All I Want for Christmas

                Every year at Christmas time at some point we hear “All I want for Christmas is…Usually this is followed by 1) peace on earth, 2) end war, 3) end poverty and and 4) a lot of money. 

However, I have never heard anyone say all I want for Christmas is: 1) equitable funding for education, 2) safe schools, 3) dedicated teachers or 4) children to learn.  Why is this?  With the commercialization of Christmas targeting the dreams of children, you would think we would want more for our children? 

Can we have peace on earth, end war, poverty, or have a lot of money if there continues to be inequitable funding for education, if our children do not have safe schools or dedicated teachers?  If our children are not learning can those things be achieved?

Happy Christmas Everyone!

How will the Life and Legacy of Nelson Mandela be Taught in Our Schools?

            As we mourn and celebrate the life and legacy of Nelson Mandela, I began thinking how will his legacy be remembered in the pages of our children’s school textbooks and in their schools?

            Reflecting on how the textbook industry portrayed Dr. King’s life and legacy, I wondered if the textbook industry would portray Mandela as it has portrayed Dr. King’s life and legacy.  The textbook industry has summarized the life and legacy of Dr. King and reduced it to a footnote that could be placed on a tombstone.  Recalling the textbooks of my school age years, Dr. King’s life and legacy could be summed up like this:

“a Baptist preacher who fought for Civil Rights, is famous for “I Have a

Dream” speech and was killed in Memphis Tennessee.” 

Will Mandela’s life and legacy suffer the same summarization and reduction as Dr. King? When the next generation of young adults read about the life and legacy of Nelson Mandela, would his life be summed like this:

“an indigenous leader who fought to end Apartheid, spent 27 years in prison, was released and became the first black President of South Africa.”

If our children’s textbooks are not reflective of the journey and struggle Mandela took from revolutionary leader to terrorist, from prisoner to President, will their teacher’s fill in the gaps and provide proper instruction on the importance of Nelson Mandela’s fight to end Apartheid?  Will teachers discuss how Mandela chose the path of forgiveness, embraced racial reconciliation and national unity to heal a nation?  Will our children be taught to look critically beyond the textbook portrayal Mandela (and others) to understand the role character, courage and commitment play in ending racial discrimination?  Will our children be taught they have these qualities in them?  Will they be taught they have the potential to be a Nelson Mandela?

I was fortunate enough to have family who helped me to understand the significance and magnitude of Dr. King’s legacy by filling in the gaps that were missing from my school textbooks.  I hope when students learn about Mandela, the content in their textbooks will capture the life and legacy so students can understand the magnitude of the Mandela’s legacy, have meaningful discussions with teachers, family and friends dare to dream they can change the world.

What if We Believed Children Were Our Future?

I believe children are our future

Teach them well and let them see the way

Show them all the beauty they possess inside

Give them a sense of pride to make it easier

Driving into work Whitney Houston’s song “The Greatest Love of All” played.  The song made me think if we really believe children are our future?  If we believe children are our future, wouldn't we as a nation do better for our children?

As a nation, a majority of our children receive mediocre health care, a majority do not receive a world class education and a majority go hungry and are homeless.  If we believed children are our future, more parents would demand access to affordable health care as their right as a citizen of the United States, not a privilege to be toyed with by politicians.  More Governors, Mayors and local leaders would create legislation to improve the education of children, reduce the cycle of poverty and take back neighborhoods so communities can thrive. 

If we believed children are our future, our nation would have universal early childhood programs to provide children a solid foundation to begin their education.  More of our Congressional leaders would vote to appropriately fund public education so children can receive the world class education they deserve. Our Congressional leaders would make the education of children a top priority.

If we believed children are our future, our schools would be a place where learning occurs, a place where children feel safe, a place with resources to support struggling learners, a place where parents and teachers are partners.  More teachers would be advocates of children and provide their students with the same education their children receive in private, parochial and suburban schools.  More administrators would hold teachers accountable for the academic failures of children instead of blaming the child.  Lastly, Districts would hold Principals accountable for schools that fail to meet the educational needs of children.

Finally, if we believed that children are our future, more parents would demand more from their schools.  More parents would attend parent/teacher conferences, volunteer in their child’s school and demand more accountability from Principals and teachers.  More parents would also read to their children, make sure their children are studying and their homework is done.

If we truly believe that our children are our future, it will take an investment from everyone to secure their future.

Employment IQ

            Do you know your child’s Employment IQ?  While channel surfing on the radio, I caught the end of a program about how part of our unemployment problems are due to the antiquated process of how we look for a job and the lack of job readiness.  Since I was only able to hear the last minutes of the program, I was unable to write down the name of the person being interviewed.  When I attempted to look up the broadcast and doing a Google search I was unable to find it. 

The concept of an employment IQ is something a majority of people have not heard of, but in this global economy is just as important to as academic knowledge.  This made me think about young adults who graduate from high school with a low employment IQ?

            While I do not know what elements the guest on the radio believed makes up an employment IQ, I believe, the elements of Employment IQ should consists of: 1) the ability to understand how to connect interest, skills and education to specific jobs; 2) general understanding of the sub jobs within a job category; 3) understanding employer expectations; 4) the ability to conduct a job search using multiple approaches (walk-in, online, social media, etc); 5) the ability to develop a resume for specific jobs; 6) understanding the elements of interviewing (pre-interview research, interview questions, post-interview follow up) and 7) appropriate dress.

            While these are the basic elements of an Employment IQ, advanced elements such as: 1) utilization of technology in the workplace; 2) the ability to communicate effectively; 3) the ability to work in groups; and 4) the ability to multitask projects.

            If circumstances were reversed and young adults were judged by their Employment IQ instead of their academic achievement, parents would be asking for more instruction in job readiness.  If getting a job after graduation from high school was more important than going to college, job readiness would be fully integrated into the curriculum.

            We know this is not the world we live in, but shouldn’t we still want young adults to have both a high academic and employment IQ?

What School Cannot Teach & The Importance of Parent Involvement

                On a daily basis I always come upon a parent or care giver with a young child talking on their mobile phone.  Usually, I don’t pay attention to the conversations of others on their phones, however, this one instance, the conversation made me cringe.

                The loud expletive laced, bad grammar filled rant that spewed out of the woman’s mouth caused several people to stop, stare and shake their heads.  However, what saddened me was the little boy who had to be no more than five years old, holding the hand of the woman, walking (more like being pulled) with the woman while staring and listening to the conversation.  A few blocks later, I passed by a group of highs school girls who were also involved in a loud expletive rant about another female peer group. 

As I reflected over the events that occurred on my walk, I thought about how there are some things schools can teach.  Schools cannot teach character.  Schools cannot teach appropriate behavior or etiquette.  Schools can only model and instruct character, appropriate behavior and etiquette.  Unless there is support ,modeling and encouragement from the home, young adults will continue to graduate with glaring flaws in character, inappropriate behavior and etiquette. 

Parent involvement is crucial to the overall education of the young adult.  The partnership between parent engagement and education is supposed create “well rounded,” productive citizens.  Young adults upon graduation should not only understand how to apply academically what they have learned to post their high school life.  They should also be individuals who understand the role character, how to interact appropriately in numerous settings and social etiquette will play in their future opportunities.  Only with involvement from parents can young adults become well-rounded, productive citizens.

The flaw in this stream of thought is the assumption that parents understand, teach and model character, appropriate behavior and etiquette.  Knowing all parents do not hold the same values, the question becomes how to work around the differences in values to develop well rounded, productive citizens?                

Reflections of the March on Washington and Public Education

            This week our country celebrates the 50^th Anniversary of the March on Washington and the I Have A Dream Speech by Dr. Martin Luther King Jr.  While there have been significant gains for African-Americans having greater access to mainstream society, there are a number of areas such as poverty, unemployment and institutional racism that still hinder progress to achieving Dr. King’s Dream of equality and social justice. 

            As I reflect on the purpose of the March on Washington and the I have a Dream Speech through the lens of an educational advocate, I wonder how Dr. King and those who participated in the March on to bring equality and social justice to our country would say about the state of public education today? 

            With a majority of the barriers from the segregation era having been removed or greatly diminished, a majority of our public schools, especially in major urban cities and suburbs remain hyper segregated.  Additionally, with the large disparities in academic achievement, funding and access to technology among African-American youth and their white counterparts growing, would Dr. King and those who participated in the March on Washington believe equality and social justice has come to public education?

            Finally, with public education struggling with student and teacher engagement and the lack of career development and workforce preparation for a global economy, would Dr. King and those who participated in the March on Washington believe equality and social justice has come to public education?

            Unfortunately, I believe Dr. King and those who participated in the March on Washington would not believe equality and social justice has come to public education.  I believe they would wonder how could public education continue to be segregated when there were laws created to end segregation are in place.  How could public education appear to still be “separate but equal” when the decision of the Supreme Court in Brown v Board of Education made it unconstitutional to educate African-American children separate from their white counterparts?

