Attendance

Click to listen to me read this post.

When I was hired, I was told that one school-wide goal was to improve attendance. As I stood in the hallway, looking at a bulletin board that illustrated the attendance goal of 80%, I remember thinking, “You mean attendance is lower than 80%? Certainly we should be able to improve that.”

I mean, I did get hired in July of 2020, the summer after much of the country was sent home from school, but when I mentioned that, the hiring agent said that attendance had always been a problem — even before Covid.

This was puzzling to me.

Most of the schools I had taught in prior to 2020 had had a few students who struggled with attendance, a few who for whatever reason — chronic illness, anxiety, trauma, family issues — had difficulty getting to school every day, but most of the schools I’d taught in regularly had higher than 90% attendance. Most of my students have come to school, so what is it, I wondered, that keeps 20-30% of kids from coming to this school every day. Certainly those numbers couldn’t be accurate.

But guys, they are accurate.

During my first year, attendance was a struggle. All of my students were at home with not much else to do, and they all had Chromebooks so that they could log in to virtual school, but some had poor wifi, some had the power cut off from time to time, some were in charge of caring for younger children or were needed to provide transportation for parents or other family members. Some were sick. Some just couldn’t will themselves to join online instruction.

When we returned to the building last September, I thought, “now attendance will improve,” but it just hasn’t. Some students stayed home in the beginning of the year because they were still wary of Covid, some got Covid, some had to stay home to care for family members, some had to go to work, and some had been away from school so long, they just didn’t care any more. They just couldn’t find the will to get up and get to school.

All year long, I’ve taken attendance and posted the percentage present on the white board in the front of the room. Surely my efforts to build relationships, to reward hard work, to acknowledge growth, and to celebrate wins would bring students to school. If I posted the percentages we could all watch them rise, and we could celebrate that, too, but they haven’t risen. On a typical day I’ve seen between 67 and 79% attendance. In the course of this entire school year, I’ve had one class period with 100% attendance. That’s one period of one day for this whole school year.

Why so low?

One of the biggest factors is transportation. Our school provides bus transportation, but students might miss the bus if they oversleep or if they aren’t willing to walk to the stop in inclement weather. And, the bus may be their only option; not all of our families have access to a vehicle.

Another factor is family responsibility. I have at least two students who regularly miss sleep or school (or both) because they are caring for younger siblings while a parent is at work, and if that gets in the way of schooling, so be it.

Illness also keeps students away from school. We still have kids testing positive, and we have also had more students coming down with common ailments like colds and flus than we had when everyone was consistently masking.

Work is also a factor. If a student has to choose between going to work to earn money to pay their bills and coming to school, work is going to win almost every time.

But probably one of the biggest factors that keeps my students chronically out of school is trauma. It’s hard for me to know the specific ways that trauma impacts each of my students, but they do give me a glimpse from time to time. I know that one of my students watched her older brother get killed in a drive by shooting a couple of years ago. I have many students who have lost a sibling or parent to illness or violence. I have students who have been sexually assaulted, students who have been or are currently homeless, and students who have witnessed all manner of violence.

Do you think that gets in the way of them coming to school? Of course it does.

Because of this awareness, I am careful not to give students a hard time for missing class. I try to just be genuinely happy to see them whenever they actually do make it.

Recently I had two young men go absolutely MIA. It started during our last virtual stint. They didn’t log in to the zoom room for the entire month. I wasn’t surprised — honestly, if my school would have moved to a virtual platform in the final months of my senior year, I don’t know if I would’ve logged in. Anyway, when we returned to school on May 2, these two young men did not return. Not the first day; not the first week. Not even the second week.

Finally this past week, one showed up on Wednesday and the other on Friday.

In the past — at one of my other schools — I might’ve made a sarcastic comment like, “Nice of you to join us,” or something like that, but not here. Here I see them coming down the hall, I smile, I call them by name, and I say, “It’s so good to see you.”

Then, when I get a moment, I pull them aside, and I say, “So, how are you doing, what’s been going on?”

Both of these young men answered the same way, “I got put out. I had to go live somewhere else. I don’t live close to the bus route, and I don’t have any way to get here.” Two months before graduation, their families put them out. Yeah, they probably broke the rules. They were probably disrespectful. They probably had multiple warnings, but now what are they supposed to do?

They are supposed to pick up starting right now and do their best — even after six weeks of absence. And do you know what? Both of them did.

