On May 1, we discovered the shocking news that the "accreditation decision" was final. The territory's appeal to the Middle States Association of Colleges and Schools Commission on Secondary Schools was turned down, and embattled Education Commissioner Ruby Simmonds was summarily fired.
In early November 2001, we had been told that the Middle States Commission would pull accreditation from three senior high schools — Central, Charlotte Amalie and Ivanna Eudora Kean. (St. Croix Educational Complex has not applied for accreditation since its opening).
The Middle States Commission listed four areas in which it found the schools lacking: student attendance, teacher attendance, a substitute teacher pool and site-based management. These areas are not new to the top leadership of the Department of Education; they were brought to the attention of Commissioner Simmonds from the beginning of her tenure. In fact, these problem areas predated the commissioner and the Turnbull-James administration.
The Middle States delegation that met with senators of the 24th Legislature on June 18-19 reminded everyone that Middle States had been working the Virgin Islands government since 1994 to address the problems. There were numerous warnings, extensions and provisional concessions made to us. The Virgin Islands political leadership simply did not take the steps necessary to correct the problems.
The Board of Education had a special meeting with Governor Turnbull and other key officials on Nov. 26, 2001. There was a frank and open discussion with Governor Turnbull, but the board was careful not to adopt a negative, accusatory posture. We even offered a memorandum of agreement as a working document to foster collaboration between stakeholders. Unfortunately, there was no consensus.
In retrospect, we now know that a decision had been made to first attempt an appeal, then contact an outside "expert" and, if necessary, reconsider the very accreditation process with the Middle States Commission. I will not call names or point fingers, but the board came to the table on numerous occasions as a constructive force for change. However, other parties have not shared the same vision.
The Board of Education supports reaccreditation 100 percent. We view the current problem as a challenge that, once overcome, will strengthen public education. As a constructive partner for transformation, the board will encourage full public involvement in the reaccreditation process. We believe everyone in the Turnbull-James administration and the entire 24th Legislature supports reaccreditation today. There were some wavering last week, but based on public statements made by all stakeholders, we can see agreement on reaccreditation and even additional accreditation to the other schools K-8.
What are the standards for accreditation? These are some of the common characteristics of excellence:
– Clearly stated mission and goals appropriate to the institution's resources and the needs of its constituents.
– Student services appropriate to the educational, personal and career needs of the students.
– Library/learning resources and services sufficient to support the programs offered, and evidence of their use.
– Policies and procedures, qualitative and quantitative as appropriate, which lead to the effective assessment of institutional, program and student learning outcomes.
– Ongoing institutional self-study and planning aimed at increasing the institution's effectiveness.
– Financial resources sufficient to assure the quality and continuity of the institution's programs and services.
– Organization, administration and governance which facilitate teaching, research and learning and which foster their improvement within a framework of academic freedom.
These are a few standards that the Middle States Commission looks for in an academic institution. They are the same for universities and colleges, but of course the commission's standards would adjust to the different focus of each institution. The commission is known for its emphasis on institutional development and organizational coherence.
Since we have had an extensive relationship with the commission, it is wise that we continue the link, and any attempt to change bodies will be a disaster in terms of credibility and seriousness on our side. I have observed a sneaky campaign to shift to the Southern States Commission, and I must frankly warn everyone that to change horses in mid-stream may very well drown the rider. We need to confront our difficulties with the public school system honestly and deal with the institution with which we have held a four–decade relationship. This is only wisdom.
Lastly, the loss of accreditation does not mean our students are doomed. Our senior high schools reflect the problems of the lower grades; we need to transform the entire system. Our curricula need improvement; our teachers need additional training (and money); our students need to be motivated. These areas are internal to our society, and all stakeholders will have to contribute to the solution.
Senior high schools solidify the basic skills that students learn at the elementary and junior high schools. They also begin the crucial task of building on the existing basics, and thus create critical thinking skills. It is at the senior high level that students become familiarized with algebra, trigonometry, geometry and calculus. At this level, they are taught (and should be able) to read a novel a week, and to comprehend what they read! Therefore, if our students are not doing their best at the senior high school level, perhaps our methods of detecting weaknesses are poor.
The Middle States Commission cannot help us resolve many of our internal public policy problems. All of us will have to play a part in developing the political consensus and will to transform public education while we seek reaccreditation. However impressive a piecemeal initiative may be, such as giving principals $50,000 to spend or building another school facility, the territory will need major structural reforms in the public education system in order for there to be lasting positive reforms.
The 14th Board of Education has always been ready to shoulder its share of the responsibilities with or without governance. We need the entire territory to give more of its time, resources and energy for public education.
Editor's note: Malik Sekou is a member of the Board of Education and teaches history and political science on the University of the Virgin Islands St. Thomas campus.
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