corps values

After welcoming almost 150 undocumented teachers, Teach for America starts planning for a Trump reality

PHOTO: TFA
Teach For America's DACAmented corps at its 2016 convening.

Among the many people in America reeling from today’s presidential election results: The 146 Teach For America teachers who work in classrooms across the country but are not documented citizens.

Teach For America deliberately created this corps over the last three years — the work largely of one woman, Viridiana Carrizales, whose day today became a worst-case scenario she’d first charted over the summer.

Like many Americans across the political spectrum, Carrizales did not expect Donald Trump to become president. And like many immigrants, she hoped that he would not. But months ago, she began planning for what Teach For America — the national organization that recruits and trains teachers for schools serving poor students — could do if he did.

Her plan, which she expects to introduce to corps members this week, outlines responses to Trump’s vow to immediately end DACA, the Obama administration program that allows young adults who came to this country illegally as children to temporarily live and work without fear of deportation. Efforts could include helping Teach For America teachers relocate to be closer to their families and working with school districts to navigate tricky immigration waters, she said.

“I was hoping never to use this plan, but I knew we had to prepare,” Carrizales said. “I’m so glad that we did. Back in the summer I had a little bit of a clearer mind.”

Teach For America first got involved in immigration policy in 2012, when the organization lobbied for the DREAM Act, which would have created a path toward citizenship for people who came to the country illegally as children.

That bill failed, leaving Teach For America’s leadership and members deeply disappointed. “We knew that all children meant all children,” Carrizales said — and the group could not achieve its mission of helping every student succeed if large numbers of immigrant students could never go to college.

So when DACA became an option in 2014, Teach For America quickly lined up resources to help aspiring teachers go through the onerous and expensive approval process. The DACAmented corps went from two teachers in Denver to 146 across the country today, from 37 different nations.

Their status is weighing heavily on Teach For America’s top executive, Elisa Villanueva Beard. “When the executive order came for DACA for the first time, they walked the streets with their heads up and not hiding in the shadows,” she said. “And now with this, it’s a question. We don’t know what’s going to happen. But they’re terrified for their lives and for their families and for their security.”

Like the majority of Teach For America teachers, DACAmented members have undocumented students in their classes. They discuss the issues that they share in a private Facebook group and, once a year, when they all come together in person. And this past summer, the group members taught more than 3,000 new teachers about the challenges facing undocumented students.

Those are issues that Carrizales knows well — she came with her family from Mexico illegally herself, when she was 12. After graduating from college in 2010, she considered joining Teach For America before realizing she would not be able to work legally. Instead, she spent three years working as a babysitter and doing odd jobs before marrying a U.S. citizen.

Now, she is safe from changes to immigration policy. But she has family members who remain in the country illegally, and she worries about the 146 DACAmented teachers and their families as well.

Late Tuesday, DACAmented’s Facebook group buzzed as members shared their sadness and fear. One reported crying from the floor of Democrat Hillary Clinton’s election party in New York City.

“Many of them decided not to go to school because they didn’t know what to tell their kids today,” Carrizales said. “So many of them just had no more strength.”

But she said she also heard from one teacher who forced herself to go to school because she worried that her students’ fears might be stronger than her own. And on Facebook, DACAmented teachers laid bare the resilience that Teach For America famously values.

“I am so hurt by this election,” one teacher wrote. “But I know we will come through this stronger. We have to, we have to.”

talking SHSAT

Love or hate the specialized high school test, New York City students take the exam this weekend

PHOTO: Christina Veiga/Chalkbeat
At a town hall this summer in Brooklyn's District 15, parents protested city plans to overhaul admissions to elite specialized high schools.

The Specialized High Schools Admissions Test has been both lauded as a fair measure for who gets accepted to the city’s most coveted high schools — and derided as the cause for starkly segregating them.

This weekend, the tense debate is likely to be far from the minds of thousands of students as they sit for the three-hour exam, which currently stands as the sole admissions criteria for vaunted schools such as Stuyvesant and Brooklyn Tech.

All the debate and all the policy stuff that’s been happening —  it’s just words and there really isn’t anything concrete that’s been put into place yet. So until it happens, they just continue on,” said Mahalia Watson, founder of the website Let’s Talk Schools, an online guide for parents navigating their school options.

Mayor Bill de Blasio this summer ignited a firestorm with a proposal to nix the SHSAT and instead offer admission to top middle school students across the city. Critics say the test is what segregates students, offering an advantage to families who can afford tutoring or simply are more aware of the importance of the exam. Only 10 percent of specialized high school students are black or Hispanic, compared to almost 70 percent of all students citywide.

For some, the uproar, coupled with a high profile lawsuit claiming Harvard University discriminates against Asian applicants, has only added to the pressure to get a seat at a specialized school. Asian students make up about 62 percent of enrollment at specialized high schools, and families from that community have lobbied hard to preserve the way students are admitted.

One Asian mother told Chalkbeat in an email that, while she believes in the need for programs that promote diversity, the SHSAT is “a color blind and unbiased” admissions measure. Her daughter has been studying with the help of test prep books, and now she wonders whether it will be enough.  

“In my opinion, options for a good competitive high school are very limited,” the mom wrote. “With all the recent news of the mayor trying to change the admission process to the specialized high schools and the Harvard lawsuit makes that more important for her to get acceptance.”

Last year, 28,000 students took the SHSAT, and only 5,000 were offered admission. Among this year’s crop of hopeful students is Robert Mercier’s son, an eighth grader with his sights set on High School of American Studies at Lehman College.

Mercier has encouraged his son to study for the test — even while hoping that the admissions system will eventually change. His son plays catcher on a baseball team and is an avid debater at school, activities that Mercier said are important for a well-rounded student and should be factored into admissions decisions.

“If you don’t do well on that one test but you’ve been a great student your whole career,” Mercier said, “I just don’t think that’s fair and I don’t think that’s necessarily a complete assessment of a student’s abilities or worth.”

Teacher's tale

Video: This Detroit teacher explains how she uses her classroom to ‘start a real loud revolution’

Silver Danielle Moore, a teacher at the Detroit Leadership Academy, tells her story at the Tale the Teacher storytelling event on October 6, 2018.

Silver Danielle Moore doesn’t just see teaching as way to pass along information to students. She views teaching as a way to bring about change.

“The work of us as educators is to start a real loud revolution,” Moore told the audience this month at a teacher storytelling event co-sponsored by Chalkbeat. “The revolution will not happen without resistance, and social justice classrooms are the instruments of that resistance.”

Moore, a teacher at the Detroit Leadership Academy charter school, was one of four Detroit educators who told their stories on stage at the Tale the Teacher event held at the Lyft Lounge at MusicTown Detroit on October 6.

The event, organized by Western International High School counselor Joy Mohammed, raised about $120 that Mohammed said she used to buy a laptop for a student who needed it to participate on the school’s yearbook staff.

Over the next few weeks, Chalkbeat will be posting videos of the stories told at the event.

Moore, a self-proclaimed “black hip-hop Jesus feminist” opened her story with a memory of leaving a teacher training session four years ago to travel to Ferguson, Missouri, to be part of Labor Day weekend protests after Michael Brown, an unarmed 18-year-old African-American man, was fatally shot by a police officer.

“There was so much grief but also so much fight in that place,” she recalled. “I will never forget the moment I stood at the place that Mike Brown was killed. I will never forget the look in his mother’s face.”

She recalled bringing that experience back to Detroit and to her classroom.

“Imagine, after that weekend, returning back to the classroom on September 2nd,” she said. “I fought that weekend for Mike Brown … but I also did it for the 66 kids I would have that school year and every child I have had since then.”

Watch Moore’s full story here:

Video by Colin Maloney

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