One of them came to my room over lunch on Friday. He was sitting next to a young woman who had also missed some school. They were listening to Trevor Noah’s Born a Crime on Audible so that they could respond to a discussion post that was worth a test grade.

Both of these students sat listening, looking on the same book together, desks pushed side by side. They listened quietly to the whole chapter, then worked on their posts. The young man finished and headed out. When the young woman finished, she asked, “Can I take this book home?”

“Of course,” I replied.

“Ok, because I won’t be here tomorrow.”

“You won’t be here tomorrow?”

“No. It’s my brother’s funeral.”

I moved closer, “Your brother’s funeral? What happened?”

“He was shot a couple of weeks ago.”

“He was shot?! Have you told anyone else here at school?”

“No.”

“Can I hug you?”

“Yes,” she laughed, “Mrs. Rathje, you can hug me.”

“I’m getting emotional. I am so sorry.”

“Yeah. It’s been a little rough.”

It’s been a little rough. Her dad died during the Covid shut down, and her brother was killed two weeks ago.

Two young men were put out of their houses.

Our entire school moved to virtual two months before graduation.

And Saturday night, a white supremacist drove into a highly segregated area of Buffalo, NY, walked into a grocery store and shot 13 people, eleven of them Black. Ten of those people died.

And that kind of news — like the news of George Floyd, Breonna Taylor, and countless other senseless Black fatalities — is a trauma for my students who have already in their 17 or 18 years experienced more than their share of trauma. Trauma upon trauma upon trauma.

So, you know, sometimes rolling out of bed first thing in the morning, getting dressed, and walking to the bus isn’t front of mind. The connection between attendance, academic preparedness, and future success can seem irrelevant when you aren’t sure where you are living, if you are safe, or if someone you love is about to be gunned down while they are getting their groceries.

So if you’ve got the will, the resiliency, the wherewithal, the cojones to get to my classroom today, you can be damn sure I’m gonna clap you in, support you, and maybe even give you a hug. I’m gonna do whatever I can to make sure you feel safe, secure, and loved inside my classroom for as long as you are in attendance.

What else can I do?

How long, O Lord, will you look on?

Psalm 35:17a

A Little Help?

As you may have read, I moved my teaching life back into the classroom last week, hoping that my students — the seniors who have been moved back and forth from remote to in-person instruction over and over since March 2020 — would join me there. I planned my classes, rearranged desks that had been moved during the roof repair, opened up windows to let in fresh air (and to lower the boiler-heated room’s temperature to a setting somewhere close to “less-than-suffocating”), and positioned myself at my threshold, mustering all the “we’re back” enthusiasm I could find.

And they came.

Well, some came.

Our students trickled in on Monday, looking around skeptically as though asking, “are we really back? Are we actually going to stay this time?”

I started class by assuring them that yes, we should be back for good this time and by re-setting expectations — again.

“Your phones need to be down; your eyes need to be up. Learning requires engagement — a choosing to attend, to try, to open the mind.”

But for some, it seemed too much.

Take Darren*. Darren has been with me all year. He has not just one class with me, but two. He is in ELA IV, the required class for all seniors, and he is also in 12 Writing, an elective for a handful of seniors who are most likely to move on to a 4-year college.

All year he has struggled — mostly to stay engaged and stay awake. Once he gets started, he is typically able to complete any assignment I give him, but it’s the starting that’s the thing. After all, if he doesn’t start, he can’t finish.

I don’t have a clear picture of what’s going on at Darren’s home, even though I’ve met his mom a couple of times.

I know he loves basketball, even though he’s not on the team.

I know he wants to be an athletic trainer, even though he’s not currently connected to any sports.

I know he’s been accepted to college, even though there’s a seemingly impossible-to-fix issue with his FAFSA, and even though when he walked in last Monday, he was failing ALL — yes, ALL — of his classes.

Why? Because the whole time we were working from home, he didn’t have a charger for his laptop or the $35 to replace it. He couldn’t fix this problem, he had missed four weeks worth of assignments, and he didn’t see a way to climb out of this hole and make it to graduation.

So he walked in to class with his ear buds in, turned up his music, put his head down, and went to sleep.

I tried to wake him — once, twice, three times — but he wasn’t staying up.

Rather than just let him check out, I called our behavior interventionist, who took him for a walk. I’d hoped he’d wake Darren up and bring him back — but I’d lost him for that day.

It was that very day that I had posted my most recent blog, “Under These Circumstances.” While Darren was out walking to wake up, I received a message from a dear friend I’ve known for more than 40 years who said he’d read my blog. He said, “I just sent you [a gift] in memory of my dear friend and high school instructor who passed away on April 3. In his will he asked that his estate be used for progressive social change in America….if that doesn’t describe you and what you do, nothing does.”

My jaw dropped — the amount he’d sent would allow me to incentivize my students for the remainder of this year and into next fall and give me the freedom to help when situations arise, and in my context, they do always seem to arise. I was buoyed by the encouragement and by God’s way of providing for my students, which He has done consistently from the moment I took this position.

On my way home that day, I used these newly gifted resources to stop and restock on snacks, prizes, and a few essentials. As I was paying, I requested a little cash back, just in case.

The next day, Tuesday, Darren came back to my class, and his routine from Monday began to repeat. The headphones went in, his head went down, and he began to fall asleep. We were in the middle of the research paper that would be the major grade for the semester. If he opted out, he would certainly remove all possibility of passing, and I was not about to have it.

“You are not quitting,” I said with my jaw set, “you are too close.”

“It’s no use,” he replied. “There’s no way I can make up all that I missed. I don’t have a charger. There’s no sense in trying.”

“That’s not true. You just have to get started. It’s one step at a time. Just start with what we are doing today. Have you asked about getting a charger?”

“It’s $35. I don’t have that. It’s no sense in getting started. I can’t get caught up.”

That was it for me. I walked to my wallet, got $35 of the cash that had been provided the day before, and said, “Darren, come with me.”

I asked the teacher across the hall to keep an eye on my class, the rest of whom were working on their research, minus the one who had already been sent out because he was throwing up [it’s all part of a day in the life of a teacher, friends].

Darren reluctantly dragged behind my Momma-Ratch-on-a-mission pace as we trekked to the office where we could get a charger. At the door to the office was our vice principal, a great champion of our students. I told him what was going on, enlisted him in my conversation with Darren, and made it clear to him and to Darren that under no circumstances was I going to allow a student who was this close to graduation, who had been accepted to a four-year university, who had a dream to be an athletic trainer, to sleep out the last four weeks of the semester.

That ain’t how Mrs. Rathje works. Not today. Not any day.

The vice principal encouraged Darren, told him we were on his team, and let him know that we would support him every step of the way to graduation. His tone was encouraging and not quite as in-your-face as mine was that morning, Darren seemed to hear us, even if he wasn’t sure he believed us.

The Vice Principal said, “You can still do this; you’ve got to believe me.”

Darren said, “It’s too late; It’s not possible.”

I said, “It is possible. We’ve been down this road many times. We wouldn’t say it if it weren’t true. We’ll believe it for you until you believe it for yourself.”

I glanced at my watch. We’d been in the hallway about five minutes; I knew I had to get back to the others.

“Come on, you’ve got work to do. Let’s get to it.”

Darren shuffled back into the classroom behind me.

Over the next few days, with plenty of prodding and encouragement, he got to work. By the end of the week, Darren was passing ALL –yes ALL — of his classes.

He’d needed us to insist. He’d needed some resources. He’d needed an intervention. He’d needed a village.

Countless Darrens are trying to sleep in classrooms across the country, and they need us. They need us to believe with and for them that it’s not too late. We need to show them with our time, with our money, and with our whole bodies.

Why? Because they’ve seen all kinds of evidence that it’s not going to work out. That there is, in fact, no use.

If I’ve learned anything in my years of teaching, in my years of living, in my years of falling flat on my face, it’s that no one is beyond the point of no return. Restoration is always a possibility, but when we find ourselves deep in a pit, we often need some assistance before we can take the first few steps.

Do not withhold good from those to whom it is due,

    when it is in your power to act.

Proverbs 3:27

With thanks to all who have prayed for, encouraged, supported, and helped me take my first few steps.

*As always, I have changed the name of this particular student.

Of Passing Laws and Changing Behavior, in 2022

This is an updated version of a post I wrote in 2019.

On Monday, a draft ruling, written by Supreme Court Justice Alito, was leaked to the public. This draft signals an overturn to the Roe v. Wade decision that legalized abortion almost 50 years ago. Since Monday, the American public has been in hot debate about the impact of such a decision.

The reactions can be heard across the nation. One camp is celebrating, believing they’ve won the war. Another is rallying its troops, preparing for the fight of their lives.

And I’m sitting here asking questions.

Do we actually believe overturning Roe will eliminate abortion in our country?

Do laws really have the power to change behavior?

Does the law prohibiting alcohol consumption under the age of 21 stop underage drinking? Did it stop you? Or did it merely force you to find ways to conceal the fact that you were drinking?

I had one of my first drinks around age 15 in a friend’s basement an hour before a school dance. A dozen of us drank too much, piled ourselves into cars driven by those who shouldn’t have been driving, and, by the grace of God, made it to the dance. Things could’ve gone much differently.

Actions pressed into hiding don’t often turn out well.

Prior to Roe v. Wade which legalized abortion up to the age of viability, women got abortions illegally. No official records were kept, obviously, but researchers now estimate that approximately 800,000 illegal abortions were performed annually prior to 1973 (The Guttmacher Institute). Women snuck around corners into dark alleys, paid people who may or may not have had medical expertise, and took risks that often ended their lives or left them permanently unable to bear children. They sought out secret abortions regardless of a law that prohibited them.

Let me stop right here and say that I am not pro-abortion. Actually, I imagine very few people would say that they like abortion — even among the most liberal pro-choice advocates. I am merely questioning whether restrictive legislation will decrease the number of abortions performed in our country. And, even if it does, will it have the greater impact of ‘removing this sin from our land’ as some Evangelicals hope?

Is abortion the greatest sin we’ve got? Or is it human trafficking, or systemic racism, or the prison industrial complex, or drug and alcohol addiction, corporate greed, or sexual assault, or the epidemic of homelessness in this wealthy first world country? Perhaps some of the energy spent on overturning Roe could be diverted to one of the myriad other widespread ills of our land.

But I digress. If we really want to decrease abortions and care for the unborn, is overturning Roe the best way?

Perhaps the answer to decreasing the number of abortions and changing the hearts and behaviors of those who would choose abortion lies instead in changing the culture in which women are pressed into desperate situations — a culture where sexual assault impacts more than 1 in 4 women and where the words of women are often not believed.

What if we could change the culture that was ok with electing a president even after learning that he had bragged about his sexual exploitation of women? a culture that leaves thousands of rape kits in warehouses — untested for years — while perpetrators make more women into victims?

What if we could change a culture that shames women who rely on public assistance into one that provides all women (and men) with resources — for contraceptives, mental health care, medical costs, and child care?

We need to look at such a cultural shift because creating bills and laws that outlaw behavior do not, in and of themselves, eliminate that behavior.

According to the National Institute for Drug Abuse Statistics, 11.7% of Americans over the age of 12 use illegal drugs. Ten million Americans misuse opioids at least once over a 12 month period. The number of overdose deaths increases at an annual rate of 4%.

Laws do not eliminate behavior, they merely push it behind closed doors.

Not only that, laws often position us one against another. They put us in camps, as though we are at war with one another. Haven’t we sorted ourselves as either pro-life or pro-choice, as if this complex issue could be boiled down to either/or?

The problems we face are more complicated than that — abortion is but a symptom of a much larger problem — one that is quite complex. In this country, which was founded on the principle that all [men] were created equal, we have not historically extended liberty to people who were not [white] men. Women [and people of color, and most especially, women of color] in our country have long felt unheard, disrespected, and undervalued. They have long been dismissed, abused, underpaid, and neglected.

Women who have found themselves in desperate situations, have sometimes chosen abortion when the alternative has been shame, condemnation, parental or spousal punishment, physical harm, an inability to provide, or having to raise a child born of assault. Deprived of other forms of agency, women have chosen the most desperate of actions.

The solution to the problem is not merely prohibiting abortion. No, if you want to value life, you have to value all life, and that starts with valuing the lives of women. Seeing women, listening to women, paying women equally, promoting women, electing women, and caring for [all] women.

In this country of wealth, education, and privilege, certainly we can handle complex problems such as this. Surely we have the wherewithal to consider a solution that is multi-faceted and takes into account the welfare of all — the unborn and those who are already living.

It sure looks like the Supreme Court is going to overturn Roe v. Wade. And what will be our response?

Will we continue with our division, holing up in our camps slinging grenades at one another? Or are we willing to do something bigger, something better, something we have the capacity for — to craft a new way forward.

