No child left behind? The True Story of the Search for a Teacher by Elizabeth Blake

The Essays and Tests of Teaching Students at Risk

The first five pages of Elizabeth Blake’s story (unrelated by the way) found me engrossed and helpless. I got hooked and had to read “No Child Left Behind: The True Story of the Search for a Teacher.”

After 20 years as a medical technologist in chemistry and hematology, Elizabeth Blake was looking for a change, a new career. She felt a deep sense of calling to pursue the education courses required by the State Department of Education to obtain a provisional license to teach.

The call to teach and help at-risk adolescent children drew her like a magnet. She received a contract as a science teacher in a small alternative school for at-risk and homeless children. These students were unable to attend regular high school classes.

A romantic and slightly naive Elizabeth was unprepared for what happened on her first day of classroom experience. The carefully ugly plans exploded. Chaos reigned. Beth quickly discovered that many of her students were juvenile delinquents and had probation officers. Many attended the school by court order. Some wore electronic tracking bracelets around their ankles. Others had to drop out of regular school where they didn’t fit in and needed alternative options.

Elizabeth features special students like Conejo, Javier, Bobby, Nakisha, and Erica, who were full of promise and showed signs of maturity and real evidence of learning in their classes with Ms. Blake. This motivation inspired her to renew her contract each year, although she was sometimes assigned assignments at three different schools.

District office administrators and staff made Elizabeth’s teaching experience an even more difficult challenge in a school district where poverty, shooting, and gang influence were an accepted way of life. The administration and school board spoke lip service about their district ministry: “Our teachers take care of struggling students. Every child deserves an education.”

I identified with Beth’s dilemma. As a Christian Educator, I have worked with a Faith Based Ministry that serves the needs of incarcerated youth. The weakening of the administration with trauma, unrest and chaos became a difficult burden to cope with. Beth was heartbroken every time another of her students was injured, hospitalized, or killed. Desperate, she cried out to God for direction and inner strength. She has compassion and a loving concern for her students.

I found Blake’s writing style exciting, often heartbreaking, but his attitude and approach are always positive. I was encouraged by his referrals to students who had chosen to enroll in a variety of college programs or train for more specialized careers.

“No Child Left Behind? The True Story of the Search for a Teacher” is a book that will challenge school administrators, teachers, and educators. It should be a required reading specifically for educators and administrators within any inner-city school district.