Nobody Gets Married Any More, MisterGERRY GARIBALDI
Welcome to our urban high schools, where kids have kids and learning dies.
Here's my prediction: the money, the reforms, the gleaming porcelain, the hopeful rhetoric about saving our children – all of it will have a limited impact, at best, on most city schoolchildren. Urban teachers face an intractable problem, one that we cannot spend or even teach our way out of: teen pregnancy. This year, all of my favorite girls are pregnant, four in all, future unwed mothers every one. There will be no innovation in this quarter, no race to the top. Personal moral accountability is the electrified rail that no politician wants to touch.
My main gripe with Nicole was that she fell asleep in class. Each morning – bang! – her head hit the desk. Waking her was like waking a badger. Nicole's unmarried mother, it turned out, worked nights, so Nicole would slip out with friends every evening, sometimes staying out until 3 am, and then show up in class exhausted, surly, and hungry.
After a dozen calls home, her mother finally got back to me. Your daughter is staying out late, I reported. The voice at the other end of the phone sounded abashed and bone-weary. "I know, I know, I'm sorry," she repeated over and over. "I'll talk to her. I'm sorry."
For a short time, things got better. Nicole's grades started to improve. Encouraged, I hectored and cajoled and praised her every small effort. She was an innately bright girl who might, if I dragged her by the heels, eventually survive the rigors of a community college.
Then one morning, her head dropped again. I rapped my knuckles on her desk. "Leave me alone, mister," she said. "I feel sick."
There was a sly exchange of looks among the other girls in class, a giggle or two, and then one of them said: "She's pregnant, Mr. Garibaldi."
She lifted her face and smiled at her friends, then dropped her head back down. I picked up my grimy metal garbage can and set it beside her desk, just in case. A moment later she vomited, and I dispatched her to the nurse. In the years since, I've escorted girls whose water has just broken, their legs trembling and wobbly, to the principal's office, where their condition barely raises an eyebrow.
None of this is lost on my students. In today's urban high school, there is no shame or social ostracism when girls become pregnant. Other girls in school want to pat their stomachs. Their friends throw baby showers at which meager little gifts are given. After delivery, the girls return to school with baby pictures on their cell phones or slipped into their binders, which they eagerly share with me. Often they sit together in my classes, sharing insights into parenting, discussing the taste of Pedialite or the exhaustion that goes with the job. On my way home at night, I often see my students in the projects that surround our school, pushing their strollers or hanging out on their stoops instead of doing their homework.
Connecticut is among the most generous of the states to out-of-wedlock mothers. Teenage girls like Nicole qualify for a vast array of welfare benefits from the state and federal governments: medical coverage when they become pregnant (called "Healthy Start"); later, medical insurance for the family ("Husky"); child care ("Care 4 Kids"); Section 8 housing subsidies; the Supplemental Nutrition Assistance Program; cash assistance. If you need to get to an appointment, state-sponsored dial-a-ride is available. If that appointment is college-related, no sweat: education grants for single mothers are available, too. Nicole didn't have to worry about finishing the school year; the state sent a $35-an-hour tutor directly to her home halfway into her final trimester and for six weeks after the baby arrived.
In theory, this provision of services is humane and defensible, an essential safety net for the most vulnerable – children who have children. What it amounts to in practice is a monolithic public endorsement of single motherhood – one that has turned our urban high schools into puppy mills. The safety net has become a hammock.
Boys without fathers, like David, cultivate an overweening bravado to overcome a deeper sense of vulnerability and male confusion. They strut, swear, and swagger. There's a he-man thing to getting a girl pregnant that marks you as an adult in the eyes of your equally unmoored peers. But a boy's interest in his child quickly vanishes. When I ask girls if the father is helping out with the baby, they shrug. "I don't care if he does or not," I've heard too often.
As for girls without fathers, they are often among my most disruptive students. You walk on eggshells with them. You broker remarks, you negotiate insults, all the while trying to pull them along on a slender thread. Their anger toward male authority can be lacerating. They view trips to the principal's office like victory laps.
"Depends," Nicole replied caustically, glancing at Maria and another friend, Shanice, for support. They knew this was coming and went on the defensive.
"My mom and my grandma both got pregnant when they were teens, and they're good mothers."
"Nobody gets married any more, mister," Shanice and Maria chime in. "You're just picking on us because we have kids."
At this point, my "picking" has only just begun. It's partly for their benefit, but mostly for the other girls in the room, who haven't said a word. As much as Nicole is aware of her mother's sacrifices, she is equally proud of her mother's choice to keep her. It's locked away in her heart like a cameo. They're best friends, she offers. The talk turns to her mother's loyalty and love, and soon the class rises in a choir to mom's defense.
"Fine," I say, glowering like Heath Ledger's Joker. "If that's your position, like any good journalist, you have to back up your arguments with facts and statistics."