What if we tried coming together, listening to one another, hearing each other’s stories, and working together to find unique and complex solutions? Right now, we are staying in our own lanes, each convinced that he is going the right way, refusing to cross paths, take detours, or share the ride. When we refuse to communicate, when we resist difficult dialogue, we lock ourselves in opposition; we prohibit change.

And don’t we want change? Don’t we all want what is best for our country and the people who live within it? Don’t we want all women, men, and children (born and unborn) to be safe and valued? To be cared for, provided for, nurtured, and loved?

Perhaps we can start by asking ourselves a few questions.

If you stand against abortion, do you also stand with and for women and children? Do you befriend them? even if they don’t look like you? Do you encourage them? how? Do you provide for them? In what way?

If you are pro-choice, what actions are you taking to support and sustain the lives around you? to offer a variety of choices that may or may not include abortion? Are you willing to interact with those who say they are pro-life? Are you willing to sit down over a cup of coffee and have a real conversation? Are you willing to listen openly, without formulating rebuttal in your mind?

I recently had the opportunity to share the room with some recovering alcoholics. I listened carefully to their stories and their conversations, and I learned from them. Do you know what got them to stop drinking? Was it a law? Not typically. Sure some addicts dry up when they are arrested or thrown in jail, but more stop drinking and stay sober when they have, in finding the bottom, looked up to see a support system gathering around them — a bunch of fellow wanderers who are stumbling together toward a better life. They aren’t shaking their fists and pointing fingers at each other. No, they are offering a hand or sharing a ride; they are reaching out, listening, and showing up.

Wouldn’t it be great if the mere passage of laws remedied the ills of a society?

It doesn’t work that way.

We’re much more broken than that, my friends. Pointing fingers, passing judgement, heaping on shame, and throwing people in jail do not fix brokenness.

Brokenness can only be healed in community — in partnership — through love.

Rather than passing more punitive laws, I wonder if we might try a different way — a coming together, a collective sharing of lives, a genuine care for the people around us. A gathering, lifting up, supportive kind of sharing that is willing to walk with people through complex situations and even, dare I say, pass laws and create policies that provide alternate paths, financial support, and an entrance ramp to a different way of life.

Are you willing to give it a try? Where do we start?

Show me your ways, O Lord, teach me your paths.

Psalm 25:4

Under these Circumstances

I am packing my bags and loading up my car — again.

This morning I will drag materials back into the classroom — again.

I’ve been teaching in a Zoom room from our home since March 25 — more than a month — again!

And it’s not because of Covid this time!

My students and I have been in and out of the building multiple times this year. In fact, I can’t even remember how many times we moved to virtual and then returned to the classroom. Sure, it’s been convenient to have the option to move to a Zoom room when Covid numbers are high or staff counts are low. It’s great that we have the technology in place so that we can be flexible, but let me tell you, these students — especially the seniors, who have had to be flexible since March of their sophomore year — have had to bounce back an extraordinary number of times, and their resiliency is waning.

This last move to virtual proved too much for many, and it could have been avoided.

Here’s the thing, though — many of the inequities my students face every.damn.day could be avoided.

Picture if you will, if any school in a predominantly middle or upper class community — dare I say, any typical white community — would tolerate any of the following:

A parking lot with a crater-like gaping hole the size of 3-4 parking spaces that regularly fills with water.

Classrooms heated by a hard-to-control boiler that often reach temperatures upwards of 80 degrees, some of which only have 2-3 working windows that must be propped open to lower the class temperature to an only partially-stifling point.

No air conditioning — so, again with the windows and an elaborate system of fans and cords that create an obstacle course throughout the classroom.

And, until this week, a disintegrating roof. I mean, the materials were literally falling off the sides of the building. When a heavy rain came last summer, the gym floor was covered, wall-to-wall, with more than a quarter inch of water.

What would you do if your child went to school under these conditions? Would you complain? Would you pull them out? Or can you not even imagine such circumstances?

Let me tell, you, friends, these kinds of “circumstances” have been normalized in city schools, predominantly serving students of color, for literal generations. This is not the first time I have worked under such conditions or witnessed them first hand — in Detroit, in St. Louis, and in cities across the country. Such “circumstances” have become so normalized, that the students who attend these schools [and many of the teachers who serve there] can not even imagine any alternative circumstances.

