>> WELCOME TO DONNYBROOK NEXT UP.

BILL McCLELLAN, ALVIN REID, WE GOT A SPECIAL GUEST TONIGHT.

DR. SHARONICA HARDIN-BARTLEY, SHE'S SUPERINTENDENT OF THE UNIVERSITY CITY PUBLIC SCHOOL DISTRICT, AND DR. BARTLEY, I KNOW THAT WE COULD PICK PROBABLY ABOUT 11 TOPICS AND SAY SPEAK ON THAT FOR THE NEXT 27 MINUTES AND YOU CAN PROBABLY DO IT, BUT WE'LL START OFF, I JUST WANT TO SKU IN GENERAL, GIVE US A STATE OF THE UNION ADDRESS ON YOUR SCHOOL DISTRICT.

I KNOW YOU'RE MAKING SOME VERY SOLID PROGRESS AND HOW ARE THINGS GOING?

>> WELL, HELLO, THANK YOU.

THANK YOU FOR HAVING ME TODAY.

THERE'S A LOT GOING ON RIGHT NOW.

I THINK THAT THE STATE, NOT JUST AS UNIVERSITY CITY, BUT OF DISTRICTS THE REGION AND HONESTLY ACROSS THE COUNTRY, WE'RE ALL NAVIGATING COVID.

WE WERE VERY HOPEFUL FOR THIS UPCOMING YEAR AND UNFORTUNATELY, WE'RE SEEING SOME SIMILAR SITUATIONS THAT WE SAW LAST SCHOOL YEAR.

THE VARIANT THAT WE HAVE NOW IS THAT WE KNOW SO MUCH MORE ABOUT COVID-19 AND WE HONESTLY KNOW A LOT MORE ABOUT WAYS THAT WE CAN BEST SUPPORT OUR STUDENTS, PARTICULARLY THOSE STUDENTS WHO ARE THE MOST VULNERABLE AND THOSE STUDENTS WHO HAVE THE GREATEST NEED.

SO IN UNIVERSITY CITY, WE ARE RELENTLESSLY FOCUSED ON ADDRESSING THE WELL-BEING, THE BASIC NEEDS, THE ACADEMIC NEEDS, THE HOLISTIC NEEDS OF ALL OF OUR STUDENTS.

WE ARE A DISTRICT SERVICING 2600 STUDENTS.

86% OF OUR STUDENTS ARE AFRICAN AMERICAN, THE MAJORITY ARE ELIGIBLE FOR FREE AND REDUCED LUNCH, AND THE PANDEMIC HAS HAD A DEVASTATING IMPACT ON THE EDUCATION THE STUDENTS.

SO THAT'S WHERE WE ARE.

>> DOCTOR, A LITTLE MORE GENERAL, THE POST-DISPATCH IS REPORTING TONIGHT THAT CURTIS CANE, THE LONG TIME SUPERINTENDENT IN WENTZVILLE, THE SUPERINTENDENT OF THE YEAR IN 2022, ONE OF THE OUR FINALISTS FOR NATIONAL SUPERINTENDENT, IS LEAVING WENTZVILLE, WHICH RELENTLY BANNED A BOOK AND THE SCHOOL BOARD HAS BEEN FIGHTING HIM ABOUT MASK MANDATES AND HE'S LEAVING WENTZVILLE TO GO TO ROCKVILLE, WHICH IS ALSO IN THE MIDST OF THE BOARD FIGHTING THE SUPERINTENDENT.

WHAT'S GOING ON WITH SCHOOLS NOW?

ARE PARENTS FINALLY ASSERTING AUTHORITY, OR HAVE THEY GONE CRAZY?

>> WELL, I'M NOT CURTIS CANE, SO I'M NOT GOING TO SPEAK FOR HIM.

I CAN SPEAK FOR MY EXPERIENCES.

I KNOW CURTIS WELL AND I CONGRATULATE HIM ON HIS NEW APPOINTMENT TO ROCKWOOD SCHOOL DISTRICT.

I BELIEVE THAT WHAT IS HAPPENING ACROSS OUR COUNTRY, THERE'S A LOT OF FEAR.

THERE ARE A LOT OF EMOTIONS AROUND TOPICS AND CONCEPTS THAT HAVE HONESTLY BEEN A PART OF SCHOOLS FOR MANY YEARS, AND I THINK THAT THE CLIMATE THAT WE'RE IN RIGHT NOW IS CAUSING A LOT OF THIS.

WHAT'S HAPPENING IN SCHOOLS, THERE'S A LOT HAPPENING.

I WOULD SAY IN UNIVERSITY CITY, WE HAVE A WONDERFUL COMMUNITY.

OUR PARENTS ARE VERY OPEN, THEY'RE VERY SUPPORTIVE.

