What Education Policy Makers Can Learn From A ‘Failing School’
“How can someone make a decision about a school they’ve never even walked into?”
That question is at the heart of Kristina Rizga’s terrific new book Mission High: One school, how experts tried to fail it, and the students and teachers who made it triumph.
Rizga uses her considerable journalistic skills—honed as the education writer for Mother Jones—to involve readers in the lives of students and educators at Mission High, a San Francisco public school with a proud history but a “failing school” label.
The school, where Rizga spent four years as an embedded reporter, serves a student body of mostly low-income kids, many from households where the first language isn’t English, and which ranks among the lowest-performing 5 percent of schools in the country. Only 30 percent of the school’s students score at proficient or above on the state standardized tests in English, and only 40 percent score proficient in math.
But in looking more closely at the school, Rizga discovered that other data—college acceptance and teacher retention—didn’t align with the school’s “failing” label.
When Mission High principal Eric Guthertz welcomed Rizga into his school, she observed something that frustrates students, parents, and educators across the country: As these schools do everything in their power to serve their students, they continue to be judged as failures by a process that seems completely remote and disconnected from the school.
As she walked the halls of Mission High, observed classes, and spoke with the students and their teachers, Rizga came to see a very different story about the school—one of committed educators and persevering learners Education Opportunity Network:
