September 22, 2002

No "Impossible" Children

Reg Weaver
President, NEA

I respect the passion with which President Bush speaks about "leaving no child behind." For deeply personal reasons, I share his passion. As an African-American student in the 1950s--including several years in a segregated school--I could easily have been one of those kids left behind. Excel in school? "No thanks!" I told myself. "Black kids don't do that--that's like acting white." At times, friends would jump all over me if I achieved academically.

But there, pushing me to take chemistry, was Mr. Sanders. And Mrs. Watson--telling me I'd be a natural for the public-speaking Wranglers Club. Yes, my teachers taught me reading, math, and Spanish. But they also taught me that I could excel. They refused to leave me behind.

Inspired by them, as a teacher myself for over 30 years, I have made it my business to reach out to kids who are falling and failing. I find tremendous power in the words: "I believe in you. I know that you can achieve." These days, so many young people are dying--literally dying--for lack of an adult to say that to them.

The idealist in me believes that every young person can achieve. But the realist in me knows that few young people can realize their God-given potential in a school that is run-down, overcrowded, and staffed with many teachers who lack certification.

How do we ensure that no child is left behind? This summer, I was elected president of NEA, in part, because I expressed our members' vision: Every child must have access to a school that is safe, free from intimidation and harassment, and has an atmosphere conducive to good teaching and learning.

But, truthfully, that vision is far too modest and minimal. Leaving no child behind means that every child must have access to a public school that is as good as America's best public schools--as good as the thousands of public schools in affluent suburbs where facilities are modern, achievement levels are high, and most teachers are highly qualified.

Some time back, a colleague of mine asked her students, "What do you want to be when you grow up?" One student wanted to be a police officer, another wanted to be president, another a doctor. Then she came to Malik: "What do you want to be?" And Malik answered, "I just want to be possible." She asked, "What do you mean, you want to be 'possible?'" And he explained, "My mother always says that I'm impossible. I just want to be possible."

I feel a kinship to Malik. And I know from experience that there are millions more like Malik. Our challenge--as teachers, support professionals, parents, and political leaders--is to give these "impossible" children access to excellent public schools that allow their "possibility" to be realized.

This is a goal worthy of America--a goal that must be beyond bickering and partisanship. This goal will be one of my highest priorities as NEA president.

Reg Weaver

President, National Education Association

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