THEY HOLD US ACCOUNTABLE, THEY ASK GREAT QUESTIONS AND WE HAVE A GREAT BOARD OF EDUCATION THAT REALLY ALLOWS THE DISTRICT ADMINISTRATION TO EXECUTE THE DAY-TO-DAY FUNCTIONS OF SCHOOLING.

WE KNOW WE HAVE TO DO THAT IN TANDEM AND COLLABORATION WITH FAMILIES AND PARENTS AND WE DO THAT EACH DAY.

BANNING OF BOOKS, CENSORING CURRICULUM RESOURCES, IMPOSING MANDATES AND LEGISLATION ON PUBLIC SCHOOL SYSTEMS IN MY OPINION DIMINISHES THE SPIRIT OF A PUBLIC SCHOOL EDUCATION.

WE WANT OUR CHILDREN TO BE ABLE TO ACCESS AND DIALOGUE AND NEGOTIATE AROUND GREAT TEXTS, HISTORICAL TEXTS, AND HAVE DISCOURSE AND INTELLECTUALLY STIMULATING WAYS, NOT JUST FOR THEIR OWN BENEFIT, BUT ALSO SO THAT THEY CAN SOMEDAY AND ACTUALLY NOW GO OUT AND INFLUENCE WHAT'S HAPPENING IN THE BROADER COMMUNITY.

IT IS UNFORTUNATE THAT WE'RE SEEING THOSE THINGS HAPPEN.

I THINK IT IS UNFORTUNATE THAT WE'RE SEEING THE ACTIONS THAT HAVE BEEN TAKEN AND WHAT I WOULD SAY IS THAT WHEN WE HAVE TRANSPARENCY AND OPEN HONEST COMMUNICATION AND WE TRULY KEEP OUR STUDENTS AT THE CENTER, AND OH BY THE WAY, IF WE SOMETIMES JUST LISTEN TO THEM, IT'S AMAZING WHAT THEY SAY AND HOW WE CAN LEARN FROM OUR YOUNGEST, FROM OUR SCHOLARS.

WE CAN LEARN AS ADULTS HOW TO COLLABORATE, HOW TO BE TOGETHER, AND HOW TO REALLY CREATE THE SENSE OF COMMUNITY.

>> HAVE YOU BEEN ABLE TO STICK WITH IN-PERSON LEARNING COMING INTO THE SECOND SEMESTER?

AND HOW IS THAT, YOU KNOW, KIND OF WORKING OUT?

>> IT IS A DAILY JOURNEY.

THE VARIANT, OMICRON VARIANT IS REAL.

COVID, THE TRANSMISSION RATES WERE DEFINITELY HEIGHTENED AFTER WINTER BREAK, SO WE SAW A SIGNIFICANT NUMBER OF CASES IN OUR SCHOOLS AFTER WINTER BREAK.

WE'VE HAD SIGNIFICANT QUARANTINE.

WE'VE HAD A FEW CASES -- OUR POSITIVITY RATE HAS REMAINED UNDER AROUND 2.3%, BUT IN CONTEXT, WE DO HAVE THE CLOSED CLASSROOMS.

WE HAVE HAD TO ISOLATE OR QUARANTINE STAFF AND STUDENTS, AND IN SOME INSTANCES, WE HAVE TEACHERS WHO ARE TEACHING STUDENTS THAT ARE AT HOME ON A ZOOM AND WE ALSO HAVE STUDENTS IN PERSON IN THAT SAME CLASS.

SO IT HAS BEEN A VERY CHALLENGING DYNAMIC.

OUR STUDENTS ARE WEARING MASKS ALL DAY, EVEN THOSE THAT DO A GREAT JOB OF WEARING IT -- I DON'T KNOW IF YOU'RE EVER WORN A MASK THE ENTIRE DAY.

IT IS EXHAUSTING, IT'S DAUNTING.

WE DO OFFER MASK BREAKS, BUT THE NORMALCY THAT WE HOPE FOR FOR THIS UPCOMING YEAR, IT'S JUST NOT AS NORMAL AS WE WOULD HAVE LIKED.

SO IT IS VERY CHALLENGING AND THERE'S A DAY-TO-DAY STRUGGLE.

DAILY I GET UP AND I HOLD MY BREATH TO SEE WHAT TYPE OF DAY IT'S GOING TO BRING.

WE STRONGLY ADVOCATE FOR THE VACCINE.

WE WANT OUR PARENTS TO MAKE CHOICES AND TO BE INFORMED ABOUT THOSE CHOICES, BUT WE DO BELIEVE THAT OUR MITIGATING MEASURES, MASKS, SOCIAL DISTANCING WHENEVER POSSIBLE, AND THEN ENCOURAGING THE VACCINE FOR ANYONE WHO'S OVER 5, WE DO BELIEVE THAT THOSE ARE EFFECTIVE MITIGATING STRATEGIES SO THAT WE CAN NOT JUST BE IN SCHOOL, BUT BE IN SCHOOL AND DO IT WELL.

