[Hpn] Educators Split on Homeless;LA Times;6/13/01 re: School Segregation

Morgan W. Brown morganbrown@hotmail.com
Wed, 13 Jun 2001 14:36:30 -0400


Below is a forward of an article about the ongoing debate and struggle in 
the U.S. Congress (i.e. S.1 - ESEA [the Elementary and Secondary Education 
Act Reauthorization bill] and the Kyl/McCain ammendment) and elsewhere 
regarding school segregation of students who are homeless which may be of 
interest to you and others whom you know if you and they have not already 
come across it yet.

For additional information on this subject, please go to:

School Segregation and Homeless Children and Youth:

http://www.nationalhomeless.org/unequal1.html

-- For more information, please contact Barbara Duffield at NCH at 
202.737.6444, ext. 18, or email at info@nationalhomeless.org.


Making the Grade: Successes and Challenges in Providing Educational 
Opportunities to Homeless Children and Youth:

http://www.nationalhomeless.org/mtgexec.html


America's Homeless Children: Will Their Future Be Different? A Survey of 
State Homeless Education Programs;1997:

http://www.nationalhomeless.org/edsurvey97/

~~~Hosted at:

National Coalition for the Homeless (NCH):

http://www.nationalhomeless.org

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-------Forwarded article-------

Wednesday, June 13, 2001
Los Angeles Times <http://www.latimes.com>
[California]
Ventura County News section
Educators Split on Homeless
<http://www.latimes.com/editions/ventura/20010613/t000049091.html>

Learning: Proponents of separate schools cite extra attention. Critics say 
segregating such children could be traumatic.


By MARIA L. LA GANGA, Times Staff Writer


STOCKTON--At the Transitional Learning Center, homeless children go to a 
separate school housed at a social services complex for the city's poorest 
residents. In three cozy classrooms beneath a freeway overpass, students 
from kindergarten to sixth grade get counseling, new clothes and lots of 
attention.

In the East Bay city of Richmond, by contrast, the school district goes to 
great lengths to help children stay in the same school they attended when 
their families had homes. Stability is key, they figure, for children whose 
worlds have fallen apart in every other way.

To those who work to keep homeless children in their original schools, 
campuses like the Transitional Learning Center are a travesty, a new 
segregation for the New Economy and illegal under federal law.

To those who run the nation's 36 separate schools, keeping homeless children 
in the hubbub of a huge, indifferent district only serves to traumatize them 
more and drive them out of school entirely.

As the U.S. Senate prepared this week to address how best to educate the 
growing number of homeless children, advocates for both positions are 
lobbying hard, in a discussion filled with politics, emotion and anecdotal 
evidence but very few hard facts.

About 1.35 million children in America are believed to be homeless--about 
300,000 of them in California. Those engaged in this fierce debate about how 
best to reach them worry that, without an education, these homeless 
youngsters will grow up to be homeless adults.

Jeri Cohen, homeless coordinator for the school district that serves 
Richmond, says separate schools stigmatize homeless children and give short 
shrift to actual teaching. Separate schools emphasize "let's make [the 
children] happy," Cohen said. "Those kids also need success in school. We 
try to make them happy, but we're also trying to get some academic growth."

Sara Garfield, director of the Stockton school, sees such claims as 
political correctness run amok and insists that "to compare us to the 
segregation of the '50s is totally unfair. If every public school provided 
the kids what they needed, we wouldn't have to open our doors."

The problem, says James Winship, associate professor of sociology at the 
University of Wisconsin, Whitewater, is that "there is almost no data on 
segregated schools." Winship studies homeless families and has found "very 
few places in the country that do a good job showing the impact of education 
for homeless children."

Some involved in teaching the homeless even argue that federal law is 
ambiguous--at least the way it is enforced in some states. Ostensibly, 
states that receive funding through the Stewart B. McKinney Homeless 
Assistance Act cannot segregate homeless children.

California receives McKinney funding, yet it has more separate schools than 
any state--11 of the 36 listed by the National Coalition for the Homeless, 
of which seven are public campuses.

None of California's separate schools gets McKinney funds, although some 
schools in other states do, like the Thomas J. Pappas School in Phoenix, the 
biggest in the country.

"We get $42,000 in McKinney funds," said Ernalee Phelps, resource 
development director at Pappas. Regardless of the law, "the state department 
[of education] gives it to us anyway."

As the U.S. Senate began debating the education bill this year, Arizona 
Republicans Jon Kyl and John McCain co-wrote an amendment that would allow 
schools like Pappas--which President Bush visited while campaigning--to 
continue getting McKinney money.

"While some have argued that the existence of programs for homeless children 
makes it easier for mainstream schools to evade their obligations under the 
McKinney Act, the hard reality is that such programs exist because regular 
schools were not meeting homeless children's needs," the senators wrote in a 
letter asking for their colleagues' support.


Expert Says Center Meets Variety of Needs

Such logic makes Barbara Duffield, director of education for the National 
Coalition for the Homeless, sputter with indignation. McKinney money exists 
