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As education reform remains on the radar screen in the community and success is gauged in relationship to CSAP scores, Latina/o high dropout rates run amok. With an immense need to improve schools, creative charter schools responding to the demand, districts seemingly transforming into open systems, children continue to fail. Left on the outskirts of struggling school districts are Latina/o children whose destinies remain questionable. Perceived as ragtag misfits unwilling to conform to the challenges of education, students are often pawned off to the lowest bidder. The reality is that principals do not want “bad kids.” It’s costly. Many times, the only time bad kids are invited in is on count day. Many students are shuffled around after count day; but resources often stay with the dealer.
One school has kept its eye on the prize. Adolescent Counseling Exchange ACE/Community Challenge School (CCS) located at 948 Santa Fe Drive, in the midst of an art and culture district in lower West Denver, continues in its quest to offer culturally responsive education to children. Utilizing a combination of educational and human services approaches, parents and children learn together. Educationally, the school provides “an effective academic program organized around a block schedule with a focus on language arts, social studies, science and mathematics.” Yes mathematics. Premier educator Jaime Escalante in a movie, “Stand and Deliver,” stated “children will rise to the expectation placed on them.” Its reverse corollary is that when teachers believe children are inferior, do not have the capacity to learn and suffer from cultural deprivation, they will fail. Generally, teachers don’t pay attention to them. They have been stigmatized. The lesson is that teachers can have a major influence on students, both positive and negative. Sometimes, teachers also need readjustments. Teaching in CCS requires deep commitment to the future education of children.
After school curriculum, designed to address real issues in dysfunctional families including the ramifications of poverty in community are addressed via multifamily dialogue. Through funds provided by outside resources, families are gathered together to converse on how to address real life problems. Consistent with the school’s philosophy, counselors, sometimes playing the role of case managers, assist families in seeking out solutions to persistent problems that plague poor communities.
One of the issues placed on the table is the perceived intra-group conflict between Chicana/o and Mexicana/o youth. The school has taken the leadership in this area where the white elephant remains untouched by community leaders. Elements of Chicana/o Studies curriculum will be used to bridge the gap. When students do not have the conocimiento to understand themselves, let alone others, things can become confusing. Stereotypes can be created that reinforce the already present prejudices practiced by the dominant culture. Conflict can result.
ACE/CCS does not graduate students; it works with 8th through 10th graders, offering avenues to rebuild cultural self-esteem, develop strong study habits, appreciate education and make necessary attitudinal readjustments that have dwindled down to zero while in public school settings. CCS provides services to children who are lagging, in some instances, two grades below level. Once the rebuilding process is completed, they are sent back to their home schools to graduate. One sad statistic is that some of the youth attending this innovative school do not have access to parents; many are locked up in prisons. If successful intervention is not provided, youth can easily gravitate onto similar paths, into a labyrinth of emptiness.
I have been affiliated in a number of capacities with this school for many years and have watched its philosophy become institutionalized. On one occasion when I was facilitating a research group with students who had experienced successful outcomes, I asked the participants a simple question: What would you be doing today if you had not attended this school? One young man grimaced. He raised his hand and responded to the question, stating, “I would be dead. I walked into this school with a gun in my back pocket, ready to commit suicide. If it wasn’t for that man standing in the corner as he pointed to Eloy Chávez, founder and current director of the school, I would have committed suicide. He sat me down and talked to me. He changed my life.” The story has a happy ending. This young person who experienced catharsis was a youth mentor for this school for 5 years. But, too often, these happy endings are far and few between.
Like other inner-city schools, ACE/CCS is a year-round school. Some youth become night students, working during the day to support struggling families. Breakfast and lunch are always on the menu. Believe me when I say that for some, meals provided at the school may be all that a student consumes for a day. The ambiance in the school respects all cultures, a reflection of a changing society.
What is certain is that ACE/CCS keeps its eyes on the prize!
Dr. Ramón Del Castillo is an independent journalist.
©2011 The Weekly Issue/El Semanario, Inc.
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