Student Profile: Sa’Brina Reeves

"People think we’re ignorant. A lot of us already know what we want, but people aren’t showing us the right path to help us get there. We ask and ask, and when people don’t show you, you stop asking."

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
Read other Profiles
  • Paul J. Jones
  • David A. Carter
  • Jasmine Titus
  • Sabrina Ratcliff
  • Abenet Tekeste

Sa’Brina’s family moved a lot, so she attended a string of regular and magnet schools in California and Indianapolis. Despite the disruptions, the work came easily to her. Because she could ace tests with little effort, and found the assignments uninspiring, she saw no reason to do her homework.

By middle school, her grades were “all over the map,” she says, and sometimes she skipped school or just got up and walked out of class early. “It felt like a waste of time,” says Sa’Brina, 16. “I knew the material and just felt like I was doing the same things over and over.”

Her home life grew more difficult when her parents separated and her mother had to be hospitalized for surgery. Sa’Brina had been put on probation for truancy, but spending time in the hospital when her mother was sick landed her in court for violating the probation.

As a result, she went back to an Indianapolis middle school with more stringent supervision. She was “on a tracking sheet,” in which her work and attendance in each class were closely monitored. It was “good to have someone keeping tabs on me,” she says, but she still found school boring and unchallenging.

With her mother’s blessing, Sa’Brina tried to get herself set up for a home schooling program when she was 14. She loaded up on books from the library and found resources on the Internet. But she found out too late that she was supposed to take annual tests to show her progress, and she worried that her work wouldn’t be accepted for credit.

She decided to enroll at Indianapolis Met, a charter school run by Goodwill Indianapolis that gives students more freedom to design their own courses of study. She’s working toward a diploma, and wants to work as a mortician to earn money for college, where she hopes to study architecture, accounting, and hotel management.

Sa’Brina wishes that more of her school years had been interesting to her. She imagines a social studies class where she and her peers could have acted out their own Civil War, instead of reading about it in a textbook.

Vol. 25, Issue 41S, Page 21

Published in Print: June 22, 2006, as STUDENT PROFILE: Sa’Brina Reeves

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >