Every newcomer to Baltimore hears these five words before they arrive: “Have you watched ‘The Wire’?”
Even two decades later, the city’s reputation is inextricably linked to the HBO show. But one soon-to-be Baltimorean was looking for more and reached out to ask which books we would recommend to someone who’s about to move here — books that go beyond the version of Baltimore “The Wire” presents.
So we turned to the experts: Readers!
An intern’s favorite bookstores of the summer
We posted the question and 63 responded, recommending 55 books and three sweeping suggestions: Anything by Anne Tyler, Anything by Laura Lippman and Anything by Lawrence T. Brown.
Top picks:
‘Not in My Neighborhood: How Bigotry Shaped a Great American City’
By Antero Pietila
Charm City was unfortunately one of the first in the country to use private covenants to bar people from housing based on their ethnicity. Antero Pietila, a former Baltimore Sun reporter, takes a deep dive into this history of redlining and racial segregation.
No fewer than 16 readers recommended it. Here are a couple of reviews:
“Not in my Neighborhood by Antero Pietila does a really great job of giving you a sense of where you are and how where you are got to be how it is. Spoilers: it’s racism.” — Daniel Shiffner
“This book helped me understand how housing discrimination has shaped and continues to shape Baltimore. Pietila does a great job explaining how societal beliefs, like eugenics, influenced the laws around housing.” — Julie Spokus
‘The Black Butterfly: The Harmful Politics of Race and Space in America’
Lawrence T. BrownSign Up for AlertsGet notified of need-to-know info from The Banner
The second-most-recommended book shows how the roots of redlining encase modern Baltimore, quietly reinforcing the racial and economic trenches separating our neighborhoods.
Reader reviews: “I moved to Baltimore two years ago, and reading about the history of red lining and discrimination against the Black community has been really helpful to understand dynamics at play in the city and in the country.” — Guillaume Foutry
“An analysis of the structural issues and policy-level decisions at the root of racialized inequality in the city, with some radical ideas on how to how to address it.” — Linda Shopes
‘Baltimore Blues’ ; ‘Charm City’ ; ‘What The Dead Know’
Laura Lippman
(HarperCollins)
At least four different people submitted the exact same response: “Anything by Laura Lippman”, the prolific Baltimore author who is still publishing new works.
One reader recommends starting with her 1997 classic “Baltimore Blues.”
Reader review: “Laura Lippman’s book gives a great feel for the city as her characters go up and down the streets of downtown, Federal Hill and more as she weaves a fine crime novel.” — Jack Amdryszak
Anne Tyler has been rooted in Baltimore while writing prolifically for over half a century, and her novels show it. She’s won numerous accolades, including the 1989 Pulitzer Prize for fiction, and three readers recommend her works.
Reader Review: “The majority of her books are set in Baltimore and she beautifully captures the quirkiness of this city and its residents.” — Lucy Strausbaugh
‘The Color of Law: A Forgotten History of How Our Government Segregated America’ by Richard Rothstein
Reader review: “You will have countless recommendations for Lippman, Tyler, Waters, Poe (rightfully). Actually wanna know “why Bmore has this rep”? You must understand racial housing laws & how that meant American cities could develop. Don’t wanna know? Then don’t live here.” – Chrissy Kidd (This reader also recommended “Not in My Neighborhood” by Antero Pietila.)
‘We Speak for Ourselves’ and ‘The Cook Up’ by D. Watkins
D. Watkins is an East Baltimore-born author, editor, professor and writer for HBO’s “We Own This City” who depicts an honest image of what it’s like to live in East Baltimore.
‘Homicide: A Year on the Killing streets’ by David Simon
As the creator of HBO’s “The Wire,” David Simon is a well-known name in Baltimore. His novel “Homicide: A Year on the Killing Streets” was adapted into an NBC show, “Homicide: Life on the Street” in the ‘90s.
Reader review: “I moved here in 1991. I hunted high and low for books about Baltimore. They were mostly tangential to understanding the city. A friend gave me David Simon’s ‘Homicide.’ It was eye opening and mesmerizing. A seminal work for understanding Baltimore in the 1990s. I still think about it today.” — Mary Roberts
‘If You Love Baltimore, It Will Love You Back: 171 Short, But True Stories’ by Ron Cassie
This collection of vignettes by nationally acclaimed Baltimore magazine editor Ron Cassie uses the everyday experiences of residents to paint an intricate mosaic of Charm City.
Reader review: “It’s 171 short but true stories that shows the quirkiness and flavor of Baltimore, and its inhabitants. It also showcases the neighborhoods we were famous for & the diversity of them. — Jacqueline Victoria Capel
This sprawling novel depicts coastal Maryland’s history by following several generations of three different families, all the way from the late 1500s to the Watergate Scandal of the 1970s.
Reader review: “James Michener’s ‘Chesapeake’ is still one of the most revealing and informative narratives for any one new to this region. As a very well regarded historical fiction novel, it provides a very colorful and for the most part, accurate accounting of the basis for the cultural of our community.” — Jim Burdick
‘111 Places in Baltimore That You Must Not Miss’ by Allison Robicelli
Want to visit a fudge shop with ties to four legendary R&B artists, drink in Edgar Allan Poe’s memory or visit one of the oldest blacksmith shops in the country that’s still operating? This book is full of quirky, fascinating and thoroughly explained recommendations for eating, drinking, visiting historic spots and much more.
Reader review: “I have visited almost every location listed in this book — I love it. I have found everything from my favorite chocolates to talented Greektown glassblowers. Even ‘Baltimore Licks!’ ” — Yvette Wheeler
‘Baltimore: A Political History’ by Matthew Crenson
Written by a professor emeritus at the Johns Hopkins University, this book explores how Baltimore became Baltimore. Starting with the city’s founding in 1729, Crenson navigates the politics of the region and how issues such as the Revolutionary War, slavery and industrialization molded Charm City.
Reader reviews: “This book explains how Baltimore was created; the factors that accounted for its growth; the development of its major industries, such as the railroads; its long history of governmental dysfunctionality and civil disorder (e.g., riots); and the factors that led to its decline after World War II.” — Jefferson M. Gray
“Provides a really interesting historical perspective on how Baltimore has been intentionally shut out of state power from its founding, among other things.” — Mobtowne
‘The Narrative of the Life of Frederick Douglass’ by Frederick Douglass
This memoir recounts Frederick Douglass’ life, including his experiences while enslaved in Baltimore and Maryland. After escaping slavery, he fled north and became one of the most influential abolitionist movement leaders of the 19th century.
Reader review: “The Narrative of the Life of Frederick Douglass should be a must read for Baltimoreans and Marylanders. An icon of American history, telling a vital story of our past, the story of slavery in Baltimore and on the Eastern Shore. It should be part of the DNA of everyone in Baltimore.” — Amanda McGuire
‘Shelter: A Black Tale of Homeland, Baltimore’ by Lawrence Jackson
Lawrence Jackson, who grew up in West Baltimore, is now a professor at Johns Hopkins, an institution that has a complex and often tense relationship with many of the city’s neighborhoods. In this memoir, the author uses his own life as lens to understand the many nuances of the city.
Reader review: “Read this wonderful work with a map of Baltimore neighborhoods in hand or, better yet, on a walking tour of the city.” — Clarissa Howison
Legend has it that the first umbrella in America was opened in Baltimore. This book explores the history of Baltimore with many such anecdotes and fun facts — though they might be somewhat dated for the modern reader.
Reader review: “ ‘The Amiable Baltimoreans’ was written in the early 1950s by Francis Beirne — a former editor at the Sunpapers. It is a bit of a throwback, but a solid read for those looking to learn about our city’s unique people, history, and culture.” — Tyler Crowe
‘What’s Not to Like?: Words and Pictures of a Charmed Life’ by Jim Burger
A former photographer at The Baltimore Sun recounts his life through words and images. “I was walking around the building one day and I was just taking pictures just to show what it looked like and how a newspaper was made. And now it’s a historical document. Nothing, literally nothing in those photos exists!” the author told WYPR.
Reader review: “He’s lived in Baltimore a long time, worked for The Baltimore Sun, and has some great stories to tell. — Kristen Held
A story about how technology can divide families, written by an award-winning science fiction author based in Baltimore.
Reader review: “I recommend We are Satellites by local Sarah Pinsker. The book is set in the near future, but interwoven in the story are the locations like the aquarium.” — Emanuel
Reader review: “It’s a fascinating look at the Roland Park Company’s development of Roland Park, Guilford, Homeland, and Northwood, still popular neighborhoods, more than 100 years on.” — Kathleen Truelove
‘Beautiful Swimmers’ by William W. Warner
You can’t talk about Baltimore without blue crabs being part of the conversation. Their genus, Callinectes, is Greek for “beautiful swimmer,” hence the name of this 1977 Pulitzer Prize-winning nonfiction book.
Reader review: “A book about crabs from start to finish. Great read.” — Dave Majchrzak
By Nicole AsburyAugust 22, 2023 at 6:20 p.m. EDT Washington Post
A majority of Maryland students’ test scores improved for the second yearin English language arts, but students are still academically behind in mathematics because of the impact of the pandemic, according to results from state assessments released Tuesday.F
Students showed some gains in mathematics compared with 2022, but the number who tested as proficient fell short of 2019 levels — before schools closed to mitigate the spread of the coronavirus. Overall, a majority of students improved from a shortened assessment taken in the fall of 2021 that showed test scores plummeted. The fall 2021 assessment was taken just as schools were reopening for in-person instruction.
