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I didn’t win the Dancing with Lowell Stars competition last night, although judging by the number of people there and the results of the auction, I’d say the Friends of Shedd Park had a huge win in their goal to raise funds. As far as being terrified, three things really helped me: First, I had a glass of wine to calm my nerves. Second, as the music started, I looked up and saw the supportive faces of family and friends and couldn’t help but feel better, and third, once I got going, the cheers from the audience encouraged and energized me. I actually found myself having fun and getting into the dance—smiling, shaking, and hamming it up. All in all, I’m really glad I took on the challenge. Despite my fear, I gave it my best effort, and I think did a pretty good job. To me, that makes it a total win. All the dancers were exceptional and put on an entertaining, fun-filled show, and even Kendall Wallace would have to agree—no one made fools of themselves. Instead, we had a great time for a great cause. The actual winners were Carolyn Cox and Gene Manley who performed to “Now that I can Dance” and had an amazing ending where she leapt into his arms and he twirled her around to thunderous applause. Carolyn, like me, was terrified before performing and elated afterwards. (I guess you can’t beat how thrilled and relieved you feel after you do that which scares you.) By the way, that feeling is supposed to be good for you. So find something you want to do that you haven’t tried because of fear, and go for it!

Someone once said the definition of courage is not being fearless, it’s doing that which you fear. Okay, so I’ve done some things that have scared me in the past: getting married, parasailing, having children, running for elected office… But none has prepared me for tonight when I must participate in Dancing with the Stars as part of the Friends of Shedd Park fund-raising effort. It doesn’t help that in today’s column, Kendall Wallace writes: “Thanks to the ‘local celebrities’ who are willing to make fools of themselves for a good cause.” (Making a fool of myself is not my plan; in fact, it is that very possibility that most scares me.) Unlike my daughter, I have no experience with dance classes or dance recitals, so this is my first (and probably last) debut as a dancer, but don’t let that stop you from joining the festivities. The other dancers are awesome, including the two from Steppin’ Out Dance Studio, and my co-celebrities: Al Pare, Ricardo Rourke, Dacey Zouza, Carolyn Cox and Gene Manley. The Cotillion is decked out with fresh flowers, lights, and festive tables, and is surrounded by colorful tents, so the rain won’t dampen the fun. There will also be great food, wine tasting and music by the Fun Razrs. So for $40, join us tonight for a very good cause and watch me take another leap of courage!   

I was planning to post on NCLB today, especially in light of the Fifth District Congressional Candidates’ recent remarks on the subject; however, instead I’ll refer you to this latest study of this deeply flawed legislation.  In his post on the topic, Dick Howe does a great job of summing up the lack of consistent standards nationwide and the problems that creates–for instance the states that set the highest standards end up with the most schools labeled ‘failing’ under NCLB.  This is particularly irritating when politicians or reporters start throwing around the term “failing schools” and using this unfair and unrealistic designation as a way to criticize teachers and undermine public education. 

Last night, I went to the LHS graduation ceremony and watched my child receive his high school diploma. After 13 years of being an involved parent in the Lowell Public School system, I felt that I too was graduating.  Tonight I spoke to parents of incoming Kindergarten students at an orientation meeting arranged by the Parent Information Center. I was there to tell them about the Citywide Parent Council and to urge them to get involved with their child’s education, whether it be with the CPC or the more localized school groups such as the PTO or the School Site Council. 

 What I wished I had told them was that being involved with the schools is not just about helping the schools be better – more »

What a night! It’s 12:30 a.m. and I just got home after a four-hour meeting with school and city reps in one room, United Teachers of Lowell reps in the other, and the Fact Finder moving between us, doing his best to help broker a deal and settle the teachers’ contract. The persistence paid off because we left just after midnight with an agreement in principle—the details of which will be shared when the exact language has been documented, and both parties are ready to move forward with ratification. For now, it is important to know that we are united in our goal of providing the best education possible for our children. It was a fitting end to a night that began with the Lowell High School Class of 2007 graduation. The “double-07 class” has a number of distinctions besides being a cool year to graduate: According to Headmaster Bill Samaras, this class saw the most number of LHS students heading off to Ivy-League schools in recent history. It also saw the largest percentage of graduates—89%—going on to college, which roughly breaks down to about 55% attending four-year schools and 34% attending two-year schools. This is good news, of course, but I have to admit that just witnessing the sea of happy faces and feeling the palpable energy, pride and diversity that is a Lowell High graduation (my third since joining the school committee) is inspiring beyond words.

As with Patrick Murphy’s earlier communication, I originally received this post from congressional candidate Jamie Eldridge as a comment, but have decided to also include it here due to length. 