BE ABLE TO STAY IN SCHOOL AND BE ABLE TO BE EFFECTIVE AT BEING IN IN-PERSON INSTRUCTION.

>> DOCTOR, YOU MENTIONED THE ACCOUNTABILITY THAT THE PARENTS -- YOUR PARENTS IN UNIVERSITY CITY HOLD THE SCHOOL DISTRICT AND YOU ACCOUNTABLE.

WHAT DO YOU THINK ABOUT JUDGING SCHOOL DISTRICTS BY TEST SCORES?

YOU KNOW, THE STATE GIVES TEST SCORES AND THE SCHOOLS THAT HAVE A LOT OF POORER STUDENTS TEND NOT TO DO SO WELL.

AND I KNOW UNIVERSITY CITY ISN'T DOING SO WELL ON MATH PROFICIENCY AND READING PROFICIENCY.

DO YOU THINK IT'S FAIR TO JUDGE SCHOOL DISTRICTS ON THESE TEST SCORES, OR DO YOU THINK IT'S OVER-EMPHASIZED?

>> I BELIEVE THAT WE ARE AN ACADEMIC INSTITUTION, SO ABSOLUTELY, WE SHOULD BE EVALUATED BASED ON ACADEMIC OUTCOMES.

I DO BELIEVE THAT OUR STATE'S CURRENT SYSTEM REPRESENTS A ONE-POINT-IN-TIME METRIC.

SOMEHOW SHARONICA SHOWS UP ON MARCH 15th AT 9:00 A.M., THAT IS THE METRIC THAT IS CAPTURED, THAT IS USED.

IN MY OWN, THAT IS NOT THE MOST EFFECTIVE OR EQUITABLE WAY TO ASSESS AND MEASURE SCHOOLS.

SO WE IN PART WORK WITH OUR STATE DEPARTMENT AND LOOK AT OUR ACCREDITATION SYSTEM TO MAKE MODIFICATIONS AND CHANGES OF THAT SYSTEM TO IT IS MORE EQUITABLE AND MORE JUST AND HOLISTIC AND ALLOWS FOR GROWTH OVER TIME AND NOT JUST ONE METRIC, ONE POINT IN TIME.

IT'S LIKE A ONE SHOT.

YOU GET ONE CHANCE TO PROVE OR DEMONSTRATE YOUR COMPETENCE.

AND VERY OFTEN IN OUR ADULT WORLD, WE GET A COUPLE OF TRIES.

I CAN REDO THAT EMAIL A COUPLE OF TIMES BEFORE I HAVE TO PRESS "SEND," AND SO THAT'S A SMALL EXAMPLE, BUT THERE ARE SOME PIECES OF THE CURRENT ASSESSMENT SYSTEM THAT I DO BELIEVE IS FLAWED AND HONESTLY I DO BELIEVE CAN BE MODIFIED TO BETTER CAPTURE A TRUE PICTURE OF A SCHOOL'S PROGRESS WITH STUDENT POTENTIAL.

I HEARD THE LANGUAGE YOU USE.

UNIVERSITY CITY HAS MADE SIGNIFICANT IMPROVEMENTS, PARTICULARLY IN THE AREA OF ELA.

OUR HIGH SCHOOL STUDENTS ACTUALLY MET THE STANDARD AT THE STATE LEVEL.

STILL NOT A STANDARD THAT WE SHOULD BE CELEBRATING, BUT WE ARE SEEING THEIR PROGRESS EVEN THOUGH WE HAVE STUDENTS WHO HAVE SOME UNIQUE AND DIFFERENT NEEDS.

I WANT TO EMPHASIZE, IT IS NOT A REFLECTION OF OUR STUDENTS' COMPETENCE.

THEY HAVE A TREMENDOUS AMOUNT OF POTENTIAL.

HOWEVER, THE VARIANCES THAT THEY ARE NAVIGATING DIFFERENT TYPES OF CIRCUMSTANCES, SO WHEN WE TALK ABOUT EQUITY, WE HAVE TO REALLY LOOK AT WHAT THAT CHILD NEEDS, WHAT THAT COMMUNITY NEEDS, WHAT THAT SCHOOL SYSTEM NEEDS, AND IT ISN'T A ONE SIZE FITS ALL.

OUR CURRENT STATE MODEL OF ASSESSMENT IS A ONE SIZE FITS ALL MODEL AND THAT IS NOT EQUITABLE.

I THINK IT'S NOT THE QUESTION OF SHOULD WE HOLD SCHOOLS ACCOUNTABLE FOR ACADEMIC OUTCOMES, I THINK IT'S HOW WE HOLD SCHOOLS ACCOUNTABLE THAT WE NEED TO BE -- THAT'S THE QUESTION WE SHOULD BE ASKING.

>> THAT ACTUALLY BECAME MORE DIFFICULT FOR YOUR SCHOOL DISTRICT AND OTHERS DURING THE PANDEMIC.

