New Year’s Resolution: Occupy Public Schools

                As we prepare to celebrate the holiday season we are often asked what our New Year’s Resolution is.  Many people want to make more money, some want to lose weight and others want the new year to be better than the last year. 

                This upcoming year I would like to ask all of those people who occupied city hall, town centers, and Wall Street to take that same passion and energy and give it to our public schools.  I would like to ask all the people who were outraged and saddened by the documentary “Waiting on Superman” to take that feeling of hopelessness and turn it into hope at our public schools.  And for those who like to complain about their tax money being squandered by schools districts, it is time to get involved in your tax investment.

                Our public schools are in great need of individuals who can offer their expertise during these tough economic times.  There are a number of schools who need mentors, tutors, reading coaches, and other volunteers to work with students to improve areas of need and enhance strengths.  There are also students who need assistance with planning for post high school life.  There are some students who need assistance applying to college and other post-secondary high school programs, assistance with SAT prep, and financial aid paperwork.  There are also students who need assistance with preparation to enter the workforce after high school.

                For those whose talents may not be working directly with students, your talents’ can be used to advocate at the city and private sector.  Individuals can lobby on behalf of public schools at the state or local level to end some of the bureaucracy that stifles schools from being innovative.  Individuals can also lobby the private sector to adopt a school, provide internships, or help to raise funds for scholarships, building refurbishment or technology.  Individuals can also lobby at the state level for greater equitable funding for public schools.

                The statement made by the occupy movement has demonstrated that the 99% is tired of business as usual and they want the country to change.  The next phase of the occupy movement should be to demand more from our public educational system.  Education is the gateway to unlimited opportunity in the global economy.  Occupying public education may ensure the next generation will be 50% and moving toward a more equal society.

Cyber Schools Targeting Low Income Communities

                As school districts across the country have laid off teachers, central office staff, closed school, and increased classroom size, cyber schools have been growing at rapid rate.  Currently there are 250,000 students enrolled in cyber schools across the country and the enrollment is growing.  However, one of the areas cyber schools are growing the most is in low income school districts[i].

                The first question that must be asked is a cyber school a viable option for low income public school students?  For low income students who are unable to attend school because they are medically fragile and unable to attend school, a cyber school would be a viable option because it would allow them to work and not over exerting their system.  For low income students who are gifted and their school does not have a gifted program, a cyber school may be viable option allowing the student to work on more advance work.  However, for most low income students, specifically those who struggle with the academic content have sporadic attendance, or behavioral problems, cyber schools are targeting these students. 

The largest cyber school company, K12 has been moving into low income neighborhoods across the country.  K12 was founded by conservative educator William Bennett, and a group of former business moguls.  Cyber schools provide instruction by teachers who communicate with students via the e-mail, the internet or by phone.  This leads us to question number two: can low income students effectively learn by phone, e-mail, or the internet?

If low income public school students are struggling in a classroom with a teacher and classroom assistant, how are they expected to catch up on the learning missed in the classroom and get on track academically with a virtual teacher?  How does a virtual teacher become familiar with the triggers of a student who becomes frustrated when he/she has problems comprehending a lesson?  Teaching and learning is more about understanding the subtle nuances of students, nurturing and building the confidence of fragile psyche.  This can only be done if the student is in the presence of the teacher.

This leads us to the third and final question:  what additional support can a cyber school offer to a low income student who is struggling academically due to family instability?  How can a cyber school recognize if the barrier to learning is due to hunger, domestic violence, or mental and physical abuse.  What if the barrier to learning is due to the loss of a parent, sibling, or close family member?  Lastly, what happens if the student accumulates a number of absences due to loss of internet or phone service?  Does the virtual teacher have access to resources to refer a family to social service agencies that could help stabilize the family?

                Cyber schools can play a very important role in providing an alternative to traditional school settings.  However, targeting low income neighborhoods where academic needs among students is greatest, is not a good match for low income communities.  Since cyber schools are for profit entities, they mostly likely will not provide the resources a low income student needs to academically thrive.  In these tough economic times, the last thing low income districts and communities need is a cyber school that takes funding away from schools and the students do not academically get back on track.  Cyber school would serve low income communities better by offering tutorial services, homework help, and instruction of medically fragile students via home instruction or home bound services for students who are temporarily incapacitated.

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[i] www.nytimes.com2011/12/03/opinion/virtually-educated

The Bloomberg Plan?