For example, 30 percent of sixth-graders scored as proficient in math in 2019, but results from the 2023 assessment show that only 19 percent of students received the same score. Twenty-seven percent of students tested proficient in Algebra I in 2019, but only 17 percent met the standard last school year.
The state defines proficient learners as students who are “prepared for the next grade level or course and are on track for college and career readiness.”
The results mirror national trends showing that students have regained traction in English but are struggling in math. On the National Assessment of Educational Progress (NAEP) that was released in October, the portion of eighth-graders rated proficient or better in math fell to 27 percent, from 34 percent in 2019. Average math scoresfor the eighth grade fell by eight points, from 282 in 2019 to 274, on a 500-point scale, and in fourth grade by five points — the steepest declines recorded in more than a half-century of testing. Reading scores also fell, dropping among both fourth- and eighth-graders, but the declines were not as steep as they were in math.
Last year, Maryland State Superintendent of Schools Mohammed Choudhury warned state board members that virtual learning took a large toll on mathematics and that the state’s students would have “a long load of recovery.” His agency is investing up to $10 million to establish a permanent statewide tutoring corps that will target students who are not proficient in mathematics. The state is also focusing on improvements to math instruction through the Blueprint for Maryland’s Future, a landmark statewide education plan that invests billions in public schools over a 10-year span.
Choudhury said during a state board meeting Tuesday that “the money needs to land in the right places” to see statewide assessment improvements, especially for students who are underserved. “We need the boats that have historic inequities and other challenges to rise faster,” Choudhury said.
In English language arts, most students showed improvement compared with 2019. Forty-eight percent of third-graders scored proficient last school year; that was more than the 41 percent who hit the mark in 2019, as well as a small increase from 2022, when 46 percent of third-graders scored proficient. Also in 2023, 54 percent of 10th-graders scored proficient, compared with 43 percent in 2019.
All Maryland student demographic groups showed improvements, but there were still achievement gaps. A majority of low-income students and students of color were behind their wealthier and White peers. Roughly 11 percent of students who are “economically disadvantaged” in grades three through eight received a proficient score in mathematics. (The state considers a student to be economically disadvantaged if they meet one of several criteria, including participation in the Supplemental Nutrition Assistance Program and foster status.) Meanwhile, about 34 percent of students in grades three through eight whom the state did not designate as economically disadvantaged obtained a proficient result.
Most Maryland state board members celebrated the improvements in English language arts, though some were concerned about the minimal progress among English learners and students with disabilities. Twelve percent of students with disabilities in grades three through eight were proficient in English language arts on the 2023 assessment, an increase of one percentage point compared with last year. Twelve percent of English learners in grades three through eight were proficient in English language arts in 2023, down one percentage point from last year.
“We need to do something different,” said Joan Mele-McCarthy, a state board member who represents Calvert County and who emphasized that she was not celebrating the results. “I hate to sound this way, but I’m a little frustrated.”Share this articleNo subscription required to readShare
“You’re not going to hear any debate on that,” Choudhury replied at the board meeting. “You’re only as strong as your most struggling student. We need to up our game.”
He added that he believes that for students who are English learners and who have disabilities, there are “low expectations” that are “playing out every day in the classroom.”
Nell O’Brien, 5, walked up to George Mason Elementary School in Alexandria, with her blond hair neatly clipped to the side with a bow. She stood quietly by her mother in a collared dress, meeting teachers and administrators along the path leading to the front doors of the new school.F
It was the first day of kindergarten for Nell, and she was ready to take on the day in the same dress her mother wore for her first day of school.Susana O’Brien, Nell’s mother, said she held on to the dress — which she first wore in 1987 — in case she had a daughter who could repurpose it.
“It’s a little nostalgic. It’s a bittersweet moment. I have a fifth-grader here, and a third-grader here as well, and it’s my last baby going into kindergarten,” O’Brien said. “It’s exciting. It’s an exciting day.”
Alexandria City and Fairfax County public schools kicked off the return to school Monday by welcoming nearly 200,000 students across the two districts. Fairfax, Virginia’s largest public school system, serves more than 181,000 students at nearly 200 schools.
Other state school systems — including Prince William County Public Schools, the state’s second-largest school system with more than 89,000 students, andManassas Park City Schools — also started the school year Monday. Students enrolled in Loudoun County Public Schools return to the classroom Thursday, and students in the rest of the region — Arlington Public Schools, District of Columbia Public Schools, Montgomery County Public Schools, Prince George’s County Public Schools — start Aug. 28.
