Akanksha

This week I had the privilege of meeting and talking with Shaheen Mistri, a woman born in Mumbai, India (who lived in 13 countries growing up) who, at age 18, started a center for Indian children who are underserved by their country's public school system. Now about age 29, Shaheen has started over 50 of these centers, which run after school, parallel educational and social programs for children (from those entering school to those graduating from grade 10, their highest grade before two year college). I was struck by the similarities of issues faced by Shaheen and her team that face those of us in urban education in America, as well as a whole host of different conditions that make their job harder in many ways.

Shaheen visited many elementary and high schools during her visit here (AUSL and San Miguel elementary schools, plus quite a few charter middle and high schools, like Noble Street, Young Women's Leadership, and Perspectives). She participated in a roundtable of education leaders (with the likes of New Leaders for New Schools founder John Schnur, San Miguel founder Bro. Ed, Teach for America and IL Network of Charter Schools E.D.s, Joyce Fdn rep, charter school founders, plus principals like myself). I felt really out of my league, and I believe I gleaned just as much from Shaheen's visit than she did. What I took away in terms of inspiration and motivation for the work of providing quality education to traditionally underserved children and youth was invaluable. Observing what obstacles she faces compared to what we face, and yet how much progress she has made over the last decade, encourages me in the start of this new high school.

Here are some details:

India has a private school system that serves the elite (plus a couple of tiers of schooling like Catholic schools and very few public schools serving the wealthy) that function relatively well, but the public system serving the overwhelming majority of the public is challenged in terms of conditions and outcomes. Teacher quality is an issue, since teacher training is weak, teacher pay is low, people pursue teaching when they cannot do anything else so prof. prestige is low, and unions protect teachers (sound familiar?). This situation relegates poor children and families to cycles of poverty in their future since education, which could give them the means to change their social condition, is not as effective as it could be. Also, parents are largely uneducated, though enthusiastic about their children having a future (many volunteer at the centers). So the problems we see in American inner cities are not just American problems; they sound like class and city problems.

What's different than here (but actually similar in some respects) is that the undergrad programs that prepare teachers and the government that certifies them need significant work, plus about 70% of teachers are not even certified by government standards. There is not a single graduate program for principal training, so there is no leadership to recruit, select, and train teachers. Principals tend to be veteran teachers who may or may not have the ability or interest to lead a school, and in some cases the prinicpal might be a leader from another industry (like railway) who has no experience in instruction.

Another issue is facilities. School buildings need a great deal of work and often don't have adequate restrooms. Schools often consist of one or two rooms, and there may be 100 students in a class. Shaheen's organization, which cannot afford better or even separate school facilities, uses schools for free after school lets out (2 to 6pm).

In terms of results, Shaheen's teachers have made great strides comparatively but, like great cultural changers, they are not satisfied because the work is still great. In India, there is primary school (grades 1 to 5), followed by grades 6 to 10, after which you take a major test to determine eligibility for a two year college. Your performance in the two year college decides if you go to the three year college, so kids have a 15 year educational program if they are fortunate. There are teachers in the system who have gone only to grade 5. Only 10% of student make it to grade 10, whereas 65% of students in Shaheen's program attend the two year college. Some have even graduated and returned as teachers in the program, which is really exciting. In addition, other results abound, like the hope children are given for the future, the spirit of volunteerism and service that are instilled in so many of the kids there, and the holistic growth of the students.

In addition to trying to figure out how to recruit and train high quality teachers, Shaheen's group is struggling with how to expand. Whether or not or how much to join govt schools in some way is a question, as well as how to replicate what they are doing without losing the level of quality they have.

Hearing Shaheen share challenges, successes, and the resilience of the Indian children and families was tremendously encouraging, and reminded me of the situation of my African brothers and sisters in their country. I was also deeply saddened and sobered regarding obstacles the poor face everywhere, not just in America. But more than anything, I was emboldened that the work I do here of working to create real futures for urban minority youth through a strong academic and social-emotional foundation is truly needed and a worthwhile goal. It helps to know there are folks doing the same thing in very different cultures.

You can check out Shaheen's organization at akanksha.org. Peace.