            As we celebrate the 50^th Anniversary the March on Washington and the I Have A Dream Speech by Dr. Martin Luther King Jr., these are just a few reflections about public education to remind us there are still areas in our society that have not met the expectations of Dr. King and those who participated in the March on Washington.

What Not To Wear: Marketing the Fear of Social Isolation

            The end of summer break marks the beginning of the back to school marketing campaign.  The endless commercials from all the major retailers reminding parents and children their business has all the things a child needs for the start of school at the best prices. 

            Past commercials have been fun and creative.  Probably the most memorable back to school commercial was the Staples commercial where the parent was riding down the aisle on a cart gathering school supplies while the children frowned as the song “Most Wonderful Time of the Year” played in the background.  However, this year back to school commercials have targeted back to school fashion and the consequences of coming to school out of style.

            The number of back to school commercials that have informed youth of what they should wear and the consequences of not wearing what they are being told to wear by retailers has crossed the line. 

            The messages being sent to parents and children by the retailers is of social isolation if they do not wear certain clothes.  One such commercial was pulled because the commercial actually showed a child being socially isolated from their peers because the child wore the wrong clothes. 

            Another message being sent is that school is about fashion, not learning.  There are number of commercials that portray students in school doing everything but learning.  One such commercial portrayed a classroom as a runway where a student walked from the front of class to the back of class while peers were sitting in their desk watching the student pass by in various outfits.

            As schools struggle to keep students engaged in learning and help them understand the importance of obtaining an education, messages such as these from retailers give mixed messages to impressionable youth about the purpose of school.  Having a mixed message about the purpose of school, learning and obtaining an education severely hinders the ability of teachers to effectively deliver the curriculum.

Finally, with physical and cyber-bullying being problematic for students who are perceived by their peers as different, the message of social isolation for wearing the wrong clothes places youth in danger and affects their physical health, self-esteem and mental well being.

            I would like to believe that retailers would not intentionally “prey” on impressionable school aged youth by sending mixed messages that would make youth targets for not wearing the certain clothes or encouraging youth to be “cute” instead of smart.  I would also like to believe that next years back to school commercials will be vastly different (in a positive way) than this years commercials.  Let’s hope reason, common sense and an appreciation for education will prevail in next years commercial

The Right to Become A Productive Citizen

            There was a time when the mission of public high schools was to prepare young adults to become productive citizens.  Somewhere along the line, public high schools lost their way and became more concerned about class size, test scores, and other things that distracted the mission of preparing students to become productive citizens.

            A generation ago, when a young adult graduated from high school, it meant something to employers, to his/her family, to society.  For parents and society, graduation from high school was the final rites of passage from young adulthood to adulthood.  To an employer, a high school graduate was an individual who had acquired basic skills, a strong work ethic and an understanding of their new role in society.

            Unfortunately, the same cannot be said about this generation of public high school graduates.  Public high schools are no longer concerned about preparing productive citizens.  Employers do not believe, a high school graduate has acquired the basic skills, a strong work ethic or understand their role in society.  Lastly, parents and society no longer view graduation from high school as a rite of passage from young adulthood to adulthood. 

Young adults are being robbed of their chance to move into adulthood and their opportunity to become productive citizens.  Since they are not given the proper preparation and skill development necessary to move into adulthood and into a productive citizen, the results of this lack of concern is one of the reasons for the economic downturn and recovery our country is currently experiencing.

If we want to make graduation from a public high school become meaningful again, we have to realize the education of young adults is a Civil Right.  In viewing education as a Civil Right, the rebuilding the foundation to developing productive citizens is crucial to reclaiming public school’s lost mission.

Every young adult upon graduation from a public high school should expect their education should lead them to the path to meaningful employment or continuing education.  Every young adult upon graduation from public school should expect their diploma would be viewed positively by employers and accepted for providing the preparation and skill development needed to be a productive citizen.  Finally every young adult upon graduation should expect their diploma would welcome them into the rites of adulthood and afford them the opportunities to demonstrate their understanding of their role in society.

Our nation was built and thrived on our public high schools developing productive citizens.  For generations, it has been the birth right and expectation of our young adults to take their place and continue to grow our society, why should we expect any less of this generation and from the public high schools they attend?`

Changing the Nature of Parent Engagement

                I was talking to a colleague of mine whose child attends a private school.  We were talking about how her child’s teacher has already been in contact with parents about the new school year.  My colleague also talked about how her child had received assignments in preparation for the new school year. 

                When I asked my colleague how she received this information, she stated, the teacher contacted her via Skype and e-mailed a link to a web page specifically for her child on the schools website.  This made me think about why we are not doing this for parents/caregivers of students in public schools?