The first day brings excitement and nerves for students and educators as they start the new year. This school year also marks more than three years since the onset of the coronavirus pandemic closed classrooms across the United States. Although they are back in full swing, schools around the region are still trying to recover from a number of lingering effects, including lagging enrollment numbers, staffing shortages, falling test scores and significant learning loss.
O’Brien said she’s mostly optimistic heading into the school year, but worries about growing class sizes and student-to-teacher ratios if the school district can’t retain or hire enough teachers.Advertisement
“We’re hoping that ACPS hears parents’ concerns about that and will work to improve teacher retention in the coming year,” she said. “I think it’s an excellent school district, obviously, I’m sending all my children here. So, I’m really excited about the new school year and I think that we have a lot to do.”Share this articleNo subscription required to readShare
Staffing in schools has been a concern for parents and educators around the country as schools have faced teacher shortages nationwide. In most D.C.-area districts, more teachers resigned during the 2022-23 school year than in the term prior, data shows. Alexandria saw 325 teachers leave last year, compared with 212 in 2021-22.
Melanie Kay-Wyatt, who is starting her first school year as Alexandria City Public Schools superintendent after leading the division on an interim basis, said priorities for this yearare improving school culture, academic achievement and closing gaps around absenteeism — another key concern for school leaders in the region.Advertisement
“It’s really around supporting and making sure that our students are coming to school, and putting in programs and initiatives to support families so that our students can come to school each and every day and want to be engaged in the work and the programs that we have to offer them,” Kay-Wyatt said.P
Students and educators headed back to classrooms will also have to manage a spike in school violence and rising issues surrounding mental health, particularly among teens. Students in Alexandria City and Prince William County will have weapons detectors in their middle and high schools in an effort to prohibit guns in schools. Prince George’s County Public Schools, Maryland’s second-largest school system, will also install weapons detectors at every high school and some middle schools, and it will require clear backpacks for every high-schooler.
Educators are also still working to recover academic progress lost during the pandemic. National test scores in reading and math plunged during the pandemic, with the most recent data from the National Assessment of Educational Progress showing the single largest drop in math scores among 13-year-olds in 50 years. And according to federal survey data collected by the National Center for Education Statistics, about half of public school students across the country started last school year below grade level in at least one subject.
Renae Graves needed a bit more convincing before heading into her first day of kindergarten. The girl sat on a bench outside the school with Kay-Wyatt talking her up for the day.
Her dad, Kelvin Graves, had hoped Renae’s older brother would guide his little sister into the school. But he was too eager to reconnect with friends.
With one last pep talk from dad, Renae mustered up the courage and headed inside with a teacher, her Princess Ariel backpack waving behind her with the tag still attached.
The autumnal return to school brings children and parents a mix of emotions: excitement, joy, anxiety, the bittersweet realization that kids are growing up.
But lurking in the background of all the first-day preparations — the new shoes and clothes, the rush to finish summer reading assignments, the acquisition of school supplies — are some major challenges facing American schools. These include the pandemic, poverty and violence.F
Here are five important topics The Washington Post’s education team will be watching as schools reopen.
Test scores
National test scores in reading and math plunged during the pandemic, most recently with record drops for 13-year-olds on the well-regarded National Assessment for Education Progress. The backsliding followed other stark results. Experts say that students as a whole have not made up for the ground they lost during covid-19.
In the D.C. region, academic recovery has a long way to go. In the District’s public schools, for example, the passing rate in math on standardized tests taken in spring 2022 plummeted 12 percentage points, from 31 percent before the pandemic to 19 percent — the lowest ever recorded in the city, according to results released last year. The share of students reaching the reading benchmark dipped six percentage points, to 31 percent. Maryland state assessment scores released in January showed that students were reaching pre-pandemic levels in English, but falling behind in math. New scores will be released later this week.
School systems across the country have experimented with an array of strategies to help students catch up academically — including high-dosage tutoring — but researchers say many programs don’t last long enough or reach a sufficient number of students. Some areas have struggled to hire tutors.
School systems are rolling out additional security measures in response to youth violence.
Prince George’s County Public Schools is installing weapons detectors at every high school and some middle schools to reduce the amount of gun incidents reported on school campuses. The school system — which is Maryland’s second largest with about 131,000 students — is also requiring clear backpacks for every high-schooler.
In Northern Virginia, both Alexandria City Public Schools and Prince William County Public Schools will have weapons detectors in their middle and high schools. Alexandria began its pilot program in the spring, and Prince William will begin using the scanners for the first time in a phased rollout starting the third week of school.Share this articleNo subscription required to readShare
Shortages
While teacher resignations in some D.C. area districts fell last year compared to the term prior, the region’s seven major systems reported at least 2,300 vacancies just weeks before the start of the school year.
