a job. This is not welfare spending this is positive spending in the urban environment. Some of these kids never did a pushup but have to every morning with city year.
Cut some welfare and fund this.
@ ccfaulk ; Indeed.
The editorial mentions that Republicans are against this program.
The truth of the matter is that the teacher's union strikes again and is very actively protecting their jobs. Their interest is primarily about themselves, not what is best for our children.
You are SO right!
"Janowner and YankeeGreenUSA,
I'm a Boston PUBLIC School Teacher at an underperforming "turnaround/spinning" school. City year I don't feel threatened by city year kids, they couldn't do what I do. Cityyear has nothing to do with "teacher job protection" Where did you get that idea? Many times the cityyear staff are just as immature as the kids in our classes. The abandoment our students feel a year later, when they are gone, needs to be addressed.