And what does that do to you? What does it do to your sense of safety, security, and self-worth, to day after day, walk into an aging building in disrepair? Do you feel valued, encouraged, celebrated? In that building can you be inspired to learn, to achieve, to hope?

Now, let me tell you, that our building leadership was well aware of the issues of this problem building that we lease from a major religious body in Detroit. They had been asking for roof repair, window repair, etc., etc. I am not privy to the full story, but I do know that we are under contract with a long-term lease and that the people on the other side of that lease required legal pressure to finally agree to get the roof repaired.

I watched the contractors, a whole team of middle aged white men (I am just reporting the facts; I am not making them up) came, climbed up on the roof, measuring tapes in hand, laughing and joking in the middle of our school day. Then, a couple weeks later, we were informed that the lessor of this building had scheduled the roof repair — which from my understanding was like a whole new roof — for Spring Break and the week after. That would be the last week of March and the first week of April.

I don’t know if you’ve been to Michigan, but March and April are very unpredictable when it comes to weather. In those two weeks, we might’ve had rain, snow, sleet, hail, or sunny days in the 70s. It was a coin toss heavily weighted toward inclement weather.

And I bet you can imagine which way that coin landed. It landed the way my students often experience it to land — in a way that would further disadvantage them.

The rain and the snow came and came, and the roofing project stretched out. The students could not be in the building during the project — obviously — so for an entire month they were at home, in their beds, or at their jobs, or caring for their siblings, or fully and completely checked out of the educational process.

And can we blame them?

What would your children do under these circumstances? Would they muscle through? Would they take one for the team? Would they “do what had to be done” because “it is what it is”?

Please do not answer that question unless your child has, since his earliest days, experienced school in a setting like the one I’ve described, where even before Covid, he likely didn’t have a fully-staffed school, or after school programming, or sports, or arts, or any of the things that we (middle class white folk) count on to inspire our kids to love learning, and achievement, and excellence.

We. do. not. know. what this experience is like. We have not lived it.

But I am bearing witness to it — again — and I am angry.

Why?

Because the last month of virtual learning pushed many of my seniors over the edge. They are beyond caring. They may not have all the credits they need to graduate in just five weeks.

Take that in.

Yes, some hung in there. They came to the zoom room. They showed up. They opted in.They worked hard. They finished strong. And their grades show it.

But many didn’t, wouldn’t, or just couldn’t. They might’ve gone to work to earn some money during this time — like one of my students who got a job as a nurse’s aide and did her 40-hour in-person training last week. They might’ve been needed for their families’ needs — like one of my students who cares for her disabled mother and uncle whenever she is at home. They might’ve stayed high the whole.damn.month — like a few of my students have said that they do whenever we go virtual.

I have not one ounce of judgment for them. Instead I am disgusted that we allow this system to continue. That we do not pour resources into our communities of color to show these students — these kids who are created and loved by God — that we, also, love them. That we want to see them learn, thrive, and grow. We want them to have a hope and a future. I want them to see that we are willing to say hard things, to put our money where it matters, and to hold people accountable so that all students — these students — my students — our students — all of our freaking students — can walk into a building in the morning where they feel comfortable, safe, secure, welcome, supported, and encouraged.

That is not too much to ask.

If your children do not, or have not had to learn under the circumstances I’ve described, I am happy for them. No child should have to.

Do you hear me? No child should have to. What, my friends, are you willing to do to make sure that not one more child has to go to school under these circumstances?

For my part, and the part of the dedicated professionals I work with, we will show up tomorrow morning before our kids do. We will stand at the thresholds of our doors. We will welcome the students into our rooms, calling them by name, and not giving them any amount of crap for whatever they chose to do over the last month.

We will re-set expectations, examine the reality of each of their situations, and do whatever we can to encourage, support, guide, and even carry our students across the finish line.

Why? Because we do believe that each of these kids matter, regardless of their zip code, skin color, family income, or educational history. We believe they have a hope and a future.

We cannot continue to do this alone. Teachers are leaving the profession in droves because the system is broken and it won’t continue to be tenable under these circumstances.

Defend the weak and the fatherless; uphold the cause of the poor and the oppressed.

Psalm 82:3

*I encourage you to look in your community for ways that you can let every child know that he or she matters.

**As always, if you want to help support, guide, and carry our students across the finish line, please email me krathje66@gmail.com for my current wish list.