As we approached the start of the new school year, I thought about how many public schools will likely struggle again with parent engagement.  I also thought about how many public schools will likely take the same approach to parent engagement and then wonder why they continue to have poor results.

It is time to for public schools to bring parent engagement into the technological age.  There are a number of free tools (many of which are on most phones and computers) that could be used to reach out to parents and increase parent engagement.  Schools no longer need to only think of parent engagement as parents coming into the school building, schools need to consider parents engagment in a virtual context.

Schools can purchase Go to Meeting and send links to parent/caregivers to have virtual conferences, or utilize free software such as Face Time, Skype and other virtual meeting programs.  Teachers can create webinars that inform parents on how their child is doing in their classes.  Teachers can also create a class list serve with parent e-mails to update them on the progress or areas of improvement, discuss a behavioral concern or give praise for an act of kindness to a fellow peer or overcoming an obstacle.  Teachers can also send work assignments to students who are sick and miss school by sending the work via an attachment or webinar.  Finally, teachers can also have “chat” conferences.

These are a few suggestions of how public schools can increase parent engagement.  With a solid plan and utilization to some of the tools previously mentioned, public schools may find themselves with greater access to parents through virtual means then by antiquated methods of trying to get parents into the building.

Preparing African-American Males for the New Jim Crow

                There are some things schools are no longer capable of teaching.  One of the things schools can no longer teach is how to prepare African-American males deal with racism and profiling.

In this post Civil Rights, desegregation era, schools have lost the ability to teach young African-American males how to handle and navigate racism and profiling.  Racial profiling has become this generations “Jim Crow.”  Unfortunately, unlike their Civil Rights elders, many of today’s administrators, teachers and other school based staff do not have the skill set or the desire to become involved in teaching beyond the classroom. 

Since most administrators and teachers do not share the life experiences of their students on a daily basis as it was during the Civil Rights era, many cannot relate to plight of young African-American males.  Additionally, the absence of a strong community, inconsistent parent engagement and a fragmented faith-based community also contributes to the lack of preparation of young African-American males.  If young African-American males cannot count on community, family and faith-based institutions to prepare them to deal with the new Jim Crow, why would they look to school for help?  The question becomes:  what can be done to prepare young African-American males to deal with the new Jim Crow?

There is no easy solution to this question.  However, a crucial piece to the solution are parents, schools, the community and schools coming together to determine how to prepare young African-American males.  Once our communities have to come together, the process of preparing young African-American males can begin.  Parents, schools and faith-based institutions must educate, model, and be on watch for threats that could trip up young African-American males.  At the same time, parents, schools and faith-based institutions need to work on the local and federal level to develop legislation that protects young African-American males from racial profiling and eliminate legislation that directly and indirectly supports racial profiling. 

If our communities come together, we can prevent young African-American males from being victims of new Jim Crow legislation that allows for the sanctioned murder of young African-American males without punishment.

Making College Affordable: Pay it Forward

            The rising costs of tuition is a concern that has threatened our core belief in education being the bridge to the American Dream.  As the number of college graduates and those applying to college has decreased over past couple of years, we now have to consider how to make college an attractive investment in the attainment of the American Dream. 

Unfortunately, the slow recovery from the global economic recession, the high unemployment rate of college graduates and fear of excessive debt from student loans has also contributed to the apprehension to apply or to attend college. 

While it appears the costs of attending college will widen the educational divide and earnings potential between college and non-college graduates, the fear that the earning potential of college graduates will be nullified due to the paying off of student loans.  At a time when a college degree is essential to entrance into the global workforce and to our future leadership in the global economy, we need solutions to make college attractive and affordable.  A potential solution may be found in Oregon.

The Oregon state legislature has unanimously approved a bill that would allow future philosophy and art history majors to attend the State’s Public Universities tuition free.  The pilot program called “Pay it Forward” would begin in 2015.  Students who participate in the Pay it Forward would upon graduation have a certain percentage of their paycheck deducted and placed in a fund for future Pay it Forward participants[i].

What is attractive about Pay it Forward is that graduates are not burdened with deductions they cannot afford.  Pay it Forward graduates will have a 1.5% to 3% deduction from their paycheck based on their gross income.  If a student does not graduate, they will have pro-rated deductions from their paychecks.  Finally, if a Pay it Forward graduate does not earn enough, no deductions will be taken from their check[ii].