YOU'RE TRYING TO GET TO A CERTAIN LEVEL WHERE MAYBE OTHER SCHOOLS WERE AT, BUT THEN IN THE MIDDLE COMES ALL THIS AND LIKE YOU SAY, YOU'RE NOT IN-PERSON LEARNING FOR MAYBE ALL OF LAST YEAR OR MAYBE JUST FOR A SEMESTER.

IT MADE THAT CHORE EVEN MORE DIFFICULT.

HAS THE STATE RECOGNIZED THAT AT ALL?

>> WELL, THE STATE DID MAKE THE DECISION TO NOT ADMINISTER ASSESSMENTS LAST SCHOOL YEAR AND WE APPRECIATED THAT.

THEY DID NOT HOLD THOSE -- THEY DID NOT HAVE THOSE ASSESSMENTS TAKE PLACE, BUT FOR 2021, THE STATE DID ISSUE ASSESSMENTS.

WE -- YOU KNOW, BEING VERY HONEST, WE DID REQUEST FOR SOME VARIANCE FROM THAT.

WE STILL FELT LIKE WE WERE IN THE MIDST OF A PANDEMIC AND THAT THE TESTING ENVIRONMENT WASN'T EQUITABLE, AGAIN, TO USE YOUR WORDS.

TO YOUR POINT, SOME SCHOOLS WERE IN-PERSON AT THE BEGINNING OF AUGUST.

SOME DIDN'T GO BACK TO IN-PERSON LEARNING UNTIL APRIL.

IN UNIVERSITY CITY, WE HAD A TIER SYSTEM.

MY YOUNGEST STUDENTS CAME BACK AT THE END OF OCTOBER, BUT MY HIGH SCHOOL STUDENTS DIDN'T COME BACK INTO THE BUILDING UNTIL THE SPRING.

THERE WAS SO MUCH VARIANCE THAT HAPPENED THAT YEAR AND TO GIVE THE SAME ASSESSMENT THAT WE HAVE BEEN GIVING, I DON'T THINK IT WAS THE BEST DECISION.

WHAT I AM HOPEFUL ABOUT IS THAT OUR STATE IS LOOKING AT WAYS TO CREATE AN ACCREDITATION SYSTEM THAT NOT JUST RESPONDS TO COVID, BUT THAT ALLOWS MORE METRICS AROUND SCHOOL CULTURE AND CLIMATE, AROUND STUDENTS HAVING A SENSE OF BELONGING, AROUND WHETHER OR NOT WE'RE GROWING STUDENTS AND GROWING STUDENTS IN A PROGRESSION, EVEN IF THEY'RE NOT MEETING THE STANDARD, BUT ARE WE SEEING THAT GROWTH OVER TIME THAT ALSO REPRESENTS PROGRESS?

SO WE CALL IT MULTIPLE METRICS.

MULTIPLE MEASURES.

THAT IS A TRULY EFFECTIVE ASSESSMENT SYSTEM AND IT'S NOT G END G BASED ON HOW SHARONICA SHOWS UP ON MARCH 15th AT 9:00 A.M. >> DOCTOR, IN SEPTEMBER OF 2020, ALVIN'S PAPER, THE ST. LOUIS AMERICAN, HAD A STORY ABOUT YOU AND YOU WERE CALLED THE DISRUPTOR IN CHIEF.

AND I WONDER, EXACTLY WHAT ARE YOU DISRUPTING AND WHAT KIND OF PUSHBACK ARE YOU GETTING OR HAVE YOU GOTTEN FOR BEING A DISRUPTOR?

>> AND IF YOU DIDN'T LIKE THAT, I WASN'T WORKING -- I WASN'T BACK AT THE PAPER BACK THEN.

>> IT WAS A VERY FLATTERING STORY, AS I RECALL.

>> WELL, THANK YOU.

AND I THINK -- I'M HUMBLED, LET ME SAY THAT FIRST.

THERE'S A HUMILITY.

I WOULD SAY THAT BLACK AND BROWN CHILDREN CAN LEARN AT HIGH LEVELS.

BLACK AND BROWN CHILDREN CAN ACHIEVE.

I THINK THAT SCHOOLING HAS TO LOOK DIFFERENT AND THAT'S FOR ALL CHILDREN REGARDLESS OF WHAT THEY LOOK LIKE, WHAT THEIR ETHNICITIES ARE.

SO I DON'T TALK ABOUT MY CHILDREN FROM A DEFICIT BECAUSE IT'S NOT ABOUT MY CHILDREN.

I'M GOING TO TALK ABOUT THE SYSTEM.

THE SYSTEM IS DEFICIENT.

THE SYSTEM IS NOT SET UP TO EFFECTIVELY SUPPORT ALL OUR CHILDREN, RIGHT?

CHILDREN DON'T GET TO CHOOSE WHO THEIR PARENTS ARE, THEY DON'T GET TO CHOOSE WHAT HOME THEY'RE BORN INTO.

THEY DON'T GET TO CHOOSE WHAT TYPE OF CHILDHOOD THEY HAVE.

THAT'S NOT A CHOICE THEY HAVE, AND SO IF WE KNOW THAT AND WE TALK ABOUT EQUITY AND WE WANT TO HAVE A SYSTEM THAT IS JUST, BEING A STATUS QUO, A DISRUPTOR IS REALLY DISRUPTING THOSE SYSTEMS.

OUR SYSTEMS THAT ARE SET UP WHERE WE FUND SCHOOLS BASED ON PROPERTY VALUES.

WE LOOK AT THE FOOD DESERTS THAT ARE IN CERTAIN COMMUNITIES.

WE KNOW THAT WHAT WE EAT AFFECTS HOW WE FUNCTION, AFFECTS OUR HEALTH, AFFECTS OUR WELL-BEING.

WE KNOW THERE'S AN ECONOMIC GAP IN THE AMOUNT OF WEALTH THAT BLACK PEOPLE CAN ATTAIN VERSUS OUR WHITE PEERS.

WE KNOW THAT THE MORTALITY RATE OF BLACK BABIES IS THREE TIMES HIGHER THAN THAT OF WHITE BABIES.

I CAN GO ON AND ON AND ON.

IF WE KNOW THESE SYSTEMS EXIST, BUT YET WE'RE PUTTING KIDS IN A SCHOOL SYSTEM THAT IS THE SAME AND SITUATED AROUND THAT SYSTEM, THE SOCIAL DETERMINANTS OF HEALTH, THEY MATTER.

THERE'S A STUDY THAT TALKS ABOUT ADVERSE CHILDHOOD EXPERIENCES.

IF YOU HAVE FOUR OR MORE CHILDHOOD EXPERIENCES, THAT'S A SIGNIFICANT IMPACT NOT ONLY ON YOUR BRAIN AND TRAUMA, BUT IT HAS ON YOUR LIFE EXPECTANCY.

THAT IS SIGNIFICANT.

SO IF WE WANT TO DO THIS THING CALLED SCHOOLING, WE CAN'T IGNORE THOSE THINGS.

WE CAN'T SAY WHEN YOU COME TO THE SCHOOLHOUSE, LEAVE ALL THAT STUFF AT THE DOOR AND WE'RE GOING TO COME IN AND TEACH YOU.

THOSE THINGS IMPACT MY PERSON.

THEY IMPACT HOW I SHOW UP.

SO WHAT I TRY TO ADVOCATE FOR IS STOP PUTTING SCHOOLS, MAKING SCHOOLS BE THE SOLE PROBLEM.

WE ARE A SYMPTOM OF THE GREATER ISSUES.

FIX SOME OF THAT STUFF AND LET US FOCUS ON SCHOOLING, RIGHT?

BUT MAKE SURE THAT THERE'S QUALITY HEALTHCARE, MAKE SURE THERE'S UNIVERSAL PRE-K FOR ALL CHILDREN BIRTH TO 5 REGARDLESS OF HOW MUCH MONEY THEIR PARENTS MAKE, MAKE SURE CHILDREN HAVE ACCESS TO QUALITY FOOD, NUTRITIOUS FOOD.

THOSE ARE THE THINGS THAT ARE ESSENTIAL IF WE REALLY WANT TO DISRUPT THIS ACHIEVEMENT GAP.

I CALL IT AN OPPORTUNITY GAP.

IT'S NOTHING WRONG WITH MY KIDS' BRAINS, IT'S THE OPPORTUNITIES THEY'RE AFFORDED.

THAT'S WHAT IT MEANS FOR ME TO BE A STATUS QUO DISRUPTOR, THINKING OUTSIDE OF JUST THE SCHOOLING SYSTEM.

IT'S THE CONTEXT THAT WE'RE SITUATED IN THAT SIMULTANEOUSLY HAS TO BE DISRUPTED AND TRANS TRANSFORMED AND THAT'S BIGGER THAN ME AS A SUPERINTENDENT.

>> THAT LEADS ME INTO WHAT I WAS GOING TO ASK NEXT.

MY MOM TAUGHT 30 YEARS IN THE KIRKWOOD SCHOOL DISTRICT, MY WIFE TEACHES SPECIAL STUDENTS.

I APPRECIATE AND LOVE TEACHERS.

IT'S BEEN A DIFFICULT TIME FOR THEM OVER THE LAST YEAR AND A HALF.

IF YOU HAD TO SAY, LIKE, YOU KNOW, TELL SOCIETY, YOU JUST DON'T KNOW WHAT EFFORT IS BEING PUT ON BUY TEACHERS THROUGHOUT YOUR DISTRICT AND THROUGHOUT AMERICA, AND MAYBE FOLLOW THAT UP WITH, YOU KNOW, LIKE HEY, THIS IS WHY YOU SHOULD -- IF YOU'RE YOUNG OR NOT, YOU SHOULD CONSIDER BEING A TEACHER.

>> SO OUR TEACHERS ARE UNDER A TREMENDOUS AMOUNT OF PRESSURE, A TREMENDOUS AMOUNT OF STRESS, AND THEY SHOW UP.

RITA PEARSON IS A NATIONAL EDUCATOR AND SHE TALKED ABOUT EVERY CHILD NEEDING A CHAMPION.

EVERY KID NEEDS A CHAMPION.

EVERY CHILD NEEDS SOMEONE WHO'S GOING TO FIGHT FOR THEM, EVERY CHILD NEEDS AN EDUCATOR WHO'S GOING TO BE HIS OR HER ADVOCATE.

THAT'S WHAT TEACHERS DO.

THEY SHOW UP AND THEY ARE A CHAMPION FOR CHILDREN.

AND OH BY THE WAY, THEY ALSO HAVE TO TAKE CARE OF THEIR OWN CHILDREN, THEIR OWN FAMILIES.

SO THE TASK OF SERVING AND LEADING IN THE EDUCATIONAL SPACE NOW MORE THAN EVER IS IMPORTANT AND NOW MORE THAN EVER, IT IS IN A CRISIS.

WE'RE LOSING SOME OF OUR BEST AND BRIGHTEST, AND THAT IS SCARY.

WHAT I WOULD SAY TO PEOPLE, IF YOU HAVE A PASSION FOR CHANGING SYSTEMS, FOR WORKING TO IMPACT THE LIFE OF ANOTHER HUMAN BEING, TO REALLY HELP TO SHAPE THE FABRIC OF OUR SOCIETY, IT'S OUR YOUTH.

THAT'S WHERE I HAVE HOPE.

I HAVE HOPE IN MY KINDERGARTNERS, IN MY PRESCHOOLERS, IN HIGH HIGH SCHOOL STUDENTS.

I HAVE HOPE IN THEM AND I WANT TO BE JUST A LITTLE BIT PART OF THEIR JOURNEY IN TANDEM WITH THEIR PARENTS AND THEIR CAREGIVERS BECAUSE I KNOW THEY'RE GOING TO DO AMAZING THINGS.

MY TITLE IS SUPERINTENDENT, BUT THAT'S WHY I AM A TEACHER.

I AM ALWAYS GOING TO BE A TEACHER BECAUSE IF IT WERE NOT FOR TEACHERS, YOU WOULDN'T BE SITTING WHERE YOU ARE.

>> ABSOLUTELY.

>> IF THERE WERE NOT FOR TEACHERS, I KNOW I WOULDN'T BE SITTING WHERE I AM.

SO WE NEED TO BUILD THAT TALENT PIPELINE BECAUSE IT'S ESSENTIAL.

I'M A PARENT.

MY DAUGHTER TOLD ME DURING THE PANDEMIC THAT I WAS A HORRIBLE HOMESCHOOL TEACHER, AND GUESS WHAT?

SHE WAS RIGHT.

I COULD NOT BALANCE MY JOB AS SUPERINTENDENT, BEING HER MOM, BE A WIFE AND BE HER TEACHER.

SO I APPLAUD OUR TEACHERS.

I APPLAUD WHAT THEY DO, AND SO THAT IS WHY YOU SHOULD CONSIDER BEING A TEACHER AND THAT IS WHAT I WANT TO TELL YOUR LISTENERS, YOU'RE VIEWERS ABOUT WHAT OUR TEACHERS DO EACH AND EVERY DAY.

THEY MAKE THE IMPOSSIBLE SEEM JUST A LITTLE BIT POSSIBLE.

>> YOU KNOW, MY DAUGHTER WAS A TEACHER, TOO, AND WORKED FOR TEACH FOR AMERICA FOR A LONG TIME, SO I'M A BIG BELIEVER.

YOU MENTIONED PRESCHOOL, DOCTOR.

AS A SUPERINTENDENT, DOES THAT FALL UNDER THE DISTRICT OR ARE FEDERAL PROGRAMS INVOLVED?

HOW IMPORTANT DO YOU THINK THE PRESCHOOL IS FOR CHILDREN?

>> I THINK IT'S ESSENTIAL.

WE KNOW THAT THE BRAIN DEVELOPMENT IS SO CRUCIAL DURING THAT BIRTH TO 5.

IT IS A CRUCIAL TIME FOR OUR BRAIN DEVELOPMENT, FOR SOCIAL REGULATION, FOR EMOTIONAL REGULATION, FOR OTHER SENSORY TYPES OF LANGUAGE DEVELOPMENT, I COULD GO ON AND ON.

IT IS SO VERY IMPORTANT.

THE FERGUSON COMMISSION'S REPORT, I THINK BACK IN 2015, CALLED OUT CALLS TO ACTION AND ONE OF THEM WAS UNIVERSAL PRE-K, SO YOUR QUESTION, IS IT WHAT LEVEL, WE HAVE A PRE-K PROGRAM.

HOWEVER, THE ACCESS THAT I'M ABLE TO PROVIDE TO ANY FAMILY IN UNIVERSITY CITY, THAT IS A FUNDING ISSUE.

SO OFTEN WHAT YOU SEE, THERE ARE UNIVERSAL PRE-K PROGRAMS THAT BEGIN MAYBE AT THIRD GRADE -- AT THAT TIME 3 YEARS OF AGE, BUT WE REALLY NEED TO THINK ABOUT MAKING SURE THAT WE ARE ATTRACTING THAT QUALITY EARLY PROGRAM FROM BIRTH TO 5.

AND IT SHOULD NOT BE A BARRIER FINANCIALLY.

I DO NOT HAVE THE FUNDING TO PROVIDE A SEAT FOR EVERY FAMILY IN MY COMMUNITY THAT HAS A CHILDBIRTH TO 5 OR EVEN 3 TO 5 FOR THAT MATTER, SO IT IS A FINANCIAL PIECE, AND WHEN YOU THINK ABOUT ACCESS, IT'S ALSO ABOUT QUALITY ACCESS AND NOT JUST ACCESS TO A CENTER THAT IS NOT ENRICHING, NOT ENGAGING, AND IS NOT STIMULATING THE BRAIN.

AND SO WE HAVE TO FOCUS ON THE ACCESS PIECE AND ALSO ON THE QUALITY PIECE, AND I BELIEVE THAT UNIVERSAL PRE-K, UNIVERSAL EARLY CHILDHOOD PROGRAMS ARE ESSENTIAL, PARTICULARLY IN COMMUNITIES THAT ARE MARGINALIZED AND HIGH POVERTY COMMUNITIES.

I THINK THAT CAN REALLY BE A GAME CHANGER WHEN WE TALK ABOUT EQUITY AND TALK ABOUT RACIAL EQUITY, SPECIFICALLY IN THE CONTEXT OF ST. LOUIS.

>> SO IF YOU SPOT A VOTE ON HOW WE SPEND THIS $500 MILLION WE GOT FROM THE LOS ANGELES RAMS, YOU'D SAY HOW ABOUT PUTTING SOME OF THAT TOWARD PRESCHOOL EDUCATION?

>> THE RESEARCH IS VERY CLEAR AND ONE OF THE THINGS ABOUT ST. LOUIS, WE HAVE -- WE'RE BEGINNING TO BE MORE COHESIVE, BUT THERE ARE A LOT OF SILOS, BUT I ENCOURAGE PEOPLE, IF YOU HAVEN'T READ THE FERGUSON REPORT, WE'VE MADE THOSE RECOMMENDATIONS AND THOSE RECOMMENDATIONS WERE BASED ON RESEARCH AND TALKING TO STATES WHO HAVE DONE EXACTLY WHAT I AM STATING.

SO WE KNOW WHAT TO DO.

NOW IT'S JUST TIME TO DO IT.

OUR CHILDREN ARE WAITING.

>> DR. BARTLEY, I WANT TO FOLLOW UP WITH THAT.

YOU MENTIONED THE JOURNEY EARLIER.

TELL US ABOUT YOUR JOURNEY.

HOW DID YOU -- THE STOPS YOU MADE.

YOU DON'T HAVE TO START WITH WHERE YOU WENT TO HIGH SCHOOL, BUT IF YOU WANT TO ADD THAT, WE'LL TAKE IT.

>> WELL, THANK YOU FOR THAT.

I THINK WHERE I WENT TO HIGH SCHOOL IS IMPORTANT BECAUSE IT'S HOW AND WHY I SHOW UP.

I ATTENDED HIGH SCHOOL IN A SUBURBAN WEST COUNTY DISTRICT THROUGH THE DE-SEG PROGRAM AND I AT THE TIME DID NOT UNDERSTAND THE TRAUMA I ENDURED IN THAT EXPERIENCE AND THE POWER THAT THE EDUCATORS IN THAT SYSTEM HAD AND THE POWER THAT WAS USED NOT IN A HELPFUL WAY, BUT IN A VERY DESTRUCTIVE WAY.

SO AS I PROGRESSED, I ALWAYS KNEW -- I DIDN'T KNOW I WANTED TO BE A TEACHER PER SE, BUT I KNEW THAT I WOULD BE INVOLVED IN SOME CAREER PATH THAT WOULD UPLIFT CHILDREN.

SO I BECAME A TEACHER.

I WENT TO HARRIET STOWE STATE UNIVERSITY AND BECAME A TEACHER.

I TAUGHT STUDENTS WITH IDENTIFIED SPECIAL NEEDS, LANGSTON SCHOOL ON THE WEST SIDE.

FROM THERE, I BECAME A PRINCIPAL.

