Education in the Texarkana Region
As a country, we are suffering an education crisis.  In recent years, the U.S. has scored at, or near, the bottom when compared to other countries.  Some alarming statistics include:

In a world in which we are connected on a global scale, the consequences of a failing educational system are disturbing.  Indeed, our very way of life is at stake. To compete in this global society, our students need to be educated and technologically competent.  Below is listed a 6 minute video illustrating this point. (http://www.teachertube.com/view_video.php?viewkey=799aaa845e1c2e8a762b&page=1&viewtype=&category=

Many blame the decline of our educational system on a variety of reasons: lack of parental support, lack of appropriate funding for schools, disintegration of the family unit, increase in federal regulation, increasing number of second language learners in schools, increase in low-income families, increase transient families, teaching to state tests, teacher pay issues, teacher quality issues, questionable societal values…the list goes on.  While there may be a grain of truth or more in any or all of these obstacles for educational progress, the good news is that there are certainly examples in this country where schools are achieving academic excellence in spite of these obstacles (http://www.youtube.com/watch?v=49k_1UtKp8Y).

Schools within the Texarkana region experience the same obstacles present across the nation.  Public and private schools and districts in the region are working hard to address these educational issues as they understand the enormity of their responsibility to develop an educated workforce that can compete locally, nationally and globally. As such, Texarkana citizens have witnessed many structural and programmatic improvements in Texarkana schools.  Districts have not only improved school facilities but have added facilities, including theatres and sports arenas, that not only provide access and equity for students but were conceived to benefit all citizens. In addition, this spirit of collaboration has extended to academic and vocational programs.  Many school partnerships exist, from elementary to University levels and across district boundaries, to meet our students’ needs and for our community and region to prosper. For more information regarding school demographics and programs the Texarkana Chamber of Commerce issued an education profile found on the Chamber’s website at: http://texarkana.wliinc2.com/education2006.pdf. 

Even with progress being made, Texarkana schools suffer great challenges.  With a high number of low income families in Texarkana (see table below, % of students eligible for free/reduced lunch), there remains issues related to access and equity for education of all students that can greatly impact Texarkana’s success now and in the future.  Note that the percentage of low income students (based on free and reduced lunch eligibility) decreases from middle to high school. This is often due to high school students not willing to complete the paperwork for free and reduced lunch.  However, a portion of that trend can be attributed to the number of low income students dropping out of high school.

Source: National Center for Educational Statistics for 2005-06 School Year.
In addition to impacting drop- out rates, academic achievement discrepancies based on household incomes and ethnicity can be found in state testing scores.  On December 9, 2008 the Texarkana Gazette (page 7B) posted the “District Report Card 2008” for Texarkana Arkansas School District.  The following illustrates these discrepancies:

From Texarkana Gazette 12/9/08
In comparing scores of students scoring “proficient” in literacy at Grade 4, the table shows a 17 point difference, or discrepancy, between Caucasian (43%) and African American (26%).  In addition, Economically Disadvantaged students only scored 31% proficient in literacy.  Further, these discrepancies only widen in later grades.   In Grade 11, the table shows a 41 point discrepancy between Caucasian (59%) and African American (18%) students scoring “proficient”!  While only TASD schools are presented here, similar trends can be found in schools on the Texas side of state line.  To compare scores among ethnicities and disadvantaged students within Texas-side schools, go to: http://ritter.tea.state.tx.us/perfreport/aeis/2008/district.srch.html . 

 
In comparing test scores on the Texas and Arkansas side, the reader must realize they are comparing “apples to oranges” in a manner unfair in making legitimate comparisons.  For example, if you compared scores between Texarkana Arkansas School and Texarkana, Texas ISD, you would find the following:

Sources: Texas Education Agency AEIS and Texarkana Gazette 12/9/08
Would it be fair to compare Grade 4 scores, TASD’s  53% Proficient or above to TISD’s Average of Reading and Writing at 92%?  Or would be more appropriate to compare TASD’s 86% Basic level understanding or above to TISD’s 92% passing average?  Then should we take into account how many participated in testing?  We know TASD’s Grade 4 participated at 95% or above including students with disabilities.  But on the Texas-side, scores do not include students with disabilities.   Then we would have to look at the content of the tests.  There are those who argue that the state tests on the Arkansas-side are more rigorous than those on the Texas-side.  In addition, Arkansas schools have been working to align what they teach in school to the meet the objectives of their state tests, while Texas state standards have been more closely aligned to testing measures for years.  In essence, comparing scores across state lines is not possible.

However, looking at trends within districts is possible, as we discussed issues related to ethnicity and income earlier.  And while many educators in the region might criticize the information presented, they would agree that our citizens should be concerned that not all our students graduate, or graduate prepared, to compete on a local, national or global level. And as citizens, we should recognize and applaud the efforts of our schools to improve conditions, but should engage and commit ourselves civically to do more to help.  From pockets of excellence modeled at a national level in the areas with greater obstacles than our region, we know it is possible to provide the environment necessary for ALL our students to achieve their greatest academic potential.

Schools and districts often present their schools in a manner that we, the public, know what’s successful within a school or district.  Understandably, we are often guarded from knowing what’s not working and what obstacles are being addressed.  To move forward, we need our schools to feel comfortable in discussing their obstacles in addition to their successes.  And we, as citizens, need to help schools overcome daunting obstacles.  As property owners, taxpayers, community members, neighbors…we need to realize that every student at our local school has the capacity to be a benefit or drain on our community, region and nation as an adult.  Thus, we are all responsible.

 

Questions

1. Are we, as citizens, as responsible for the success of students as the writer suggests?
2. How can we promote better access and equity for ALL students in Texarkana schools? 
3. Especially those disadvantaged economically?