Strong Foundations Build Superior Students

Editor, Times-Dispatch:

A quote in the recent article, "Walker Sets Admissions Review," caught my attention. In the article, Paul Fleisher, a former Richmond public school teacher, suggests that "something is not right" because the Maggie Walker Governor's School does not perfectly mirror the racial makeup of the region. Specifically, he contends that blacks are underrepresented.

Fleisher seems to believe that what "is not right" lies in the school's competitive admissions process. As one formerly employed in the juvenile justice system (22 years in the City of Richmond, six years in Henrico) I feel that I can offer some other ideas on what "is not right."

Children and society accepting subpar schools is not right. Students completing middle school having attained only a marginal education is not right. Schools so fixated on meeting SOL standards that actual instruction is replaced by teaching to the test is not right.

A chaotic, disruptive classroom environment is not right. Eighth-grade students feeling entitled to a spot in a rigorous, competitive high school for gifted and talented young people on the basis of their race, religion, or income level is not right. Children growing up without positive role models and involved parents is not right.

Children who grow up lacking active, supportive families are less likely to focus on school. Education is a building process requiring focus and commitment. Weak or mediocre performance in elementary school and middle school results in a weak or mediocre foundation.

The real solution for successful gifted secondary education programs and students who aspire to them can be found in the elementary and middle school preparation and in family support. Gifted African-American students must be encouraged, challenged, and educated from the time they first enter school, not suddenly as they approach high school. The nine years of foundation are critical for success at Walker and beyond. Those preparatory years are in the hands of the students, parents, and teachers.

The way to get more African-Americans into Maggie Walker and to have them perform successfully is for teachers to focus on teaching. Fleisher's effort to find a scapegoat in the admissions process seems to be an attempt to shift blame from inadequate elementary and middle school preparation to high school admissions policies.

A quick fix to a trumped up problem only invites long-term failure -- of the students and of the school. As the study is undertaken, I only hope the consulting team from UVa will keep quality and fairness in mind. To perform well at Maggie Walker requires an exceptionally strong foundation. The Governor's School is not, should not, and cannot be in the business of remedial education.

Joan Westbrook Clarke. Midlothian.