                Last week, New York Mayor, Michael Bloomberg made some controversial statements concerning school improvement.  According to Mayor Bloomberg:

                                “If I had the ability to design the system and say this is

                                what we’re going to do, you would cut the number of

                                teachers in half and weed out all of the bad ones[i].”

Mayor Bloomberg further stated that doubling the class size with a better teacher is a good deal for the students.  Claiming that in districts across the country, teachers are no longer hired from the top of their classes, but are instead culled from the bottom 20 percent and not from the best schools[ii].  Mayor Bloomberg later claimed his statements were taken out of context.

                While Mayor Bloomberg’s statements may or may not have been taken out of context, in this current economic environment where there has been unprecedented cuts and layoffs to school districts across the county, Mayor Bloomberg’s statements may provide some insight on a future educational strategy that is being considered if a worst case scenario were to occur. 

                For several months there has been speculation of additional cuts and layoffs to public school districts as states continue to manage their deficits.  As the economy continues to sputter, states will once again have to make tough decisions on how to fund their public school districts.  Mayor Bloomberg’s statements should be considered as a potential strategy for mayors across the country.

                This school year, public school districts across the country petition their states to allow for increases in classroom size and teacher unions agreed to some teacher layoffs in order to offset lost allocations.  Combine these concessions with new teacher accountability measures via the teacher evaluation process; and a strong case can be made for Mayor Bloomberg’s plan. 

                By increasing class size and cutting teaching staff by “weeding out” the bad teachers, districts could increase class size to 25 to 30 students, add an additional teacher and one (possibly two) classroom assistants.  The money saved by weeding out bad teachers (who mostly likely receive a higher salary), hiring first year teachers and more classroom assistants could actually save money that could be utilized for additional support for students.

                With the current economic turmoil projected not to end for another couple of years, Mayor Bloomberg’s plan may not be the ideal plan for advocates of small class size and staffing, but in these economic times, unpopular measures may have to be taken in the short term to ensure our public education system doesn’t fully implode due to budgetary problems.

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[i] www.huffingtonpost.com/2011/12/02/michael-bloomberg-in=mit-_n_1125737.html

[ii] ibid

Internet for All

In this era of No Child Left Behind and high stakes testing, the digital divide between the “haves” and “have not’s” has gotten greater.  As the country became primarily focused on academic achievement through prescribed scores, lost due to rote memorization and an emphasis on fragmented pieces of knowledge was learning and how to apply what is learned to access the world.  The most glaring loss however was the integration and utilization of technology to assists learning.  While No Child Left Behind legislation was being crafted, absent from the legislation was the integration of technology into the teaching and learning experience to reflect the needs of the global economy.

Understanding this oversight and the need to reduce the digital divide, the Obama administration has begun an initiative to provide families with affordable access to the internet. With a third of American homes not having the internet, the federal government partnered with internet providers and non-profit agencies to develop “Connect to Compete.”  Connect to Compete is a national pilot program whose mission is to provide low cost internet at $9.95 per month and $150 laptops to families who are eligible for free and reduced school lunches[i].

In this current global economy, this initiative could provide a huge boost to significantly reducing the digital divide.  Providing affordable internet and laptops to income eligible families gives them access to the global economy.  However for public education, we may finally see the integration and utilization of technology that is occurring in private schools and wealthier districts.

In private schools and wealthier districts, technology is integrated into the teaching and learning experience.  Teachers utilize the internet to post classroom assignments, notes, schedules and other class related materials for students and parents to access from their home computers.  Students can submit assignments to teachers, submit questions, and view their grades.  However, a majority of public school students do not have this opportunity due to several barriers.

The lack of internet and a computer in the home is one of the barriers facing many public school students.  Compounding this problem is that most public school districts have not developed the systems to integrate technology into the teaching and learning experience.  With all of the needs of a public school district, integrating technology into the curriculum to prepare students for the global economy is a low priority when there are infrastructure, staffing, and other needs to be addressed.  Since most public school districts do not have the integration of technology into the teaching and learning experience as part of their district wide strategic plan, having access to the internet will partially address the mission of Connect to Compete.

In order for Connect to Compete to fulfill its mission of providing income eligible families with access to affordable internet and laptops to decrease the digital divide and to provide access to the global economy, public school districts will have to do their part to support this initiative. 