As do most of my 11th-graders, Nicole reads at a fifth-grade level, which means I must peruse the articles and statistics along with her, side by side. She groans each time I pick out a long article and counts the number of pages before she reads. With my persistent nudging, she and Maria begin to pull out the statistics for the children of single parents. From the FBI: 63 percent of all suicides are individuals from single-parent households. From the Centers for Disease Control: 75 percent of adolescents in chemical-dependency hospitals come from single-parent households. From the Children's Defense Fund: more than half of all youths incarcerated for criminal acts come from single-parent households. And so on.
"I don't want to write about this!" Nicole complains. "I've changed my mind."
"Nobody wants to read it."
I point out that they committed to it. If they don't complete the essay by the due date, they know I will give them an F.
Their first drafts are little more than two scribbled paragraphs, which they toss to me as a completed assignment and I toss back. Maria, in particular, rebels. She wants to recast the article in a rosier vein and talk about how happy her son makes her. It's in these light skirmishes that we have our richest discussions. When the girls open up, their vague doubts come to the surface, and my flinty-eyed circuit preacher melts away. A father myself, I understand a parent's love. Our talk turns more sweetly to teething cures, diaper rashes, and solid food. Nicole listens to us with tender interest. It's in these moments that I feel most effective as a teacher. I suggest ways of incorporating that love into the piece, while also hoping that some of these grim statistics have gotten through to them.
"Nicole, you never got married?" I remarked.
"No," she responded with a note of obstinacy in her voice.
"I think you would make a wonderful wife for someone."
"I would make a good wife," she replied. "I know a lot of stuff. But I'm not going to get married." She was speaking to a hard fate that she was accepting as her future. She was slipping away.
For five weeks, Nicole became my shadow. If I had cafeteria duty, she'd happily trot along. I'd buy her a candy bar and she'd plop down in the seat beside me. I'd also escort her to her restroom runs, which were frequent, and wait for her outside the door. She carried a grainy sonogram picture of the baby, framed in a pink card with a stork on the front. Gazing at it with a smile, I felt my duplicity and the ragged trap of my convictions.
Her paleness and fatigue alarmed me. I carried Vitamin C drops in my pocket and slipped her a constant supply. A second private concern began to nag at me: the father in me wanted to be protective and kind, but Nicole was becoming too connected with me. She blew off assignments regularly now. When I admonished her, she only giggled and promised to get them done. She trusted me and would never think that falling behind in my classes would result in a failing grade. Life had allowed her to slide before, through every year of her education, as others in her life had slid – starting with her father, whom she barely recalled.
I felt that I was being drawn into this undertow. A simple D would ease everyone's load, particularly mine, and Nicole wouldn't register yet another betrayal of trust. More than anything, she wanted a buoy in her choppy sea.
Nicole failed both my classes, which meant summer school. When she returned the following year, she was in good spirits. The birth of her son had gone well. She had a heart-adorned album full of photos of her boy. Things were settled, she said. She was going to work hard this year; she felt motivated, even eager. And by year's end, her reading level had indeed risen nearly two grades – but it was still far below what she would need to score as proficient on the Connecticut Academic Performance Test, one of the yardsticks for accountability in Title I schools.
And there are other dangers. I once had a student named Jasmine, who had given birth over the summer. She did just enough to earn Ds in my class. One day, I observed her staring off mulishly into space for nearly the entire period, not hearing a word I said and ignoring her assignment. At the end of class, I took her aside and asked, with some irritation, what the matter was.
Her eyes welled with tears. "I gave my son to his father to look after yesterday. When I picked him up, he had bruises on his head and a cut." Her son was six months old.
Honestly? I just wanted that day to go by. But we have a duty to our students, both moral and legal. "You have to be a brave mama and report him," I said. I led her to the office and to the school social worker, and I tipped off the campus trooper. Even with that support, she backed off from filing a complaint and shortly afterward dropped out of school to be with her baby.
My students often become curious about my personal life. The question most frequently asked is, "Do you have kids?"
"Two," I say.
The next question is always heartbreaking.
"Do they live with you?"
Every fall, new education theories arrive, born like orchids in the hothouses of big-time university education departments. Urban teachers are always first in line for each new bloom. We've been retrofitted as teachers a dozen times over. This year's innovation is the Data Wall, a strategy in which teachers must test endlessly in order to produce data about students' progress. The Obama administration has spent lavishly to ensure that professional consultants monitor its implementation.
Every year, the national statistics summon a fresh chorus of outrage at the failure of urban public schools. Next year, I fear, will be little different.
Gerry Garibaldi. "Nobody Gets Married Any More, Mister." City Journal vol. 21 no. 1 (Winter, 2011).
Reprinted with permission of City Journal.
City Journal is published by the Manhattan Institute, a think tank whose mission is to develop and disseminate new ideas that foster greater economic choice and individual responsibility.
Gerry Garibaldi was an executive and screenwriter in Hollywood before becoming an English teacher at an urban high school in Connecticut.
Copyright © 2011 City Journal
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