Ecosystem
of Excellence
By The Makati Science Vision Editorial Staff

It has been more than 10 years since the Makati Science High School transferred from its old home in San Antonio Village to its new buildings in Barangay Poblacion. Overlooked by the skyscrapers of the Rockwell Center, the then new Makati Science was a symbol of intellectual hope for young Makatinos aspiring for a better education. With the promise of complete school facilities, a generous monthly stipend, and teachers of unparalleled quality, its students were given strong wings to fly beyond the gigantic buildings that towered over them.

Next school year, the Makati Science will transfer to a new multi-million peso 10-storey building in Barangay Cembo that boasts of the best facilities among other public secondary schools. Once more, we are given the best and we are called to give also the best in return. But no matter how many times the adage “with great power comes great responsibility” is repeated, the present scheme of things compels us to ask, “Have we truly given what has been asked for us?” Maybe. Or maybe not.

In a recent interview with The Makati Science Vision, Miss Elena Del Rosario Ruiz, Division of City Schools of Makati superintendent, expressed her disappointment over the Makati Science because of its drastic drop in performance in last school year’s National Achievement Test (NAT), which the Makati Science has topped in the National Capital Region for three consecutive school years. From a top-notching mean percentage score (MPS) of 78.27 in 2007, the Makati Science plummeted to 76.67 MPS, sinking it to the sixth place in the region.

While no single theory can ultimately define, measure, and objectify the full potential of any educational institution, the drastic drop in an otherwise measurement of learning competencies, which happened to be a test that we have consistently aced for three consecutive school years should, at the very least, lead to a call for an honest reevaluation of our efforts as an academic community. At the very least, it should lead us to flesh out what has gone wrong and what we have done—or better yet, what we have not done.

Because the NAT is a collective measurement of the academic proficiency of a school, it makes sense to determine the collective situational factors that might negatively affect the performance of its students. In the case of the Makati Science, there are at least two things: first, the sudden diaspora of well-trained and well-experienced teachers from the school, and the second, the placement of basic subjects in the afternoon.

For the last two school years, 24 out of 51 pioneer teachers have either retired, passed away, or resigned to teach abroad, resulting to a “brain drain” of teachers in the school. This is not to say that the new teachers are not capable of delivering quality instruction. However, it was through extensive teaching methods and strategies of the old teachers—most of which are graduate scholars and have master’s degrees—that the Makati Science topped the NAT and won first places in prestigious national and international competitions.

The placement of basic subjects in the afternoon last school year also played a significant role in hampering teaching and learning processes. Last school year, second and third year students took their English, mathematics, and science and technology subjects in the afternoon. Apart from the evident drain of energy and interest among most students after lunch, afternoon classes are often cancelled to give way to monthly convocations and co- and extra-curricular activities.

But, we can only go so far in fleshing out the two plausible factors that contributed to the NAT situation. After all, the school has rejuvenated roster of teachers who are excellent educators in their own right; they just have considerably big shoes to fill, or better yet, shoes that they still have to construct for themselves. As for the afternoon schedule, at the end of the day, it is not that much of a formidable excuse for students to strive less and slacken off in their studies. Everything, either done in the morning or in the afternoon, should serve as a call for them to step up and strive harder.

The NAT drop is a very strong call for us to reevaluate how the school sets its bar, not only against other premiere secondary schools in the country, but more significantly, against itself. Recovering from the sudden drop requires a communal resurgence from apathy, excuses, and distraction and a renewed commitment to academic responsibility, giving back more than what is expected of us, and creating an ecosystem of academic excellence that fosters an exceptional interchange of ideas.

An ecosystem of excellence entails an empowering degree of mutualism among teachers and students. On the instructive end, it is necessary for Makati Science teachers, especially the young ones, to empower themselves by seeking further studies that will contribute to their personal and professional growth and development. On the receptive end, students must prove themselves more than worthy of the financial resources that the citizens of the City of Makati have invested on them.

Next school year, the new Makati Science will weave a new destiny, a new standard for its teachers and students. Its transfer to a new multi-million peso building is an invitation to recover its lost glory. Out of the darkness of the diaspora of teachers, we are called to shine among the rest and to make ourselves ready for greater individual and collective responsibilities. Let us burst forth from the shadow of our past and bind together to form a new Makati Science High School, an edifice of educational prestige, a shining example of hope and perseverance, and an ecosystem of academic excellence.