| The Trials and Tests of Teaching at Risk | | | | Blake. This motivation inspired her to renew her |
| Students | | | | contract each year, even though she sometimes |
| The first five pages of Elizabeth Blake's (by the | | | | was given assignments in three different schools. |
| way no relation) story found me helplessly | | | | Administrators and district office personnel made |
| engrossed. I was hooked and had to read "No | | | | a Elizabeth's teaching experience an even more |
| Child Left Behind: The True Story of a Teacher's | | | | difficult challenge in a school district where |
| Quest." | | | | poverty, shooting, and gang influence were an |
| After 20 years as a Medical Technologist in | | | | accepted way of life. The administration and |
| chemistry and hematology Elizabeth Blake was | | | | school board gave lip service to their district's |
| looking for a change, for a new career. She felt a | | | | ministry: "Our teachers deal with problem |
| deep-seated sense of calling to pursue the | | | | students. Every child deserves and education." |
| required education courses of the State | | | | I identified with Beth's dilemma. As a Christian |
| Department of Education for a provisional license | | | | Educator myself, I have worked with a Faith |
| for teaching. | | | | Based Ministry serving the needs of incarcerated |
| The call of teaching and helping teen age at-risk | | | | juveniles. The undermining of the administration |
| kids pulled her like a magnet. She received a | | | | with the trauma, riots, and chaos became a |
| contract as a Science teacher at a small | | | | burden hard to face. Beth was heartbroken each |
| alternative school for at-risk and homeless kids. | | | | time another of her students was injured, |
| These students couldn't make it in regular high | | | | hospitalized or killed. In desperation she cried out |
| school classes. | | | | to God for direction and inner strength. She |
| A romantic and a bit naive Elizabeth was not | | | | compassion and a loving concern for her students. |
| ready for what transpired on her first day of | | | | I found Blake's writing style gripping, often |
| classroom experience. Carefully laid plans exploded. | | | | heartrending, yet her attitude and approach are |
| Chaos ruled. Beth quickly discovered that many of | | | | always positive. I was encouraged by her |
| her students were juvenile offenders and had | | | | references to students who have chosen to enroll |
| probation officers. Many attended school by a | | | | in a variety of college programs or to train for |
| court order. Some wore electronic tracking | | | | more specialized professional careers. |
| bracelets on their ankles. Others had to drop out | | | | "No Child Left Behind? The True Story of a |
| of regular school where they didn't fit in and | | | | Teacher's Quest" is a book that will challenge |
| needed alternative options. | | | | school administrators, teachers and educators. It |
| Elizabeth introduces special students like Conejo, | | | | should be required reading specifically for |
| Javier, Bobby, Nakisha, and Erica, who were filled | | | | educators and administrators within any inner city |
| with promise and showed signs of maturity and | | | | school district. |
| real evidence of learning in their classes with Mrs. | | | | |