A tale of two schools

Din Duggan, Columnist

"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness ... we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way."

The opening lines of Charles Dickens' A Tale of Two Cities, capturing the contradictions of 18th-century Europe, could easily describe Jamaica today. The housewife, casually enjoying dolce de leche ice cream with her children at Häagen-Dazs, might describe Jamaica as a virtual paradise. Her housekeeper, who hops two buses and a taxi in pursuit of her meagre existence, might compare it to Dante's Fifth Circle of Hell - a cesspool of hopelessness. Our disparities are well documented, but the one that subsumes within it all others is that which exists in the provision of and access to education.

Hillel Academy is the school you want your child to attend - that is, if you care about competent teachers, small class size, and a general commitment to excellence. Located amid St Andrew's most prestigious neighbourhoods, Hillel was established by Jamaica's Jewish community as an independent, non-denominational institution. Unlike the elite government schools, Hillel does not necessarily enrol the best and brightest students. However, their achievements upon completing the curriculum are quite remarkable.

worlds apart

About the only thing that Haile Selassie High (HSH) has in common with Hillel is 1969 - the year both were founded. The school is among the worst performing in Jamaica. Incoming students consistently rank in the bottom percentiles of GSAT, many of the teachers are woefully underqualified and the surrounding community is regularly consumed by violence.

So, why would anyone compare this poor, public, inner-city school with a privileged, elite, private one? Carol Narcisse, communicator par excellence and chairperson of HSH's board, sees no value in a comparative analysis of the institutions. I disagree. The great conspiracy of public education is that it has long been a bureaucratic black hole devoid of incentive for innovation, simply shuttling the poorest of society through like cattle. This cannot continue. Government, as the primary purveyor of education, must prepare future generations to compete effectively in an increasingly global marketplace. If Hillel has the blueprint to achieve this, with students from varied academic backgrounds, our Government must take note.

If Michael Wiltshire surrendered to circumstances, his poor, inner-city community in Brooklyn, New York, would not host a shining example of unlikely achievement. When Wiltshire became principal in 2001, Medgar Evers High School was not unlike HSH - only 60 per cent of students graduated and less than 15 per cent earned New York State Regents diplomas.

After implementing a stringent curriculum, recruiting and developing motivated teachers, and emphasising a college culture among students and parents, the school underwent a miraculous transformation. It now boasts a 95 per cent graduation rate - more than 90 per cent with Regents and advanced Regents diplomas - and, in 2009, its students were accepted at more than 100 colleges and universities, winning commendation from President Obama.

competence deficit

Research has consistently demonstrated very low correlation between school funding and school performance. This is welcome news. Given our inadequate public resources, it is imperative that we seek novel and cost-effective approaches to education reform. The Hillel school board, for example, consists of prominent business persons, an attorney, and other influential captains of society. In contrast, the school board of HSH, as mandated by the Government, consists of a student, staff, teacher and community representative, none of whom possess experience in finance, fund-raising, industry or law. Minor modifications in the required board composition could go a long way.

While Ms Narcisse should be commended for several solid accomplishments - appointing new leadership, achieving small but admirable successes in sports and the arts, and implementing an afternoon programme for young adults in desperate need of skills training - she and all other education stakeholders must do more to unleash the maximum potential of youth from all socio-economic backgrounds. We must challenge conventions and force ourselves out of the box of stagnation within which our education system is enveloped. And we must encourage comparisons between the very best and the very worst of our schools.

Perhaps, someday, Haile Selassie High and Hillel Academy might become shining examples of the benefits of innovative thinking in education. They may, indeed, save our country from "going direct the other way".

columns@gleanerjm.com, dinduggan@gmail.com and facebook.com/dinduggan.