I WAS 27 YEARS OLD WHEN I WAS A PRINCIPAL IN ADAMS SCHOOL AT ST. LOUIS PUBLIC SCHOOLS.

FROM THERE I DID SOME WORK AT THE SCIENCE CENTER AND ALSO WORKED IN CENTRAL OFFICE.

DR. KELVIN ADAMS WAS MY FORMER SUPERINTENDENT, SO I DID THAT WORK AND FROM THERE I MOVED TO O TO A SCHOOL DISTRICT NEAR THE AIRPORT WHERE I WORKED WITH LEADERSHIP DEVELOPMENT AND THE HUMAN RESOURCE FUND.

UNIVERSITY CITY WAS A UNIQUE OPPORTUNITY.

MY HUSBAND IS A UNIVERSITY CITY GRADUATE.

ALL OF HIS SIBLINGS GRADUATED FROM U-CITY.

MY IN-LAWS WERE THE FIRST AFRICAN AMERICAN FAMILY TO POSITIVE INTO OUR NEIGHBORHOOD IN U-CITY, WHICH IS THE MUSIC NEIGHBORHOOD.

WE MADE A DECISION TO PURCHASE HIS CHILDHOOD HOME AND THE SUPERINTENDENTCY WAS AVAILABLE AND I APPLIED AND HERE I AM.

AND I WOULD SAY THAT IT IS A LABOR OF LOVE.

I'M LIVING AND WORKING IN THE COMMUNITY WHERE YOU SERVE AS SUPERINTENDENT.

IT'S A UNIQUE SPACE TO BE IN.

MOST DAYS I LOVE IT.

THERE ARE SOME DAYS THAT I GO SHOPPING WAY, WAY, WAY AWAY JUST SO I CAN HAVE SOME PEACE, BUT THAT IS MY STORY AND I THINK THAT I UNDERSTAND THAT TEACHERS HAVE THE ABILITY TO BUILD UP A CHILD AND THEY HAVE THE ABILITY TO COMPLETELY TEAR DOWN A CHILD.

AND SO I'VE USED THOSE EXPERIENCES, MY OWN EXPERIENCES, AS I AIMED TO LEAD IN THE SYSTEM THAT I SERVE.

>> DOCTOR, I READ SOMEWHERE THAT A SUPERINTENDENT GENERALLY STAYS IN A DISTRICT FOR, LIKE, FIVE YEARS, I THINK WAS THE AVERAGE.

AND YOU CAME TO UNIVERSITY CITY IN 2016.

ARE YOU EXPECTING TO STAY IN UNIVERSITY CITY LONG OR MUCH LONGER OR ARE YOUR OPTIONS OPEN?

>> THAT'S AN INTERESTING QUESTION THAT YOU'RE ASKING ME.

DO YOU KNOW SOMETHING I DON'T KNOW?

[ LAUGHTER ] >> I KNOW VERY LITTLE AND NOTHING THAT YOU DON'T KNOW, I'M SURE.

>> I'M KIDDING, I'M KIDDING.

YOU KNOW, I AM A PERSON -- YES, I CAN'T BELIEVE IT'S BEEN SIX YEARS AND I DO BELIEVE THAT WITH COVID, IT SEEMS EVEN LONGER BECAUSE THOSE WERE A LONG TWO YEARS, A LONG TWO YEARS.

I WOULD SAY THAT I AM COMMITTED TO DOING THE WORK AND CONTINUING TO MAKE A DIFFERENCE IN THE LIVES OF THE STUDENTS THAT I SERVE.

AND I HAVE INCREDIBLE STUDENTS IN U-CITY.

SO AS LONG AS WE'RE DOING THE WORK AND WE'RE MAKING PROGRESS AND WE'RE ABLE TO DO SOME OF THE INNOVATIVE THINGS THAT I KNOW NECESSARY TO FOCUS ON SOCIAL-EMOTIONAL LEARNING, TO FOCUS ON WELL-BEING, TO ATTRACT AND DEVELOP AND SUPPORT QUALITY TEACHERS, TO WORK IN TANDEM WITH FAMILIES AND CAREGIVERS, I'M COMMITTED.

>> WELL, YOU CAN'T GO, BUT WE HAVE TO GO.

THANK YOU FOR SPENDING SO MUCH SOMETIME WITH US THIS EVENING.

GOOD LUCK TO YOU.

I KNOW IT'S A LOT OF TREVEILS WORKING WITH SCHOOL DISTRICT NOW, BUT YOU'RE DOING A GREAT JOB.

ON BEHALF OF BILL McCLELLAN, I'M ALVIN REID.

WE'LL SEE YOU NEXT WEEK ON DONNYBROOK AND NEXT UP.

>> THANK YOU.

>> Announcer: DONNYBROOK IS MADE POSSIBLE BY THE SUPPORT OF THE BETSY AND THOMAS PATTERSON FOUNDATION AND THE MEMBERS OF NINE PBS.