If Oregon can successfully develop their Pay it Forward program, many other states will look to develop similar programs.  It has been reported that legislators from Washington, Vermont, Pennsylvania and Wisconsin have expressed interest exploring a Pay it Forward program.  One of the main obstacles facing Oregon’s program is the initial cost to start up the program which is estimated at 9 billion dollars[iii]. 

It is this type of out of the box thinking that could get many high school graduates to reconsider attending college.  More importantly, for minorities and youth living in economically distressed communities, a Pay it Forward type of program could make college a viable option and remove the fear exorbitant debt in a recovering global economy.  Lastly, generations of students will be able to benefit from a Pay it Forward program as the number of Pay it Forward alumni grow, the program will pay for itself.

---

[i] http://www.huffingtonpost.com/2013/07/03/pay-it-forward-oregon-tuition-free_n_3543827.html?utm_hp_ref=@education123

[ii] ibid

[iii] ibid

Promising News for Next School Year

           There is some good news for the upcoming school year that could impact instruction and student engagement.  The first announcement came from the Los Angeles Unified School District (LAUSD).  On June 19^th, LAUSD announced that it would give every student an iPad.  As the second largest school district in the country with over 640,000 students in K-12, LAUSD will utilize electronic textbooks through an app provided by Pearson, a publishing company[i].

            The second announcement came from Microsoft.  Today (June 25^th), Microsoft announced it has developed “Bing for Schools.”  Bing for Schools is a free search engine specifically designed for K-12 students.  Bing for Schools will filter out all adult content, beef up privacy protection, remove all advertisements, and add learning features that promote digital literacy.  Additionally, Bing for Schools will offer students’ hotspots to help students explore investigate and explore new topics and provide short lesson plans to encourage students to use Bing to find answers to different questions[ii]. 

            The announcement of these new educational initiatives could be the foundation to bringing public education into the digital age.  If LAUSD is successful in their move from paper textbooks to digital textbooks and they are to able to prove through data, their digital textbook program has shown gains in academic achievement, student engagement (graduation) and decreases in suspensions and school leavers, districts across the country will follow the lead of LAUSD.  Also, the barrier of costs will be removed in favor of the positive data.

            As for Bing for Schools, this search engine could revolutionize this search engine could revolutionize instruction and the motivation to complete homework.  Bing for Schools gives teachers the opportunity to provide instruction in “real” time.  Teachers would be able to discuss curriculum topics by providing web links which provide visual, auditory information via a tactile process of an electronic device.  Additionally, the additions to Bing for Schools will allow students to explore beyond the curriculum topic in a safe environment free of inappropriate content.

            It will be very interesting what the next school year will hold for these two new educational initiatives.  If these initiatives meet or exceed their potential, school districts across the country may have the blueprint to moving into the digital textbook age.

---

[i] http://www.philly.com/philly/education/20130619_ap_latogiveeverystudentanipad30morder.html

[ii] http://news.cnet.com/8301-10805_3-57590713-75/microsoft-to-send-bing-to-school-this-year/

When Schools Close

            There have been a number of people who have asked me my opinion about all of the school closings across the country.  As an eternal optimist, I always look at the “silver lining” in things, be it good or bad.  However, when it comes to school closings, my opinions are split down the middle.

            The pessimist side does not like the loss for tradition.  There are some schools that are a century old.  There are some schools that have unique traditions; some who have famous alumni, while some are noted for the number of students who served their country in two world wars.  Even though these schools are far from what they used to be, the educational historian in me hates to see the loss of historical memory when schools closed. Once these schools close, they are forgotten, erased from our collective memory.  With the exception of a few souls who understand that closing a school is the loss of historical memory that can never be regained, many keep their school alive through oral tradition by recalling stories with classmates and school rivals.

            The pessimist side also believes, the closing of school is the final nail in the coffin that is public education.  As schools are closing, many are being cannibalized by charter schools and for profit schools.  These schools are allowed to create their own admissions criteria and they do not have to follow state and federal mandates that public schools are required to follow as it pertains to students with disabilities and English language learners.  Therefore, unlike public schools, these non public entities do not have to accept anyone who comes to their door.  These non-public entities also siphon off the talented students from public schools while sending back the students they don’t want back to public schools.  What we are witnessing is the creation of a multi-tiered that potentially widen the achievement gap between the “have and have not’s.”

            The optimist side believes this is an opportunity for districts to become for efficient and fiscally responsible.  The closing of schools would allow districts to consolidate buildings with low enrollment, and rid itself of dilapidated/antiquated properties.  The savings from the consolidation and sale of closing properties should put a dent and possibly alleviate debt and provide additional resources to the remaining schools.

