Welcome to our urban high schools, where kids have kids and learning
dies.
By Gerry Garibaldi
In my short time as a teacher in Connecticut, I have muddled through
President Bush’s No Child Left Behind act, which tied federal funding of
schools to various reforms, and through President Obama’s Race to the Top
initiative, which does much the same thing, though with different benchmarks.
Thanks to the feds, urban schools like mine—already entitled to substantial
federal largesse under Title I, which provides funds to public schools with
large low-income populations—are swimming in money. At my school, we pay five
teachers to tutor kids after school and on Saturdays. They sit in classrooms
waiting for kids who never show up. We don’t want for books—or for any of the
cutting-edge gizmos that non–Title I schools can’t afford: computerized
whiteboards, Elmo projectors, the works. Our facility is state-of-the-art, thanks
to a recent $40 million face-lift, with gleaming new hallways and bathrooms and
a fully computerized library.
Here’s my prediction: the money, the reforms, the gleaming porcelain,
the hopeful rhetoric about saving our children—all of it will have a limited
impact, at best, on most city schoolchildren. Urban teachers face an
intractable problem, one that we cannot spend or even teach our way out of:
teen pregnancy. This year, all of my favorite girls are pregnant, four in all,
future unwed mothers every one. There will be no innovation in this quarter, no
race to the top. Personal moral accountability is the electrified rail that no
politician wants to touch.
My first encounter with teen pregnancy was a girl named Nicole, a pretty
15-year-old who had rings on every finger and great looped earrings and a red
pen with fluffy pink feathers and a heart that lit up when she wrote with it.
Hearts seemed to be on everything—in her signature, on her binder; there was
often a little plastic heart barrette in her hair, which she had dyed in bright
hues recalling a Siamese fighting fish. She was enrolled in two of my classes:
English and journalism.
My main gripe with Nicole was that she fell asleep in class. Each
morning—bang!—her head hit the desk. Waking her was like waking a badger.
Nicole’s unmarried mother, it turned out, worked nights, so Nicole would slip
out with friends every evening, sometimes staying out until 3 am, and then show
up in class exhausted, surly, and hungry.
After a dozen calls home, her mother finally got back to me. Your
daughter is staying out late, I reported. The voice at the other end of the
phone sounded abashed and bone-weary. “I know, I know, I’m sorry,” she repeated
over and over. “I’ll talk to her. I’m sorry.”
For a short time, things got better. Nicole’s grades started to improve.
Encouraged, I hectored and cajoled and praised her every small effort. She was
an innately bright girl who might, if I dragged her by the heels, eventually
survive the rigors of a community college.
Then one morning, her head dropped again. I rapped my knuckles on her
desk. “Leave me alone, mister,” she said. “I feel sick.”
There was a sly exchange of looks among the other girls in class, a
giggle or two, and then one of them said: “She’s pregnant, Mr. Garibaldi.”
She lifted her face and smiled at her friends, then dropped her head
back down. I picked up my grimy metal garbage can and set it beside her desk,
just in case. A moment later she vomited, and I dispatched her to the nurse. In
the years since, I’ve escorted girls whose water has just broken, their legs
trembling and wobbly, to the principal’s office, where their condition barely
raises an eyebrow.
Within my lifetime, single parenthood has been transformed from shame to
saintliness. In our society, perversely, we celebrate the unwed mother as a
heroic figure, like a fireman or a police officer. During the last presidential
election, much was made of Obama’s mother, who was a single parent. Movie stars
and pop singers flaunt their daddy-less babies like fishing trophies.
None of this is lost on my students. In today’s urban high school, there
is no shame or social ostracism when girls become pregnant. Other girls in
school want to pat their stomachs. Their friends throw baby showers at which
meager little gifts are given. After delivery, the girls return to school with
baby pictures on their cell phones or slipped into their binders, which they
eagerly share with me. Often they sit together in my classes, sharing insights
into parenting, discussing the taste of Pedialite or the exhaustion that goes
with the job. On my way home at night, I often see my students in the projects
that surround our school, pushing their strollers or hanging out on their
stoops instead of doing their homework.
Connecticut is among the most generous of the states to out-of-wedlock
mothers. Teenage girls like Nicole qualify for a vast array of welfare benefits
from the state and federal governments: medical coverage when they become
pregnant (called “Healthy Start”); later, medical insurance for the family
(“Husky”); child care (“Care 4 Kids”); Section 8 housing subsidies; the
Supplemental Nutrition Assistance Program; cash assistance. If you need to get
to an appointment, state-sponsored dial-a-ride is available. If that appointment
is college-related, no sweat: education grants for single mothers are
available, too. Nicole didn’t have to worry about finishing the school year;
the state sent a $35-an-hour tutor directly to her home halfway into her final
trimester and for six weeks after the baby arrived.