In Fairfax County, the largest public school system in Virginia, 726 teachers quit their jobs during the 2022-2023 school year — a decline from 896 in 2021-2022. Fewer teachers also left Arlington’s public schools, from 284 during the 2021-2022 school year to 164 last school year.
Meanwhile in Prince George’s County, officials counted 1,126 resignations between July 2022 and this July. Last year, they said 989 teachers quit between June 2021 and July 2022. The district has hosted hiring fairs in recent months to connect anxious school leaders with new teachers and staff.
D.C.’s public school system reported 360 resignations last school year — an average of roughly 37 resignations per month, district officials said. Between January and June 2022, 372 teachers quit their jobs, The Post previously reported, about 62 departures per month.
Coronavirus relief money
This is the last year for schools across the country to spend roughly $122 billion in pandemic relief aid, the final round of more than $190 billion in federal funds intended to help schools navigate the pandemic. Schools — in the D.C. area and beyond — have so far have reported using the cash to support efforts such as virtual learning, reopening schools and launching tutoring programs.
The money came with few guidelines, which allowed schools to spend it on almost anything related to education. But as the funding runs out, education advocates have warned of a fiscal cliff that could drop school systems into financial disarray as they try to readjust to their smaller, pre-pandemic budgets.
Most education agencies maintain online databases to track their spending. Here they are for D.C., Maryland and Virginia.
Two years after the pandemic, enrollment numbers in K-12 public schools were still lagging pre-pandemic levels. A report from the Education Department’s National Center for Education Statistics released earlier this year showed enrollment was down 3 percent in 2021, with 49.4 million students compared with 50.8 million before the pandemic, in 2019.
In the Washington region, preliminary enrollment data from last school year showed that school systems were beginning to recover from coronavirus enrollment drops, but still struggling to make a full recovery.
In Montgomery County and Prince George’s County public schools show that enrollment was up but hadn’t reached pre-pandemic levels. Similarly in Northern Virginia, enrollment was on the rise, but no system had fully rebounded. In the District, before school closures, 51,037 students were enrolled in the city’s traditional public schools. Enrollment fell to 49,035 during the 2021-2022 school year, but surpassed 50,000 students for the first time since the pandemic last school year.
Q: How do I get my 17-year-old son to stay in school for his senior year? He hates school, the homework and getting up early and he wants to drop out and just work.
He struggles with the homework. His school uses Google Chromebooks for all homework, quizzes and tests. He gets frustrated and refuses to do the work. I’ve encouraged him to ask his teachers for help, and that gets eyerolls.
I can’t get him to see the benefits of getting the high school diploma and that then he can work, or travel or even go to a trade or community college.
What can I do?
A: Thank you for writing in; this must feel like a scary time. When your child is so close to closing an important chapter (finishing high school) and there is nothing we can do to force them to want it or actually do it, it’s easy to feel out of control. And when we feel out of control, we can start to panic and act from that panic. We can begin to beg our kids, offer rewards we may not be able to make good on, try to convince them with logic or make threats that don’t even make sense. As the parents, we can see around the curve and we know how many doors are closed without a high school diploma — why wouldn’t you feel panicked? Ironically, the way forward is to do the opposite of what our panicked brain is telling us.ADVERTISING
The first step in reaching your son is to be on his side. No human likes to feel dumb, left out or frustrated. I doubt he wakes up and chooses to feel this way, and whether it is an undiagnosed learning disorder or just stuck-ness that has lasted years, your son feels like he doesn’t have options. “To be on his side” is less of an action (although action is involved) and more of the feeling you want to create with your son. Contrary to what many parents think, listening to his feelings and making room for them will not make them worse. He will not become more frustrated if he talks about how much he hates school — the opposite is usually true. If he can let out his frustration about the homework and early mornings without you commenting, he may get to a place where he does not fight you so much. If he feels like you are listening without judgment and you maintain curiosity, compassion and empathy, there is a greater chance that he will begin to relax.Share this articleNo subscription required to readShare
It is so countercultural to fully listen to our children without commentary, logic, problem-solving, critique or worry, that you may not even know how to do this. Adopting some of the techniques from psychologist Ross Greene’s “collaborative and proactive solutions” empathy step, you can simply find a quiet, calm moment and say: “I’ve noticed you are dreading this school year, from the wake-up time to the homework. Tell me more about that.” And then just sit there. Maybe your son will shrug, unwilling to share, and the trick here (and trust me, it is hard) is just to wait. Silently. People need time to process their thoughts, and if they are accustomed to you jumping in with your critiques and thoughts, they don’t feel safe sharing with you. Sitting silently and compassionately is one of the most powerful things you can do.