On June 5th, 2007, Jamie Eldridge wrote: 

Jackie,  I would like you to see my education plan, and if you or anyone have questions please contact my Communications Director Greg LaManna at gregl@jamieforcongress. Our collective future depends on ensuring quality educational opportunities for every young person at every level of schooling. Despite widespread agreement with this fact, we are falling behind – we are shortchanging our schools, and too many of our next generation. The Federal Government–in this and many other areas–has abdicated its responsibility to our schools and our communities. As a result, the burden of paying for schools has fallen too much on local communities, working families, and seniors. Furthermore, federal and state governments approach to testing children on educational standards are making too many children feel left out, isolated and uninterested in learning, while the necessary skills and knowledge that kids need to succeed are being marginalized. This can and must change now. With the right leadership, the United States can again be the world leaders in education. I’ve taken action and concrete steps as a Representative to help our towns improve education: 

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I originally received this post as a comment, but considering its author–newcomer independent congressional candidate Patrick Murphy–and its length, I’ve decided to post it below for easier reader access. 

On June 4th, 2007, Patrick Murphy wrote: 

Dear Jackie, 

I spoke with the Lowell Sun on Friday for over an half hour about my candidacy, but more particularly about education for Monday’s article. I went into great detail with my education proposals, but this was not reflected in either articles run by the Sun on Saturday or Monday. In fact, I was not even included in the graphic of summarized positions in the paper edition, perhaps because they were the most comprehensive and nuanced. Unfortunately I did not get a chance to elaborate on my plans at the debate tonight, partly because of the format and partly because I am just getting started. In any case, I would like to restore my policies to their proper context.  A worthwhile education is first a transmission of ideas through which we view the world, of clarified convictions, of who we are and how we are to live. Without wisdom, knowledge and ideas become useless or worse, dangerous things indeed. We have scientists, for example, working on the development of all kinds of cures for debilitating diseases and yet we also have scientists in this country perfecting so-called low-yield nuclear weapons. We have tiny technologies emerging that connect people from around the world, and yet we grow ever more distant from neighbors and strangers on the street. So while many argue for education to spur economic growth and for greater emphasis on math and science, we will do well to remember also that no amount of money more »

I noticed in today’s Lowell Sun, an article illustrating the congressional candidates’ surface positions regarding No Child Left Behind, which is up for re-authorization and will be instrumental in shaping the future of public education in this country. Where the candidates stand on this issue and their understanding of the implications of the law are areas I’m hoping to learn more about during tonight’s candidates forum at Lowell High School’s Little Theater, beginning at 7 p.m. In the meantime, if you want to update yourself on the No Child Left Behind debate, check out this May 24 article in TIME magazine, which was sent to me by Sheila, a retired teacher.

As you can see by the photo below of some graduates from this year’s Latin Lyceum, taken at its Arete Awards ceremony last week, the group of smiling seniors illustrates something people used to think wasn’t possible: That is, you could have a rigorous, exam-based, public high school in Lowell that challenged top students and represented the diversity of our population. When it first began nine years ago, most of the Lyceum students came from private middle schools, but that percentage has been changing steadily. As the middle schools have raised expectations and done a better job of challenging our highest-achieving students, more than half (I think last year it was about 65%) of Lyceum students are products of our public middle schools.

In addition to its success in Lowell, Lyceum graduates excel with their peers from wealthier districts who are members of the brightest high school students the state has to offer. Evidence of our youngsters’ success is not based simply on MCAS scores, which are stellar, or even the percentage of our students who go on to college, which is 100%, but also is shown by the range of top schools these young people attend, such as Tufts, MIT, Harvard, Yale, and Emerson, to name a few. One student I noticed, particularly because I knew his father Alvaro from the Citywide Parent Council, was Ivan Soares. Ivan began his education in Lowell at the Rogers Middle School when he was 11 years old and unable to speak English. Yet Ivan graduates this year with a 90% scholarship to Yale (tuition there runs about $48,000 a year) or he could have held out for Harvard, where he was wait listed. Obviously Lyceum students are not the only LHS graduates to go to top colleges each year (more on that later), but their impressive results further attests that this academy has been a good thing for Lowell Public Schools and its students.

I discovered the most amazing thing in kindergarten yesterday: Kids this age now read and write books. I went to the Bailey Elementary School for a literacy event and discovered young children reading their own stories. My children and I started our education in Lowell at the Bailey School 10 years ago, and even though my two are good students, they couldn’t read in kindergarten, nor could most of their friends. In fact, I don’t think I learned to read until first grade myself, and I’ve always been an excellent reader. And yet, yesterday, kindergarten students at the Bailey School read to me! (Apparently kindergarten is the new first grade.) 

In today’s world of high-stakes testing and full-day (at least in Lowell) kindergarten, children learn more, sooner. One reason for this accelerated learning is the intense focus on literacy, as well as new reading programs at all levels, and longer, more connected instructional periods. At the Bailey, I was told that though most students are reading, some are not ready. Often, students who haven’t had the benefit of preschool begin kindergarten behind their classmates—especially if they don’t speak English or if they come from poor or uneducated families. Those students spend half their kindergarten year learning how to adapt to a structured classroom (sitting, sharing, listening, and communicating in English)—all things they would have learned in preschool if they had been able to attend (along with the alphabet, numbers, and writing your name). Since 2003 when preschool transportation was cut,  many students most in need of early intervention are not able to attend. I fear those with the late start may never catch up.