In theory, this provision of services is humane and defensible, an
essential safety net for the most vulnerable—children who have children. What
it amounts to in practice is a monolithic public endorsement of single
motherhood—one that has turned our urban high schools into puppy mills. The
safety net has become a hammock.
The young father almost always greets the pregnancy with adolescent
excitement, as if a baby were a new Xbox game. In Nicole’s case, the father’s
name was David. David manfully walked Nicole to class each morning and gave her
a kiss at the door. I had him in homeroom and asked if he planned to marry her.
“No” was his frank answer. But he did have plans to help out. David himself
lived with his mother. His dad had served a short sentence in prison for drug
possession and ran a motorcycle-repair shop somewhere upstate. One afternoon,
David proudly opened his father’s website to show me the customized motorcycles
he built. There he was, the spit and image of his son, smiling atop a gleaming
vintage Harley, not a care in the world.
Boys without fathers, like David, cultivate an overweening bravado to
overcome a deeper sense of vulnerability and male confusion. They strut, swear,
and swagger. There’s a he-man thing to getting a girl pregnant that marks you
as an adult in the eyes of your equally unmoored peers. But a boy’s interest in
his child quickly vanishes. When I ask girls if the father is helping out with
the baby, they shrug. “I don’t care if he does or not,” I’ve heard too often.
As for girls without fathers, they are often among my most disruptive
students. You walk on eggshells with them. You broker remarks, you negotiate
insults, all the while trying to pull them along on a slender thread. Their
anger toward male authority can be lacerating. They view trips to the
principal’s office like victory laps.
With Nicole, I dug in. In journalism class, I brought up the subject of
teen pregnancy and suggested that she and a friend of hers, Maria, write a
piece together about their experiences. They hesitated; I pressed the matter.
“Do you think getting pregnant when you’re a teenager is a good thing or a bad
thing?”
“Depends,” Nicole replied caustically, glancing at Maria and another
friend, Shanice, for support. They knew this was coming and went on the
defensive.
“On what?”
“My mom and my grandma both got pregnant when they were teens, and
they’re good mothers.”
“Nobody gets married any more, mister,” Shanice and Maria chime in.
“You’re just picking on us because we have kids.”
At this point, my “picking” has only just begun. It’s partly for their
benefit, but mostly for the other girls in the room, who haven’t said a word.
As much as Nicole is aware of her mother’s sacrifices, she is equally proud of
her mother’s choice to keep her. It’s locked away in her heart like a cameo.
They’re best friends, she offers. The talk turns to her mother’s loyalty and
love, and soon the class rises in a choir to mom’s defense.
“Fine,” I say, glowering like Heath Ledger’s Joker. “If that’s your
position, like any good journalist, you have to back up your arguments with
facts and statistics.”
As do most of my 11th-graders, Nicole reads at a fifth-grade level,
which means I must peruse the articles and statistics along with her, side by
side. She groans each time I pick out a long article and counts the number of
pages before she reads. With my persistent nudging, she and Maria begin to pull
out the statistics for the children of single parents. From the FBI: 63 percent
of all suicides are individuals from single-parent households. From the Centers
for Disease Control: 75 percent of adolescents in chemical-dependency hospitals
come from single-parent households. From the Children’s Defense Fund: more than
half of all youths incarcerated for criminal acts come from single-parent
households. And so on.
“I don’t want to write about this!” Nicole complains. “I’ve changed my
mind.”
“Why?”
“Nobody wants to read it.”
I point out that they committed to it. If they don’t complete the essay
by the due date, they know I will give them an F.
Their first drafts are little more than two scribbled paragraphs, which
they toss to me as a completed assignment and I toss back. Maria, in
particular, rebels. She wants to recast the article in a rosier vein and talk
about how happy her son makes her. It’s in these light skirmishes that we have
our richest discussions. When the girls open up, their vague doubts come to the
surface, and my flinty-eyed circuit preacher melts away. A father myself, I
understand a parent’s love. Our talk turns more sweetly to teething cures,
diaper rashes, and solid food. Nicole listens to us with tender interest. It’s
in these moments that I feel most effective as a teacher. I suggest ways of
incorporating that love into the piece, while also hoping that some of these
grim statistics have gotten through to them.
As morbid as it sounds, the students take an interest in obituary writing.
I have them write their own obits, fictional biographies that foretell the arc
of their lives. From Nicole’s, I learn that her mother was 16 when she had
Nicole; her father, 14. After high school, the fictional Nicole went on to have
four more kids—with strangely concocted names, all beginning with M—whom she
loved dearly and who loved her dearly. She also left six grandchildren. She
died of old age in her bed.
“Nicole, you never got married?” I remarked.
“No,” she responded with a note of obstinacy in her voice.
“I think you would make a wonderful wife for someone.”
“I would make a good wife,” she replied. “I know a lot of stuff. But I’m
not going to get married.” She was speaking to a hard fate that she was
accepting as her future. She was slipping away.
As Nicole entered her third trimester, she had a minor complication with
her pregnancy and disappeared for nearly two weeks. She returned, pale and far
behind in my classes. She no longer had to report to two classes: physical
education and a science lab where strong chemicals were used. The
administration didn’t want her to be alone during those periods, and since my
schedule coincided with the vacant spots, I was asked to be her chaperone.
For five weeks, Nicole became my shadow. If I had cafeteria duty, she’d
happily trot along. I’d buy her a candy bar and she’d plop down in the seat
beside me. I’d also escort her to her restroom runs, which were frequent, and
wait for her outside the door. She carried a grainy sonogram picture of the
baby, framed in a pink card with a stork on the front. Gazing at it with a
smile, I felt my duplicity and the ragged trap of my convictions.
Her paleness and fatigue alarmed me. I carried Vitamin C drops in my
pocket and slipped her a constant supply. A second private concern began to nag
at me: the father in me wanted to be protective and kind, but Nicole was
becoming too connected with me. She blew off assignments regularly now. When I
admonished her, she only giggled and promised to get them done. She trusted me
and would never think that falling behind in my classes would result in a
failing grade. Life had allowed her to slide before, through every year of her
education, as others in her life had slid—starting with her father, whom she
barely recalled.
I felt that I was being drawn into this undertow. A simple D would ease
everyone’s load, particularly mine, and Nicole wouldn’t register yet another
betrayal of trust. More than anything, she wanted a buoy in her choppy sea.
Nicole failed both my classes, which meant summer school. When she
returned the following year, she was in good spirits. The birth of her son had
gone well. She had a heart-adorned album full of photos of her boy. Things were
settled, she said. She was going to work hard this year; she felt motivated, even
eager. And by year’s end, her reading level had indeed risen nearly two
grades—but it was still far below what she would need to score as proficient on
the Connecticut Academic Performance Test, one of the yardsticks for
accountability in Title I schools.
The path for young, unwed mothers—and for their children—can be brutal.
Consider how often girls get molested in their own homes after Mom has decided
to let her boyfriend move in. The boyfriend splits the rent and the food bill,
but he often sees his girlfriend’s teenage daughter as fair game. Teachers
whisper their suspicions in the lunchroom or in the hallways when they notice
that one of their students has become suddenly emotional, that her grades have
inexplicably dropped, or that she stays late after school to hang out in her
teacher’s classroom or begins sleeping over at a friend’s house several nights
a week. Sometimes she simply disappears.
And there are other dangers. I once had a student named Jasmine, who had
given birth over the summer. She did just enough to earn Ds in my class. One
day, I observed her staring off mulishly into space for nearly the entire
period, not hearing a word I said and ignoring her assignment. At the end of
class, I took her aside and asked, with some irritation, what the matter was.
Her eyes welled with tears. “I gave my son to his father to look after
yesterday. When I picked him up, he had bruises on his head and a cut.” Her son
was six months old.
Honestly? I just wanted that day to go by. But we have a duty to our
students, both moral and legal. “You have to be a brave mama and report him,” I
said. I led her to the office and to the school social worker, and I tipped off
the campus trooper. Even with that support, she backed off from filing a
complaint and shortly afterward dropped out of school to be with her baby.
My students often become curious about my personal life. The question
most frequently asked is, “Do you have kids?”
“Two,” I say.
The next question is always heartbreaking.
“Do they live with you?”
Every fall, new education theories arrive, born like orchids in the
hothouses of big-time university education departments. Urban teachers are
always first in line for each new bloom. We’ve been retrofitted as teachers a
dozen times over. This year’s innovation is the Data Wall, a strategy in which
teachers must test endlessly in order to produce data about students’ progress.
The Obama administration has spent lavishly to ensure that professional
consultants monitor its implementation.
Every year, the national statistics summon a fresh chorus of outrage at
the failure of urban public schools. Next year, I fear, will be little
different.
Gerry Garibaldi was an executive and screenwriter in Hollywood before
becoming an English teacher at an urban high school in Connecticut.
