Where I Stand Division not the answer in schools

May 30, 2018 GMT

How is this state expected to increase the number of minority teachers if minority citizens don’t follow that career path?

As stated in the editorial (“Stepping up effort on minority teachers,” Connecticut Post, May 24, 2018), “Of the 52,416 certified full-time equivalent educators in the state, only 8.5 percent are minority, according to the state Department of Education, far short of the 46 percent of the students who are minority.”

It is also stated that “School districts need to make every effort to find and hire minority teachers, not because the state tells them to but because that’s better for the classrooms. A common refrain, though, is that minority teachers are hard to find.”

It was also stated that “Black students who have black teachers have been found to have greater gains in their reading and vocabulary test scores. Test score improvements in math were significantly greater in Latino students that had a Latino teacher.”

Does this mean that we need to regress to segregated classes again, where all students will have a teacher of similar race or ethnicity?

That is going backwards.

The editorial also speaks of an “an approved bill which seeks a path for para-educators and charter school teachers to become state certified to teach. Teachers’ unions, however, are concerned about opening the door to charter school educators with less rigorous training. And some, such as Mia Dimbo, a Bridgeport teacher, said they would find it “insulting” to lower standards of certification for people of color.

No, I don’t think the standards should be dumbed-down just to achieve there greater numbers. Do you?

Bob Scinto