If your son begins to complain, awesome. Listen carefully and repeat back to him what he is saying to you. This communicates that you are actually listening (not simply saying what you think) and if you need to, take notes. What is your son really worried about? Maybe the early mornings aren’t that big of a deal, but the homework is a real problem. Maybe he hates certain classes, but the rest are okay. By listening without jumping to conclusions or solutions, you stand a good chance of getting at your son’s real worries and issues, and when he feels like you are on his side, he is more likely to open up to solutions, ideas, and yes, hope.
Once you have a clearer picture of what worries your son, you can begin to create mini-solutions. Maybe you only work on mornings and waking up. Maybe you begin to problem solve around homework (finding a teacher in school, a tutor, a friend). Maybe you build in mini-rewards to keep motivation high. Maybe he can get a job in a field he is interested in, while learning how the high school diploma will benefit him. Maybe you work with him and the school counselor closely to create a schedule that your son finds interesting. The counselor could also work with you and your son about the ramifications of dropping out as well as what would be required to obtain a GED down the road. This wouldn’t be done as a threat, rather is gathering information and treating your son like a young adult, not a child to be controlled and manipulated.
In either case, I strongly recommend finding small wins and truly celebrating them. My spidey sense is telling me your son has some low self-esteem when it comes to learning (remember, people like to feel capable, smart and needed), so continuously meet with him to listen to him. Find ways to have fun and laugh, and yes, he may still want to drop out, but focus on one day or week at a time. Find as many loving adults as you can to support you and your son, and have faith that it will work out. And, for you, find good friends and loved ones to support you as you navigate this with your son. It is painful to watch someone you love so much not see the future as clearly as you do, so you deserve all the love and support, too. Good luck.P
By Meghan LeahyMeghan is the mother of three daughters and the author of “Parenting Outside the Lines.” She holds a bachelor’s degree in English and secondary education and a master’s degree in school counseling and is a certified parent coach. Send a question about parenting to onparenting@washpost.com, and it may show up in a future column. Twitter
Forget independence. Teach your kids this instead.
Early in the semester, Mike McLaughlin, a teacher at Saint Ignatius High School in Cleveland, conducts a simple exercise with his sophomores. Take out a piece of paper, he’ll say, and make two lists: one with everything they’ve done over the past 24 hours that has contributed to their well-being and the other with everything others have done for them.
At first, most lists show a 50-50 split: They’ve studied hard, but their parents have fed and clothed them. Then McLaughlin presses them. Who teaches and coaches you? Who encourages you through setbacks? The students gradually revise their lists. By the end of the exercise, they realize that only about 5 percent of their well-being is because of their actions and 95 percent is because of the actions of others.
“The point is to plant this idea that they need people,” McLaughlin said, “and that there are people in this world who are going to need them, too.”
Many parents tend to focus on what we’re told is the ultimate goal of parenting: to raise independent, self-reliant adults. Independence is undoubtedly valuable. It helps our children think for themselves, develop and pursue their passions, and become self-sufficient and capable. Accordingly, American parents tend to value kids for their external achievements — for the things that show their kids will stand out in an increasingly competitive world.P
But teachers like McLaughlin and a growing group of parents are starting to realize that for our children to be healthy, happy and successful, we need to teach them a more profound lesson: interdependence — that is, how to rely on others and how to be a person whom others can rely on, too.
What McLaughlin knows and what research suggests is that lasting self-worth cannot come from approval based solely on external rewards, such as trophies, college acceptance letters and fancy job offers. Rather, an understanding of one’s inherent value comes from knowing one’s place in a community — from the sense that others value you and that you add value to others. Researchers call this feeling “mattering”: Only by building interdependence can kids gain social proof that they do indeed matter.
Too often, in competitive environments, students believe that admitting they need support means they’re inadequate. It’s why so many adolescents suffer in silence until they implode. One student in Los Angeles described the stress as feeling as though you’re “stranded on an island” — and yet, regardless of how high the water rose, she would “rather drown than ask for help.”
By contrast, I have found in my research that children trained in the skills of interdependence better handle setbacks or the uncertainties of the future because they are grounded in their communities.
The parents of these healthy achievers openly acknowledged the courage it takes to ask for and accept support. They taught their kids to “never worry alone,” as psychiatrist Edward Hallowell has put it.Share this articleNo subscription required to readShare
Parents of healthy achievers also taught their children the importance of offering help. They insisted on chores — not so much for the work ethic but because chores helped their children see that their contributions were needed within their household. These parents prized volunteer opportunities over good grades because helping others showed their kids how to bring themselves to the world.
But perhaps the most important thing parents can do to instill the mind-set of interdependence is to model it themselves:
• Show your children the nitty-gritty of times you’ve leaned on others. For instance, when my daughter struggled with a paper, I showed her the first edit of an article I’d written for this very newspaper’s science section: red marks everywhere. Initially, I felt embarrassed to need so much help. But quickly, I told her, I came to see it another way. I realized that my seasoned editor was investing in me, helping me become a better writer. I felt grateful for this show of support.
• Name what often gets in the way of building interdependent relationships: envy and the shame it elicits when we think we don’t measure up. Social comparison is a natural part of being human, but, left unchecked, it can leave us deeply lonely. Instead, parents can normalize this universal feeling by admitting they feel envy from time to time, too, such as when they log on to social media and see an acquaintance’s fabulous vacation or when a colleague gets the promotion they were hoping for.
Talk through how you manage those uncomfortable feelings in healthy ways. We don’t have to judge ourselves for having these feelings, I’ve explained to my own kids, but we do have to hold ourselves accountable for how we act on them. Without awareness, our envy can drive us to gossip about or undermine the target of our envy, so that we look better by comparison. Envy poisons connection.P
• To model healthy competition, celebrate out loud the strengths you see in your children’s friends. What do their classmates or competitors do well, and what can your child learn from them? Highlight their shared goals — whether it’s becoming a better tennis player or navigating the same fraught college admissions process. Competition can be mutually beneficial when we encourage children to appreciate and learn from others.
As for the adults? When we’re tempted to go at life alone — to be the parent who does it all, to resist burdening others with our needs, to outcompete the Joneses — we can remind ourselves that independence isn’t the secret to success for us any more than it is for our kids.
We should teach interdependence because it helps our children thrive. But we should also practice interdependence because it helps us thrive, too.
Montgomery County Public Schools announced a slate of initiatives Tuesday to tackle a rise in chronicstudentabsenteeismsince the onset of the pandemic.
Most of the plan focuses on conducting additional analysis, like reviewing student absenteeism data by factors such as day of the week, course and teacher, to understand more of the root causes. The district is putting new platforms in place to allow school teams to review student data in real-time, and will develop school-specific plans — including engaging with parents — to try to remove obstacles that would prevent a student from getting to the classroom.F
Chronic absenteeism— generally defined as when a student misses more than 10 percent of school days for any reason — surged nationally during the pandemic. At least 10.1 million students were chronically absent during the 2020-21 school year, the first full school year of the pandemic, according to federal data; that was 25 percent more than the typical 8 million students who were chronically absent each yearpre-pandemic.ADVERTISING
Montgomery County Public Schools, Maryland’s largest school district with about 160,000 students, saw a similar trend. About 27 percent, or about 43,000 students, were chronically absent during the 2022-23 school year. By comparison, about 20 percent, or 30,300 students, were chronically absentduring 2018-19.Hispanic, Black and low-income students had higher rates of absenteeism, data shows.
School officials said intervention efforts are most sorely needed at the high school level, where about 36 percent of students were chronically absent during the 2022-23 school year.
“We know there are a confluence of factors that impact this issue,” Damon Monteleone, the district’s associate superintendent of well-being, learning and achievement, said during a news conference. He pointed to an ongoing youth mental health crisis and said some of the district’s students “may not feel welcome” in their school community.
Research shows students who are chronically absent are less likely to be reading on grade level by third grade, and are more likely to score lower on standardized tests and get suspended in middle school. They also are at greater risk of dropping out of high school.
In the past, the Montgomery County school district used to tie final grades to attendance — if a student was absent over a certain number of days, they wouldn’t receive credit in a class. However, that policy shifted about 10 years ago to give teachers more discretion: If a student was unexcused from class over a certain number of days, teachers called parents and put an attendance intervention plan in place, with supplemental academic work to help determine a grade.Share this articleShare
Monteleone said that process “was highly variable.”
“To be straight, there were some schools that were doing it with fidelity; there were some schools that were not doing it with fidelity,” he said. “Because of the varied nature of this … we really started before the pandemic to rethink our approach.”
Under the new approach, a variety of school employees will now be involved in intervening in cases, Monteleone said. During the pandemic, the school system hired people into several types of positions focused on student well-being, such as mental health staff members.
Data from Montgomery County schools shows that low-income students and students of color were more likely to be chronically absent. Nearly 18 percent of Black students were chronically absent during the 2022-23 school year, and about 30 percent of Black students enrolled in the district’s free-and-reduced lunch program were chronically absent. Thirty-two percent of Hispanic students were chronically absent, and about 42 percent of Hispanic students enrolled in free-and-reduced lunch programs were chronically absent.
Meanwhile, about 15 percent of other students were chronically absent, the district said.
“There’s a clear correlation … between financial insecurity and attendance rates,” Monteleone said. “And we know we must do a better job of engaging our Hispanic community.”
The school district’s six-page planalso said it would consult the findings of its “anti-racism audit,”to see if there is information about the district’s culture and climate that might affect absenteeism. Thesystemwide review found that students of color had less satisfactory experiences than their White peers.
Steven Neff, director of pupil personnel and attendance services, said the school system is working with national experts on attendance to improve its approaches.
The plan also delineated responsibilities for counselors, social workers, school nurses and other employees on how to address chronic absenteeism. Social workers are directed to help students whose mental health needs may be impacting attendance, and nurses are asked to guide students whose medical conditions are making them miss class.
August 1, 2023 Welcome to your new Cigna health plan!
Dear TCN Member, As part of The Corps Network, Cigna will be your medical insurance provider. Your plan gives you comprehensive, easy to use coverage which is compliant with the Affordable Care Act (ACA). This means, you’ll have access to affordable, quality health care that’s simple to use. For questions about your Cigna health plan coverage, including which health care providers will be in-network, you can call us at any time:
• Before September 1, 2023, contact us at 1-800-564-7642.
• On or after September 1, 2023, call Customer Service at 1-800-244-6224. Both numbers will connect you to a Customer Service Advocate 24/7, including holidays.
Your ID card is available online at the myCigna® website or mobile app. Register for an account at www.myCigna.com or download the mobile app. On myCigna.com, look for the ID card link at the top right corner of your myCigna.com dashboard. We won’t be mailing ID cards, so make sure to print your ID card if you want a physical copy.
Lower Cost Options for Care
Your medical plan is designed so that telemedicine through MDLIVE is only a $5 office visit copay. This is your lowest cost option for medical visits and can be accessed 24/7/365. Log in at www.mycigna.com and visit the “Find Care & Costs” tab to start your search for a provider. Cigna makes your search for a provider easier with cost efficiency ratings, the Cigna Care Designation, and by designating doctors that meet quality and cost efficiency standards as ‘Tier 1’. Your medical plan is designed with a lower copay when selecting Tier 1 specialists (when available) in your plan’s network.
Look for Tier 1 providers on www.myCigna.com or the myCigna® App.
Click on Find Cost & Care
Enter your search criteria, ZIP code, provider type or provider name
Look for the Tier 1 Provider designation Here’s an example of what to look for when searching for a provider on www.myCigna.com:
Here are some tips new customers find helpful: • ID Card – You can use your new Cigna ID card for all covered medical services starting September 1, 2023. Please show your new ID card at the pharmacy as the Rx information on your card has changed. • Online Access – Sign up at www.myCigna.com to manage your health plan. At www.myCigna.com, you can print ID cards, check a claim status, find in-network providers, estimate costs for covered services and prescriptions, manage your home delivery prescriptions, and much more. You can also download the myCigna.com mobile app (phone/tablet) to access your account when it’s convenient for you. • Emergency Room Alternatives – Remember that the emergency room is often the most expensive place to seek care. Use your www.myCigna.com app to find an urgent care or primary care office convenient for you. • Prescription Home Delivery – For current prescriptions – it’s easy to move them to Express Scripts Pharmacy. Just call 800.835.3784 and have your doctor’s contact information and prescription medication name(s) and dosage(s) ready. Express Scripts Pharmacy will do the rest. • Prescription Information – If you need to get medical services once your plan is active, but haven’t downloaded your ID card yet, here are your plan details: o Group Number: 3338030 o Member ID: Use your SSN until you receive your Cigna ID number o RxBIN: 017010 o RxPCN: 0215COMM Throughout the year we’ll send you updates and resources about important health topics, including exercise, healthy eating and preventive care. We will partner with you to help improve your overall health.
Questions or concerns? We’re happy to help! Call us toll-free at 1.800.Cigna24 (1.800.244.6224). Customer Service Advocates are available 24/7. If you have a hearing or speech impairment and use Telecommunications Relay Services (TRS) or a Text Telephone (TTY), dial 711 to connect with a TRS operator. Translation services are available at no cost to you in 140 languages.
Para información en Español, por favor llame al numero telefónico que aparece en su tarjeta o al 1.800.244.6224 (Customer Service) y pida hablar con un representante que hable Español. Sincerely, Your Cigna Service Team
I understand that in the performance of my duties as an AmeriCorps member with my site, that for the protection of all, I agree to hold confidential any and all information related to youth I may be working with, with the exception of any admission of abuse. Other than informing my program director as necessary, I also agree to hold confidential any and all information related to community members, staff, directors, board members, host agencies, and community-based organizations in general that I might be privilege to in my role as an AmeriCorps member.
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