Having access to affordable internet is not enough to prepare and compete in the global economy.  Students in poorer districts need to be taught how to utilize the internet as their counterparts in wealthier districts and private schools provide to their students.  This can only be accomplished if public school districts place in their strategic plan the integration of technology into the teaching and learning experience.

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[i] www.cbsnews.com/2102-502303_162-57321326

The Root Causes for an Underachieving Public Education System

                For a while, I have been thinking about what are the root causes of our underachieving public schools and can they be fixed?  With all the reforms that have taken place in public education over the decades, why do these reforms produce results that cannot be sustained overtime or results that produce a modicum of success? 

It must be stated that the root causes are systemic, which will make them harder to fix.  The first root cause is our country’s undervalue of education.  It is well known and documented that countries in Europe and Asia consider their public educational system a national priority.  In Europe and Asia, teachers are valued and respected for the role they play in preparing the next generation to become productive members of society.  Students are provided with clear pathways to employment via apprenticeships or higher education via college preparatory track.  In the US, public education is not a national priority.  Teachers are not valued or respected, the US does not have a national apprenticeship program and the pathway to higher education is through graduation, not a national college prep curriculum.  In Europe and Asia, public education adapts to the changes and needs of the economy,while public education in the US is slow to adapt and at times, resistant to change.

The second root cause is the role of the teachers union.  Throughout the history of public education in the US, the teachers union has been perceived as either a positive agent of change, or a hindrance to change.  However, with the problems in the economy and the mediocrity of the public education system, unions have come under scrutiny.  While concessions were being made by the federal and state government and other unions, the refusal of teachers unions to accept changes to collective bargaining and accept a payroll freeze, many have begun to question the viability or need for a teachers union. 

Current perceptions of teachers unions are they protect and reward teachers who produce mediocre students that are jeopardizing the America’s position as leader of the global economy.  Teachers unions have also been perceived as being out of touch with the changes and demands of the workforce.  They have been criticized for fighting against changes to the work day, tenure and teacher evaluations.  The scrutiny teachers unions are under is similar to what the auto workers union went through several years ago when the auto industry was on the brink of collapse. 

The final root cause is the affects of poverty.  Poverty continues to be a destabilizing entity in our society.  The affects of poverty are well documented, but for education, the affects are devastating.  Schools whose mission is to educate, have become social service centers to children who come from unstable environments.  Schools have to educate children who are hungry, homeless, abused (victim or witness), frustrated and angry.  In some instances before a school can educate, a school will have to rebuild a child’s self-esteem and confidence so the child can begin to learn. 

                Until we seriously address the root causes of our underachieving public school system, our country will continue to underachieve.  We can no longer continue to implement reforms that cannot be sustained and produce mediocre results.  It is time for our country to make education a national priority and to genuinely consider a national educational model that develops clear pathways for employment and higher education.  It is time for our country to consider how to better prepare and evaluate teachers and how to make teaching a respected and sought after profession.  Lastly, it is time to renew the war on poverty with the singular intensity and funding that occurred with the war on terror.  

The Promise Neighborhood

                With the success of the Harlem Children’s Zone, the federal government awarded 21 planning grants of $500,000 across the country.  The grants were part of the government’s Promise Neighborhood initiative.   The purpose of the grant was to bring together the resources of all the agencies and organizations that provide services for children and families in order to make services more efficient and to close procedural gaps which delay services to children and families.  The grant is supposed to be the conduit for collaboration, coordination, better communication and identifying areas of need to develop better “wraparound services[i]”

                Promise Neighborhoods seek to replicate the “cradle-through-college-career” approach that was first developed by the Harlem Children’s Zone.  The approach was to aggressively address and dismantle the barriers in a child’s life that affected learning.  By removing or greatly diminishing barriers, it allowed families to focus on their child’s education.  The Promise Neighborhood belief is

“when families spend so much time trying to make ends meet,

they rarely focus on improving their situation[ii].”

By supporting families from the time of conception, barriers such as the access to health care are removed and the child is less likely to suffer from lack of prenatal care.  As the child grows, having the supports in place to address potential educational and social service needs could lessen the impact on learning when the need occurs.

The Promise Neighborhood initiative is attempting to implement the idea that it “takes a whole village to raise a child.”  While the end product is to help children graduate from high school, enroll and graduate from a post-secondary education program and become adults that contribute to society, the family unit is stabilized and strengthened.  By focusing on children, the whole family is helped.

We know the needs of families in economically distressed neighborhoods.  If the Promise Neighborhood grants can replicate what the Harlem Children’s Zone has done to stabilize and strengthen families, children across the country will be able to focus on being children and their education.  If a family is struggling with stable employment, the resources of the Promise Neighborhood would connect the parent(s) with an agency that assists adults with training and finding stable employment.  If a family is struggling with childcare for younger non-school age siblings, Promise Neighborhood resources would assists the family with finding affordable childcare. 

Whatever the need of a family are, healthcare, housing, GED, etc, Promise Neighborhood resources will be at a family’s disposal to support and remove barriers that affect a child’s learning. Hopefully this will be the initiative that transforms income distressed neighborhoods and stabilizes families.

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[i] Relph, Azriel, Lui, Richard (10/25/11). An Outside-In Effort to Help the Poor Achieve. www.msnbc.com/id/45022229/ns/today-education_nation

[ii] ibid

Putting an End to the IQ Debate

                There has been a recent breakthrough in IQ research.  For a long time, the accepted and controversial belief that IQ was fixed and could never change has dominated the fields of neuroscience, child development, assessment, and the education of minorities.  However, a recent study at University College in London found that significant changes in IQ can occur in the adolescence and teenage years[i].

                The University College study tested 33 British adolescents between the ages of 12 and 16 years old.  The students were tested and four years later were given the same test.  The results of the study found that some teens improved their IQ scores by as much as 20 points. This was a surprise to the research team because they expected a change of a few points they were not expecting a significant rise in scores among some of the participants.  According to Lead Researcher Cathy Price:

                                “We were very surprised…we had individuals that changed

                                from being on the 50^th percentile with an IQ of 100 all the way

                                up to being in the top 3^rd percentile, with an IQ of 127[ii]

                To confirm their findings, researchers used brain scans to confirm the significant rise in scores was not a mistake.  Comparing brain scans from age 12 and age 16, the researchers were able to see which different parts of the brain changed as a result of the changes in IQ.

                Although the study did not explain the causes for the increase in IQ score, its results have re-affirmed a long dismissed idea that IQ is not fixed.  Proponents of this belief argue that a child’s home and educational environment influences IQ.  They further argue that changes to those environments could lead to increased scores. 

                The University College study provides a compelling argument for reform in public school educational assessment.  The ideology of fixed IQ is woven in the fabric of public education.  This ideology has been used by school psychologist, teachers and administrators to permanently label and direct the educational path of students whose IQ score falls below a certain number.  Once the student has been labeled with a disability and placed on the educational path, the expectation level among school staff is based on a deficit model and a generalized biased that ignores a student’s individuality.  The student becomes viewed in by the lens of their disability.  The findings of the University College study should finally put an end to the IQ debate and begin the discussion on how to reform the educational assessment of students in public education. 

Now that we know IQ can be increased, there needs to be a change in the ideology in public education that reflects a student-centered approach whereby school staff focus educational programming on increasing IQ scores among students’ with low IQ.  By changing the expectation level, and generalized biased among school staff, the lens of their disability becomes a lens of availability that provides greater inclusion, opportunity and access that was once never considered.

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[i] www.npr.org/blogs/health/2011/10/20/141511314/iq-isnt-set-in-stone-suggests-stud....

[ii] ibid

Diversity and its Impact on the SAT

            A recent report by the College Board found that scores on the critical reading section on the SAT exam fell by 3 points to its lowest point on record, while combined reading and math scores fell to its lowest point since 1995[i].

            The report claims the reason for the drop in scores is due to the growing diversity of the test taking pool.  According to the College Board, the growing diversity in the test taking pool primarily by Latinos whose native language is not English and an increase among African-American students due outreach efforts has led to the decrease in scores. 

            Increased diversity cannot be completely blamed on low test scores.  While it is convenient to blame increased participation of minorities and English Language Learners for the decline in overall scores, there are other reasons to consider. 

            Critics of the SAT have long claimed the test is biased against minorities.  They argue the test content was developed for students who come from upper and middle class backgrounds.  Critics argue that knowing there is a great chasm between affluent and poor districts, the test places students from poorer districts at a disadvantage because they may not have been exposed or properly prepared by their schools.  Since colleges and universities place a heavy emphasis on SAT scores, students from poorer districts are limited to where they can apply. 

            Critics also claimed the ability of upper and middle class families to pay for test preparation services, provides an unfair advantage over families who cannot afford to pay for test preparation services.  Providing students who can afford it with strategies on how to do well on the test provides a false portrayal to colleges and universities of a student’s academic ability because their scores are inflated. 

If the College Board is going to stick with their poorly construed explanation for the drop in overall test scores, then the solution for the College Board is to make the test more accessible to the increasing minority pool.  The College Board has not adapted test to address the needs of English Language Learners and other minorities.  The test does not consider language adaptations or cultural situations when test questions and scenarios are being developed. 

By not acting on the results of their study, the College Board has acknowledged minorities will be used as the scapegoat for the shortcomings of the SAT.  Scapegoating minorities deflects the attention away from a test that is considered by many to be culturally biased and unfair because for a fee, a student can be taught how to do well on the test.

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[i] www.cbsnews.com/2102-201_162-20106069 . SAT Reading Scores Fall to record low

The Rise of Disabilities and the Impact on School Districts & Schools

                According to a study by the Centers for Disease Control (CDC), since the late 1990s, there has been a rise in the number of children and teenagers diagnosed with autism, ADHD and other learning and developmental disabilities[i]. 

While it is not clear what has caused the increase in diagnosis, researchers have speculated the increased diagnosis may be due to a growing awareness, the availability of early and effective treatments, better reporting, and increased overall acceptance of disabilities.  Researchers further speculate the increase in diagnosis may also be due to having children later in life, premature births, and use of fertility treatments.  All of these factors increase the risk of a child being diagnosed with a disability[ii].

The CDC study was based on a national health surveys that included interviews with 120,000 and parents across socio-economic, ethnic, and gender lines.  The results of the study found that twice as many boys than girls were diagnosed with a disability, children from low-income families and children on Medicaid had a higher rate of diagnosis, and Hispanic children had a lower rate of diagnosis which may be due to lack of access to healthcare and language barriers[iii].

The implications of the CDC study will have a tremendous impact on education.  First, school districts will need to hire more special education teachers.  The hiring of more special education teaches will alter the dynamics of a school.  Schools will have to add additional special education classes in order to meet the increased need for special education programs.  Since special education classes in most states average a maximum of 8 students for a Autistic Support classroom and 15 students for Learning Support and Emotional Support classrooms, a number of students in general/regular education classrooms may have to be moved to other schools to accommodate the increased need.

Second, the hiring of additional special education teachers and the creation of additional of special education classrooms may also alter how a district and school order curriculum and instructional materials and supplies.  Some special educational classes will have students that require assistive technology such as specially designed chairs, desks, manipulative, and technology such as iPads, iPods, text-to-speech, devices.  With increased assistive technology purchases, districts and schools will have to provide professional development training for teachers and classroom assistants in order to effectively support the students’ utilization of the assistive technology.

Third and last, the budget implications due to supporting a significant influx of newly diagnosed children may destroy any chance school districts may have to operate a balanced budget.  School Districts will have to consider the costs of inclusion as some of the children will need to be enrolled/rostered in general/regular education classrooms, which means school districts will require teachers with “dual” certifications of general/regular education and special education, or school district may have to transition to a co-teaching model. 

The CDC study has provided school district across the country with an opportunity to get ahead and prepare for an emerging trend. There is a great opportunity for school districts to develop innovative programs to support the emerging influx of children who require special education programming.  Hopefully, school districts can break away from past practices and fall behind a trend and scramble to catch up. 

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[i] www.cnn.com/2011/HEALTH/05/23/autism.adhd.increase.cdc

[ii] ibid

[iii] ibid

Can A Newborn Test Predict School Success?

                A recent study conducted by researchers in Sweden claimed to have found a correlation between newborn APGAR (Activity, Pulse, Grimace, Appearance, Respiration) test scores and the school success in teenage/high school years[i]. 

The study examined 877,000 Swedish children comparing their post-birth APGAR scores, their academic grades and graduation rate.  The study found a relationship between having an APGAR score below 7 and having cognitive deficits later in life.  The researchers believe this is an important finding because gaining a better understanding of the relationship may provide insight into what early problems may cause those deficits.  They argue that understanding why the APGAR score is low may aid them with understanding how future brain function may be impacted[ii]

The study found that children with an APGAR score of 7 or below were less likely to attend the special admissions/elite academic schools and more likely to receive special education services than students who have a APGAR Score of 8 or higher[iii].  The researchers noted that parents should not panic since most infants with APGAR scores 7 or below did “fine” with 1 in 44 infants requiring special education services.

The Swedish study could provide some helpful information that could be used to develop a system that connects families of infants with APGAR scores 7 or below with the formal education system.  Currently, infants who do not have severe deficits are not involved with the formal education system until they become close to school age.  When a child with deficits nears formal school age, the child is eligible for Early Intervention services as part of State and Federal Child Find mandate. 

Child Find mandates that a school district notify parents of children who have been identified with deficits as infants can receive an evaluation and services to support school readiness when they turn 4 years old and are nearing the age of entrance into formal schooling.  Early Intervention services evaluate students, develops and implements school readiness supports plans to decrease any physical, psychological and social deficits that may provide a barrier to learning.  Early Intervention services also assist children with how to manage their disability when they enter the formal school setting and they also provide the child with basic advocacy tools.

The Swedish APGAR study has provided some promising data that still needs further examination.  The study has however, created a renewed discourse into how infants with deficits can be helped to decrease barriers to learning that will help them become successful in their teenage/high school years and beyond. 

The study may also be beneficial to the advocates who are leading the efforts to decrease the achievement gap among poor children.  With the health and socio-economic disparities in poor communities, poor children are more likely to have some physical, psychological, and social deficits that impede learning.  This study may provide the break through these advocates need to increase the APGAR scores and close the achievement gap among poor children.

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[i] Brownstein, Joseph (7/21/11), Newborn APGAR Test May Predict Teens’ School Success www.today.msnbc.msn.com

[ii] ibid

[iii] ibid

Celebrating World Teachers Day

                Last week on October 5^th, the world celebrated World Teachers Day.  World Teachers Day was established in 1994 to celebrate the essential role of teachers in providing quality education at all levels.  The day also commemorates the United Nations formation of United Nations Educational, Scientific, and Cultural Organization (UNESCO)[i].

                While this day went practically un-noticed here in the US, around the world teachers were celebrated.  In the Philippines, the Aquino government publically acknowledged the “thousands of men and women who have made it their life’s work to educate, our children, youth and adults[ii].”  In Taiwan, teachers received congratulations and small gifts from students and parents. 

                World Teachers Day is a reminder of the crucial role teachers’ play in the educational lives of children and future prosperity of nations.  The day is also a reminder of the ongoing work that needs to be done to ensure children in the US and around the world are provided with a quality education that affords them the opportunity to become productive members of society.  In the US, we are familiar with the areas of need in our educational system.  However, we are less familiar with the areas of need in educational systems in other nations, especially in developing nations. 

                According to a UNESCO report, the world is in need of 6.1 million teachers by 2015.  The majority of those teachers, 2 million are needed in sub-Saharan Africa, 243,000 teachers are needed in Arab States, 292,000 teachers are needed in South and West Asia, and 155,000 are needed in North American and Western Europe[iii]. 

The UNESCO report also called for more gender equality in the teaching profession.  Being concerned that 62 percent of the worlds teachers are women, with 90 percent being at the primary/elementary school level, the report calls for policies and strategies that attract more males to the field of teaching.  The report argues that attracting more males would create gender-equal learning environments that would benefit children and the teaching profession[iv].

                World Teachers Day is a reminder of how appreciative we should be of the people who dedicate their lives to the education of children and the work that needs to be done to ensure children around the world have highly skilled teachers in the classroom. 

In this world-wide economic recession and high unemployment, the consequences of those who receive a quality education and those who do not receive a quality education will dramatically impact their economic opportunities and quality of life.  Education is supposed to be the great equalizer, but it is producing a wider chasm based on the quality of education an individual receives.  Therefore, teacher quality should become a national priority

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[i] www.sunstar.com.ph/breaking-news/2011/10/05/palace-joins-celebration-world-teac...

[ii] ibid

[iii] www.un.org/apps/news

[iv] ibid

What Parents Really Want to Tell Teachers

            Recently there was an article in titled “What Teachers Really Want to Tell Parents.”  The article was supposed to provide insight from an inner-city teachers’ perspective concerning the parent/teacher relationship[i].  However, after reading the article and its condescending tone towards parents, I thought there should be a response from parents.

Leave the Stereotypes and Labels at Home

            Teachers are supposed to believe that all children can learn.  While many teachers claim to believe this, their actions contradict their belief.  Don’t generalize that all inner-city children come from single parent homes that don’t place a value on education.  Also, don’t be so quick to label minority boys and seek to place them in special education, understand their learning style and adjust your instruction to meet their needs.

Get Rid of the “Messiah” Complex

            Teachers are educators, not saviors of inner-city youth.  Just because you have degree in education and were taught about the “poor plight of inner-city youth and how they need help,” it does not mean you should develop a Messiah complex.  Students need teachers who are serious about providing the core academic skills (reading, writing, math, science) and higher level skills (critical thinking, and problem solving), not a person who thinks they can fix “these” kids. 

Respect Me as a Parent, as and an Adult, and as a Partner

            Teachers and parents should be partners in the education of the child.  Don’t generalize all parents as not being interested in their child’s education based on a few negative experiences with parents who don’t care about their child’s education.  Each parent should be treated as an individual and should be treated with respect. 

            Do not talk down to me as an inferior person just because you assume you might have more education than me.  You should strive to talk to all parents as you would like to be talked to if you were in our shoes.  When talking about my children, talk from a child-centered perspective that opens up opportunities to collaborate on how to enhance strengths and improve areas of need.  Do not become upset or defensive when you are questioned about a low grade or incident that occurred in school. 

As a parent who knows their child, I will listen to what he/she has to say and talk to you about it.  This does not necessarily mean that I am questioning your authority or that I am making excuses for my child, it simply means that I need to have all the facts before taking action.  It is important for you to understand that teachers are human beings and there are some who when having a bad day take it out on their students.  There are teachers who have become disgruntled, disillusioned or burned out with their job and instead of having the courage to quit and pursue another career; they continue to make students educational lives miserable.  Unfortunately, you know who those teachers are and do nothing to protect those children.  That is why I question and appear to make excuses for my child. 

            As a teacher, you are entrusted with my most valuable possession, my child.  Please do not underestimate the critical role you play in the educational development of this impressionable human being.  A teacher has the power to create a life-long learner or a disengaged learner.  It is easy for a parent to keep a child engaged if they are taught to love learning when they trust their teacher. It is hard for a parent to undo the damage and rebuild a child’s trust in learning when they have experienced a bad teacher.

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[i] www.cnn.com/2011/09/06/living/teachers-want-to-tell-parents

President Obama’s Shrewd Educational Move

                On Saturday (Spetember24, 2011) President Obama in his weekly Saturday address to the nation discussed making changes to the No Child Left Behind (NCLB) policy and spending billions of dollars to upgrade schools and keep teachers on their jobs[i]

                As part of his $447 billion jobs bill that was proposed to Congress, President Obama argues that investing in education is vital to the country’s future economic viability.  According to President Obama :

                                “If we are serious about building an economy that lasts, an

                                economy in which hard work pays off with the opportunity

                                for solid middle-class jobs, we had better be serious about

                                education[ii].

This proposal is a deliberate act by President Obama to force Congress to vote on his jobs bill and educational agenda.  This is a shrewd move on the President’s part because with all the financial problems plaguing public education, placing education as a key component to the jobs bill will force Congress to pass parts of the bill that is favorable to President Obama’s educational agenda.

A second part of President Obama’s shrewd plan was to authorize states to opt out of the proficiency standards of NCLB legislation.  If states have developed their own standards for preparing students for college and careers and developed evaluation standards for teachers and principals, they will be allowed to opt out[iii].  In doing this, President Obama begins dismantling the unpopular NCLB Act that stifled innovation in the classroom, frustrated administrators, teachers, and parents, and led to a number of cheating scandals.

The final part of President Obama’s shrewd plan was to include in the jobs bill funds to repair and upgrade school infrastructure and to rehire teachers.  Understanding that our country’s economic future is being jeopardized by our public educational system, the jobs bill will provide school districts with the necessary funds to build or upgrade schools with wireless technology, Smart Board technology, and modern science labs.  Since our students have fallen behind other countries in math and science and our college graduation rate has dropped significantly, providing students with appropriate school facilities could reverse these trends.

                President Obama’s shrewd educational plan will hopefully get people back to work and help to get students back on track to leading the world in math and science.  By providing students with access to first class facilities, it is hoped that academic achievement will increase and lead to graduates who can compete in the global economy.

With the toxic environment in Congress, President Obama understood that in order to gets his educational plan moving without a lengthy fight with Congress, he would have to propose a bill that would force Congress to approve.

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[i] http://www.msnbc.msn.com/id/44652388/ns/politics-white_house/t/obama-education-agenda-helps-students-jobless/from/toolbar

[ii] ibid

[iii] Ibid

The Educational Cost of The War on Terror

                  Last week, there was an article by Chris Wragge entitled: “The Financial and Emotional Costs of 9/11.”  According to the article, the US has spent approximately 2.3 trillion dollars on the war on terror since 9/11 with 1.3 trillion being spent in Iraq and Afghanistan[i].

                The article’s premise was to provide the reader with a snapshot of the monetary, human, and individual costs of the war on terror.  With over 6,000 US troops lost, trillions of dollars spent, and changes to our lifestyle, Wragge attempted to remind the reader the of the sacrifices that have been made in the war on terror.  While, Wragge’s article failed to discuss the costs the war on terror has on the economy, equally absent from his discussion is the costs to our countries most precious resource:  the education of our children.

 

                The educational costs due to the war on terror is something that is not discussed because it would be difficult to estimate the continuous affect the war has on the delivery of education to children.  The trillions of dollars the government has spent on the war on terror diverted funding away from education (and social services).  The loss of funds over the past 10 years slowly deteriorated an already fragile educational system.  We are now beginning to witness the effects of the diverted funds which are responsible for a majority of the large budget deficits in urban and suburban districts.

                When the war on terror began after 9/11, the country became singularly focused on the prevention of future occurrences (i.e.: Homeland Security) and retaliation for the horrific attack on US soil.  Because of this singular focus, education (and the economy) was neglected.  The money diverted for the war, ended government funded programs aimed at improving core subjects such as reading, math and science.  Programs that funded afterschool programs, paid for tutoring services, and small grants to teachers and students for academic enrichment projects are just some of the things that were lost over the years to diverted funds for the war on terror.  Also lost were school to work programs that focused on connecting academic content to workforce expectations.  Prior to 9/11, there was a national focus on developing a smarter workforce by equipping students with the skills needed to compete in a global economy.  The funding for school to work programs was diverted as the national attention turned to the war on terror and the students were left ill repaired to compete in the global economy. Finally, the massive layoffs of school staff, the closing of school buildings and cuts to extracurricular activities to districts around the country are a culmination of 10 years of lost funds. 

                Wragge’s attempt to portray the financial and emotional costs of the war on terror should remind us of the unexpected costs to the education of our children.  While we may never know how the loss of enrichment and remedial programs, the loss of extra-curricular activities, and the loss of staff may impact the education of our children, we may eventually end up winning the war on terror, but we will lose the educational advantage and ability to compete in the global market.

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[i] www.cbsnews.com/2102-500202_162-20103906

The Missing Intangibles

            Across the country, a new school year begins under a dark cloud of testing scandals, steep budget cuts and an unprecedented economic recession.  Parents and critics will bemoan the loss of teachers and non core academic programs such as Art and Music, and complain about the fear of punishment which was the impetus behind the testing scandals.  While it is too early to determine the impact these factors will have on the students what will immediately impact the students are the loss of teachers and support staff. 

            For those who perceive teachers and support staff as being solely responsible for providing academic instruction to students.  The intangibles a teacher, classroom assistant, and non-teaching assistants (NTA) provide help students cope with personal, social and non-academic challenges.  Intangibles such as greeting students in the morning and providing support and encouragement for academic, non-academic, and personal challenges are supports students need to thrive in school. 

As confidants and mentors too many students, the loss of teachers and support staff may cause some students to lose confidence in themselves or abilities.  As confidants and mentors, teachers and support staff provide advice that allows students’ to make informed decisions concerning which classes to take, decide to try out for a school sport, music or art group, or submit a project for state or national competition. 

The loss of teachers and support staff can affect students’ post-high school decisions.  With the economy in a deep recession, many high school students are fearful of taking on large college debt and are questioning if they will be able to obtain a job after graduating from high school.  Younger students seeing older siblings moving back home from college, unable to find a job and their parents struggling to keep their jobs.

As the new school year begins, and students do not see the familiar faces of teachers and support staff that provided the intangibles in the classrooms and hallways, they will notice the difference and wonder who will provide the intangibles.