As we hope to begin to recover from the epidemic, we are only beginning to appreciate its full impact on our children’s lives, education and future.
The epidemic claimed the lives of thousands of families. This led to a worrying increase in mental health problems, a so-called second epidemic. And during distance and hybrid education, academic progress stagnates for many students, especially those who are already struggling.
Unfortunately, during this time many students were completely deprived of learning. At Chicago Public Schools, for example, data shows that attendance has declined rapidly, especially among black students. A quarter of the district’s lowest-income students stopped going to class together.
District leaders and academics will not solve these problems by focusing only on creating lost academic time. In fact, if more academic work is relied upon at the expense of meaningful and exciting content, the method can further isolate students. That’s why my district is re-imagining high schools with a strong focus on helping them become leaders in their own learning and in the learning of others – a path to future success and economic dynamism.
In 2017, I became superintendent of Rich Township, where, today, 95 percent of students are black or Latino, and more than 99 percent come from economically disadvantaged backgrounds. My career has given me some wonderful opportunities to learn, to lead, and to inspire others, but I have not yet worked with students in the environment in which I grew up.
Before moving to Rich Township, I spent five years in Community High School District 155, a northwestern suburban school district with lots of resources. More than three-quarters of the students are white and only 23 percent come from low-income backgrounds. There students were encouraged to create and collaborate, and were challenged to become leaders and innovators. In Rich Township, however, there was a prevailing culture for students to focus academically and try to get more accurate answers on exams.
The difference between the two districts could not have been greater. 155 students are being trained to be leaders; Students from rich cities were being trained to manage.
Why did one district prepare to be the student leader and the other district to be the student follower?
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I immediately noticed that my most important task is to address the different ways that students are taught in these different zip codes.
So, we redesigned the high school experience, allowing newcomers to learn about career paths that will guide their coursework for the next four years. As part of this redesign, we created a “super school” with two campuses – Fine Arts and Communications (including business) and STEM.
On both campuses, we have introduced experiential learning methods that allow students to work together to explore their passions and learn important knowledge and skills while solving real-world challenges. For example, we’ve created an advanced manufacturing lab where students work with colleagues in business programs to develop products and then market them.
We have also started using INCubatoredu of Uncharted Learning, the same youth entrepreneurship program that we gave to students in District 155, so that our Fine Arts and Communication students can have direct experience as problem identifiers and problem solvers. In the program, student groups identify a challenge – often an issue that carries meaning to them or their community – and then develop thinking, design and solutions.
Why did one district prepare to be the student leader and the other district to be the student follower?
At the end of the year, teams pitch real investors for financing. While some may win seed money, many more will not. But here’s the thing: Every student’s goal is to develop an entrepreneurial skill, identify their emotions, and learn to persevere in the face of obstacles.
Students also have the opportunity to work closely with entrepreneurs and business owners who play a key role in keeping the business world afloat. This is important because most of our students don’t know anyone who has started a small business, run a corporation or invented a product – they never imagined doing it themselves. Counselors not only impart industry skills, but also train students in time management, collaboration, critical thinking, creativity, and interpersonal communication.
According to Julia Freeland Fischer of the Christensen Institute, our schools have historically failed to create connections for minority students that could lead to social mobility. “Schools fail to follow educational models that can authentically connect what can happen inside the classroom with a wide range of real-world art,” he said.
This is an issue that we are currently tackling in Rich Township. Investing in students through youth entrepreneurship is helping our district achieve what other districts can embrace – access to role models and hands-on learning opportunities. These experiences are helping our students learn on their own and become active participants and leaders in the future. This is especially important for many traditionally underdeveloped students who desperately need opportunities to discover what inspires them.
At Rich Township, our students are constantly striving for improvement and ways to recover from perceived failures. This mentality is not only the key to learning and economic dynamism, it will be the foundation for post-epidemic improvement and building a successful life.
Johnny Thomas is the superintendent of suburban Chicago Rich Township High School District 227.
Experiential learning is produced by this piece Hatchinger report, A non-profit, independent news organization focusing on inequality and innovation in education. For registration Hatchinger’s newsletter.