            The optimist side also believes that this unprecedented event of school closings on a national level has garnered national attention.  Since it appears that every district in the country is considering or implementing school closings, people are paying attention to which schools are being closed, the decision process that led to specific schools being closed and which neighborhoods and groups are being affected by the closing of schools.  Evidence of this is seen in the rise of litigation by parents, teachers and civil rights groups and the involvement of young people who are exercising their right through protest.

            With the attention public education is receiving, this opportunity should be used to address the short comings of the curriculum and address the engagement problem by students, teachers, parents and administrators.

As an optimist, I hope the closing of schools creates a renaissance in our schools.

Please Bring Rodrigo Home

I came across a wonderful story about a bright and well liked fourth grader who along with his family was recently deported.  What is wonderful about this story is that the student’s classmates have taken action to bring him back.  This is the story of Rodrigo.

Rodrigo was a student at Jefferson Elementary in Berkeley, California.  Before the start of his fourth grade school year, the family was deported due to his parents expired tourist visa.  Rodrigo had been enrolled at Jefferson Elementary since kindergarten and has been with the same group of classmates with each grade promotion.  Rodrigo was well liked by his classmates and he reads above his grade level.  When the fourth grade teacher broke the news to Rodrigo’s classmates that Rodrigo and his family had been deported, his classmates decided this was not fair and they began to campaign to bring “ bring Rodrigo home[i].”

The idea to bring Rodrigo home was conceived by two of his classmates.  The twin brothers and the rest of the class took their case to the Berkeley City Council, started a grassroots campaign and they wrote a letter to President Obama.  This summer, several of the fourth graders hope to travel to DC to lobby for bringing Rodrigo home[ii].

This wonderful story demonstrates that no matter what age you are, it is never too early or too late to get involved with helping your neighbor.  These young children have taken the purest form of protest by fighting for what they feel is right.  These young children have not been tainted by racial bias or unfounded fear of what will happen if “too many of those people” come here to experience the American Dream.  These young children do not care about political affiliations and power brokers who seek to influence their beliefs, these young children care about a friend who was taken from them. A friend who they believe:

“shouldn’t have to wait five years…because that’s

 a long time to be away from your friends[iii].”

Sadly, this story did not garner national attention.  The lessons these young children are teaching everyone about friendship and inclusiveness is something to be admired.  I hope the voices of these young children will invigorate the stale dialogue that surrounds the debate on immigration by reminding us there are innocent children whose only memory of a home has been in the US are paying the cost for the fear and hatred of adults. 

Please Bring Rodrigo Home

---

[i] http://www.cbsnews.com/8301-18563_162-57588412/fourth-graders-rally-to-bring-deported-classmate-home/

[ii] ibid

[iii] ibid

Getting Beyond Chips and Sugary Drinks

            Each morning I see young people coming out of the corner stores, gas stations, and from street vendors with a bag of chips and a sugary drink in their hand on their way to school. 

            My first thought when I see this is where is the adult who is supposed to make sure the child has something to eat before they leave for school.  Reality reminds me there are some young people who are raising themselves due to a working parent or absent parent.  I am also reminded that grandparents are not what they used to be. 

            My second thought is with the healthy initiative campaign from our First Lady, Michelle Obama.  Why isn’t the message reaching the young people?  Mrs. Obama has toured the country and has been on all of the popular young adults shows speaking about making healthy food choices.  I understand the 50 cent bag of chips and $1.00 sugary drink is cheaper than purchasing fruit or yogurt, especially if a young person has a little bit of money to spend on lunch and possibly dinner.

            My final thought was how can our schools help young people make healthy choices?  How can schools help young people get the nutritional value they need in order to focus and not crash from the sugar high of breakfast?  Although most schools have a school breakfast and lunch program, a majority of the time the food is not good, holds little nutritional value and there still remains a stigma attached to those who receive school meals.

            I believe schools should get back in the business of teaching young people Home Economics.  We should use Home Economics to show young adults how make healthy choices, understanding the nutritional value of food, how to eat healthy on a small budget, and how to cook meals that can be eaten over several days.  Additionally, young people will learn valuable skills that will be useful in their adult lives.

If done correctly, schools can partner with national grocery store chains to have food donated, partner with hospitals to have nutritionist do workshops on making king health choices, developing a healthy lifestyle and discuss diabetes, obesity and other aliments that result from poor eating habits.  Schools can also partner with advocacy organizations to develop urban gardens on school grounds and in the community.  By bringing back Home Economics, schools are developing the next generation of advocates to continue the fight for making healthy choices.

If we want young adults to move beyond choosing chips and sugary drinks, we have to provide them with a setting where they can learn alternatives and make healthier choices.

Uplifting Stories About Young Adults

            This morning (5/28/13), one of the local morning shows did a segment on “Three Teens Who Give Their Generation a Good Name[1].”  The segment briefly mentioned three students who overcame obstacles to graduate from high school. 

            The segment highlighted an openly gay student in Colorado, who as the class speaker at graduation, thanked parents for “raising their children the right way.”  The student spoke about being accepted by his fellow classmates and he was never bullied or called disparaging names by his classmates during his four years at school. 

            The segment also highlighted a student from Louisiana who is awaiting a heart transplant and received his diploma at a graduation ceremony at the hospital where he is being treated.  This individual discussed the importance of getting an education.

            The third segment highlighted a homeless student from Georgia who graduated with a 4.66 grade point average (gpa).  In the Valedictorian speech, the student spoke about how the family slept on mats on the floor and didn’t know where their next meal or shower would come from.

            These remarkable stories of young adults successfully overcoming obstacles should be the norm by media outlets, but sadly it is not.  There are more negative stories reported about young adults than positive ones.  The un-balanced reporting has portrayed all young adults in a negative light.  Our society has become more familiar with the short comings of young adults that we have lost sight of the countless young adults who are not getting into trouble and are making a difference in our society.

            With all the attention given to teen moms and the antics of spoiled rich kids and young entertainers, the young adults who will be the next tech guru, the next CEO, the next President, the next social justice advocate are being cheated of their right to be recognized for their tenacity, persistence and resilience.

            Imagine if media outlets provided more stories on the positive things students across the country are doing, would we become more involved in the fight against the closing of schools and the cuts to Art and Music programs?

If we consider these students as the norm, our perspective changes and our focus will be on providing opportunities for the majority of the students who are doing the right thing. By providing opportunities for the majority of the students who are doing the right thing, it is my belief those who are struggling to do the right thing will see the benefits of doing right and turn their lives around.

Thank you to all young adults who are doing the right thing!

---

[1] http://eyeopenertv.com/2013/05/28/three-teens-who-give-their-generation-a-good-name/#axzz2Ubi0BR8Q

Heroic Teachers

            As we mourn the lost of young lives at the Briarwood Elementary and Plaza Towers Elementary Schools in Oklahoma City, stories are emerging about the heroic acts of teachers who put their lives at risk to keep students safe during the deadly tornado.

            According to several media reports, students talked about how teachers shielded them with their bodies to protect them from tornado debris and comforted them by letting the students know “they are going to be fine[i].”  The heroic acts by teachers should remind us of the intangibles teacher bring to the job that go unnoticed. 

With teachers coming under fire for poor student performance, the heroic performance of the teachers at Briarwood and Plaza Towers Elementary Schools should remind us of the many facets of being a teacher.  A teacher is not just a disseminator of information.  A teacher is not is not a highly paid “babysitter.”  A teacher is not the sole reason for the problems plaguing education.  The heroic acts of the teachers at the schools disprove these beliefs about teachers.

We also need to be reminded that many teachers are parents, sons, daughters, brothers, sisters, uncles and aunts, some are even grandparents.  They are coaches, mentors, confidants and in some cases substitute parents.  With the imminent threat of death, these teachers thought not about the consequences to themselves or their family, they thought about protecting their students.

This is the true nature of a teacher.  Thank you for showing the world what a teacher should be.

---

[i] www.today.com/news/good-job-teach-educators-heroes-okla-tragedy-6C9996529#

Reading: Oh the Places You’ll Go

                As graduation season approaches, one of the gifts many graduates will receive is the Dr. Seuss book “Oh The Places You’ll Go.”  As a person who loves to travel, my love for traveling began with reading. 

                As a young reader, books took me to other universes and realms to save humanity, save the damsel in distress, or to solve the unsolvable crime.  I thought about the joy reading has given me over my years and how the ability to read has given me access to opportunities that have brought me to this point in my life.  My love of reading also made me think about the children and young adults who are struggling readers or dislike reading.

                I am troubled by a child or young adult who does not like to read.  Since reading was heavily emphasized at my house, I know the foundation for developing the love of reading begins at home.  As a child and young adult, there were a plethora of books, magazines, comic books and encyclopedias in my home.  My mother read to my brother and I, I read to my brother, my grandmother took us to the library and during the summer break we were required to do book reports. 

                My love for reading was recognized and supported at the schools I attended.  During my elementary school years, we had daily quite reading time, in middle school we were allowed to do a book report and present on one of our favorite books, and in high school, my history and English teachers suggested books to us that would enhance our interest in the topics were studying.  From these experiences, I became a life-long learner.

