children out of school in america - University of Tennessee Digital ...

Ask them to prove that they are not. Always try
to keep the burden of proof on them, which is where
it belongs. But also be prepared at the outset to
show them that whatever you are complaining about
is not an isolated incident. We will be happy to
point out the sources you might look to in documenting
the problem, like the Census. You should also
investigate your own specific local school policies
and practices relating to the groups of children we
describe in this report.
4. Priorities
"I admit the facts, but feel you have not
presented a problem that is that important."
We should all feel strongly about the importance
of what we are advocating and be able to tackle this
defense. There can be no doubt that an issue as
fundamental as children out of school demands
redress.
5. Confession and Avoidance
"I admit the facts and feel very concerned,
but there are overriding considerations which
free me from responsibility for acting to
solve the problem."
Listen carefully and do not be too convinced.
Force officials to spell out the specific "overriding
considerations" and scrutinize each one. Know who
is responsible to do what beforehand in order to
counter this argument and make it clear that you
and others will not absolve them from solving the
problem. Then pester.
6. Improper Jurisdiction
"I understand the problem, but I feel it
is not the school's responsibility, it is the
task of the family and other institutions."
All institutions say the same thing! Everybody
denies responsibility. Throw it back at them and be
clear what the school officials' role is or should be.
lt is the job of school officials to educate children.
If they are unwilling to do so, we should insist that
they look for another job.
7. Prematurity of Request
"We have known all along about these
things that were happening, and we have
made plans to correct the situation. Our
efforts must be given a chance."
Ask specifically what their plans are and scrutinize
the "plan" carefully. Make sure you get the
budget, the timetable, and the name of the person
or persons responsible for implementing the "plan"
before deciding if this response is adequate. Then
monitor.
8. Generalized Guilt
"What you say is true, but other school
systems have similar problems of children
out of school; we are no worse than they
are."
This "it's alright for us to do wrong because others
do wrong" attitude is irresponsible. Do not accept
it. Insist that they make a start. The standard for
performance should always be the needs of children
in your community, not how your schools' official
negligence compares with the official negligence of
other schools. Other districts might follow leadership
if it is provided.
9. Improper Forum
"The problem is really in the hands of the
state or the local or the federal government
(depending on which you are talking to) and
there is little we can do."
This response points out the importance of
mounting advocacy at the local level, the state level,
and the federal level. Again, homework is necessary
in order to know what authority each tier of
government has to help with your particular problem.
And you should be as clear as possible beforehand
on what to demand from each.
10. Recrimination
"I admit there are children out of school,
but it is their own fault. It would not happen
if they and their parents really cared."
Maybe. But what can they be made to do as well?
Are they enforcing the truancy laws or counseling
children and parents who have school attendance
problems? Have they established clear disciplinary
policies and procedures? Do they have barriers
which keep children from coming to school? You
should also begin to ask school officials for their
evidence that parents don't care. Ask them the last
time they spoke with parents about their children
being out of school and what kind of outreach they
do on a regular basis to prevent or alleviate the
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