to help districts break down barriers that keep homeless children out of 
school, she says. It does not exist to segregate them further.

Few would argue that the women and men teaching America's homeless children 
have anything but those students' best interests at heart. But it is 
difficult to figure out which type of school does the best job.

The 80 or so students at Stockton's Transitional Learning Center are now on 
a break between the end of the traditional academic year and the beginning 
of summer school. The three pink school buildings are quiet. The center's 
three credentialed teachers spent much of last week visiting local shelters 
for parent-teacher conferences.

Garfield, who founded Stockton's homeless school with the San Joaquin County 
Office of Education, says that homeless children have a vast array of 
needs--not just educational--and that a center like hers can meet them best.

"Our therapist was trained at the Jungian Institute in Switzerland," 
Garfield said. "These kids need that type of intensive help. They can't be 
in school if they're suffering trauma."

Garfield says her students are never around long enough to take standardized 
tests that could help track their progress. So it is difficult to compare 
their achievement with that of students in other districts.

But all of the center's students are given assessment tests in areas such as 
word recognition and comprehension when they arrive. Those who stay 60 days 
are given a follow-up test. Between January and May, 84 were pretested. Of 
the dozen who had later tests, Garfield said, 10 showed at least a year's 
growth.

Class size at the center is smaller than at other public schools, with about 
five children per adult in each class. Kindergarten and first grade are 
combined in one class. Second- and third-graders are taught together, as are 
fourth-, fifth- and sixth-graders.

The instructional day is an hour or so shorter than in traditional schools, 
but not by design. The school has a contract with the Laidlaw bus company to 
pick up children at shelters and motels and bring them in. They don't arrive 
until 9:40 a.m. "because we have no access to the buses" any earlier, 
Garfield said. "The bus takes the Stockton Unified School District kids 
first."

Cathy, 38, who asked that her last name not be used, became homeless this 
year, knocked down by a bad divorce and a workplace injury. In the past 
year, her daughters Ryana, 10, and Sierra, 9, attended three elementary 
schools.

They just finished the school year at the Transitional Learning Center and 
are living at the Stockton Family Shelter next door until they find an 
affordable apartment. Cathy would have liked the girls to stay at Reese 
Elementary in Lodi, 20 miles away, where they spent most of their elementary 
school years. Short of that, she appreciates the small class size at the 
center.

"In a larger class, the teacher would barely be lucky to remember their 
names," she said. "With everything they're going through, it's nice they get 
to hug their teachers."

By contrast, in the West Contra Costa Unified School District, homeless 
coordinator Jeri Cohen spends time and money ensuring that the 900 homeless 
children she serves attend the same school no matter how many times they 
move.

Much of the McKinney Act funding the district receives goes toward bus fare 
or gasoline so children who lose their homes can stay in the same school. 
Other special funding is used to hire counselors for schools with high 
concentrations of homeless children.


Statistics Are Kept on Students' Progress

Cohen cites Grant Elementary School in working-class Richmond as a good 
example of what can happen with large doses of planning and caring. As many 
as 15% of the students at Grant are homeless, estimates Principal Rene D. 
Carranza. Each grade level has its own counseling intern, and 40 children 
get help in anger management.

But the key at Grant, says Carranza, is stability and confidentiality. The 
school does not go out of its way to identify the homeless children--even to 
their teachers. They do make a special effort to keep students coming to 
class no matter where they live. Case management is key to keeping them in 
class.

Carranza cites two young brothers who, in the last several years, lived in 
Richmond, Oakland, Alameda and San Francisco but remained at Grant. Each 
morning they arrive at 7:15, eat breakfast, go to class, participate in an 
after-school program and then hop a bus home--wherever that is.

In recent years, Cohen has begun keeping statistics on her children's 
achievement, tracking such things as attendance and results of standardized 
tests.

"I can't say we've made tremendous gains," she said. "But I can say that 
I've maintained the kids at the same level as . . . other kids of poverty. 
They do as well or better than other kids . . . who have homes."

Up on stage at a year-end talent show for fourth through sixth grade at 
Grant, a homeless sixth-grader who had been arrested for prostitution at age 
12 shimmies through a dance routine with three classmates.

Blending in "may be the greatest sense of normalcy these children feel," 
Carranza said. "Stability and success are what this school can provide."

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**In accordance with Title 17 U.S.C. section 107, this
material is distributed without charge or profit to
those who have expressed a prior interest in receiving
this type of information for non-profit research and
educational purposes only.**

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-------End of forward-------

Morgan <morganbrown@hotmail.com>
Morgan W. Brown
Montpelier Vermont USA


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