by Noah Gopin, Boston Globe, August 4, 2002
I am not your average kid with a learning disability. I am a unique kid with a
different style of learning. I did not choose to have this learning
disability. It chose me. Because I am stuck with this, I am not going to let
this problem get in the way of my success. It is a fact that many of the
geniuses, politicians, artists, and inventors throughout history have had
learning disabilities. I know that one day I may be famous for an invention
that will show the world that my learning disabilities did not get in the way
of anything.
I may have a learning disability, but ... let me tell you that two years ago
in the eighth grade, I took it upon myself to be the co-chair of the
fund-raising committee for the graduation yearbook. This meant that I had to
solicit, call, and collect ads from neighborhood businesses. My goal was to
raise enough money so each yearbook could be free for every student for the
first time in the school's history. Although I struggled with the writing and
reading, I still managed. I am proud to say that I exceeded my goal.
I may have a learning disability, but ... in June 2000 I was chosen as one of
the three graduation speakers from the eighth grade. Not because I had the
highest grades, but because my essay was selected for the message of the many
ways in which I learned to be a success during elementary school, despite many
obstacles.
I may have a learning disability, but ... that didn't stop me from becoming
the highest raffle ticket seller for the Driscoll School PTA two years in a
row. In total, I sold more than $700 worth of tickets by standing day after
day outside various grocery stores and becoming Mr. Super-Salesman.
I may have a learning disability, but ... in June 2000 I was awarded a
community service award from the town of Brookline for my volunteer work at
the Massachusetts Society for the Prevention of Cruelty to Animals and a local
nursing home. I got great pleasure from these activities while knowing that my
efforts were important to other people and animals.
I may have a learning disability, but ... at Brookline High School I make the
honor roll most semesters. My teachers often say that I give 110 percent. This
is because I have to. All of these accomplishments give me great feelings of
pride and success, but they do not happen easily. I am fortunate that my
teachers offer assistance after school, my parents help, and my tutor meets me
two times each week. Often, I have to work harder and longer than most kids
just to understand an idea or the reading assignment. I have gone to summer
school twice just to keep up with math and reading so I don't lose or forget
some skills. I also meet every summer with a private tutor when most kids are
on vacation.
The MCAS is an explosive and nerve-racking topic for all high school kids.
For me it is a big headache full of worry. There is much on the line, and I
don't know what else I can do about it.
Some of the recommendations for kids that don't pass are: Summer school. Well,
I've been there and done that.
After school study help. Been there and done that. Help before school. Also,
been there and done that. Private tutors. Been there and done that, too.
Do I deserve just a certificate of completion after all my hard work? I may
have a learning disability, but in the long run, I am proud of my
accomplishments and feel that I am a success regardless of what the MCAS test
shows. I am more than a number.
My comments might appear to be articulate and well-written, but note that
within the perfection of this paper there were many revisions and just a few
editorial suggestions. Someone might say ''Won't this student be able to pass
the MCAS?''
Since the beginning of the year, my teacher has taken on the extra
responsibility of putting together an alternative MCAS portfolio. But what
good are my chances if last year only 1 student out of about 700 passed the
alternative MCAS? This outrageous statistic left me no choice but to consider
taking the standard MCAS.
I am not proud to report that test-taking is my weakness. When I take a test,
I unfortunately need extra time. I request this because reading questions once
does not explain everything. I must go back and reread; going back takes time,
effort, and energy - seconds and minutes for each item.
For learning-disabled students, taking standardized tests can feel quite
overwhelming. I am not saying that this is a valid reason for failing a test,
like the MCAS; I am saying that there is an extra challenge when you don't
understand what is being asked.
On the first day of the MCAS, which just happened to be the Long Composition
English Section, I felt physically sick due to stress. In my case, this led to
an awful migraine headache.
I have come to the conclusion that many students with learning
disabilities, including myself, have not stepped up to the plate until now. It
is time for us to say that we deserve to be tested in a fair and appropriate
way so we can get on with our lives after high school - with dignity and with
a diploma. The outcome of my whole high school experience should not be based
upon the results on one test, the MCAS.
Noah Gopin, 16, is going into the 11th grade at Brookline High. He took
the alternative and regular MCAS 2002 tests.