                Unfortunately, many children and young adults are not afforded this opportunity.  Parents are sitting children down in front of the television as an electronic babysitter and they expect children will learn to read by osmosis.  In many homes, there are very few books, magazines and encyclopedias are non-existent in homes due to the internet.  Many children do not see their parents reading and many parents are not encouraging or cultivating their children to develop a love of reading.  More importantly, many parents are looking to their child’s school to teach them to develop a love of reading.  With the current climate of preparing children and young adults to pass the battery of standardized tests, developing the love of reading is lost.  This is most likely where children and young adults develop a dislike of reading.

                I could discuss the obvious outcomes of children and young adults who don’t develop a love of reading (poor academic achievement, underachievement, etc).  However children and young adults who don’t learn develop a love of reading stifles their imagination, hinders their expectations and future opportunities, and is a threat to self improvement.  Additionally, when they become adults, it is highly likely the cycle will continue with their children.  Lastly, it is highly likely as adults they will not become life long learners.

                If children and young adults do not develop a love for reading, they will not have a reference of where they could go.  Developing a love of reading gives children and young adults the inspiration to take chances in their adult life.  Developing a love for reading could transform the imagination of childhood into reality in adulthood and show them the places they could go!

Encourage a Child to Develop a Love Reading

The Case for Public Speaking

            Growing up, I was taught and always reminded that I live in a dual society; the world of my family, neighborhood and culture, and mainstream society.  Living in a dual society, I was taught how to be “bilingual” or to use another term “code” switch. 

For those unfamiliar with code switching, it is a practice where the dialect of a racial or ethnic group (ie: non-standard English, slang or native tongue) is spoken around family, in their neighborhood and their friends. It is not spoken when an individual interacts with “mainstream” society for work, school, etc, standard English is supposed to be spoken.

I can recall my mother cutting me the “look” or asking me “what did I just say” in a tone that reminded me that we are out in public and not at home or with my friends and I should use the “proper” language.  I also recall my teachers penalizing us for not code switching and using non-standard English in class.  However, when we went to recess, we were allowed to code switch and use slang and non-standard English. 

It appears as though duality and the teaching of code switching has been lost.  Since there seems to be no adult at home or in school talking to young adults about code switching, many young adult conversations are unfiltered with an excessive amount of cursing mixed in with non standard English.  Because young adults have not been taught to code switch, no one is reminding them the ability to use standard English is a valuable asset to have when interviewing for jobs or college admission, or applying for a loan.  If a potential employer or college admissions counselor or loan manger can’t understand or is offended by the way a young adult speaks, opportunities are lost.

            To combat this problem, young adults should be required to take a public speaking class.  Having a public speaking requirement will ensure young adults will have the opportunity to be instructed in code switching.  Public speaking will also aid young adults with finding their voice, learning to speak with confidence and open their eyes to the expectations of mainstream society.  More importantly, young adults will learn the cultural capital and power of code switching will have on their future adult lives.  Hopefully the experience of public speaking will renew a commitment to fully engage in the educational experiences being afforded to them while they are still young.

            As an undergraduate, all freshman were required to take a public speaking course.  The course is the reason I can present to a room filled with hundreds of people, have a conversation at a formal affair, or successfully defend my dissertation.  With public speaking, I found my voice in my freshman year and I have never looked back.  I want the same for all young adults.

What if School Was Like the Prom?

            It is prom season.  For many young men and women, the prom is the final event before graduation.  Prom season is one of the few occasions where students want to dress up, dance and take pictures at venue that is designed to celebrate them. 

            Prom is also a time where everyone pays attention to young men and women.  You have parents and teachers who make sure the young men and women have purchased their tickets, rented or purchased their prom outfit, make sure hair appointments are made and corsages are purchased.  More importantly, prom is a time where young men and women are told how “beautiful” they are by their parents, relatives, teachers and their peers.  Prom is where young men and women are made to feel important.

            What would happen if schools took those same positive characteristics from prom and integrated them into school climate and instruction?  What would happen if our young men and women were provided with all the attention they receive at prom on a daily basis regarding their education?

            School should be a place where young men and women are nurtured academically and cultivated socially into the adults they aspire to become.  School should be a place where young men and women feel welcomed; where they feel “beautiful” inside and out; a place where they matter. 

To accomplish this, school staff should strive to develop a school climate where learning and growth will occur regardless of a student’s current academic level.  Academic supports and interventions should be provided as electives and not as a “pull out or push in” model as is currently done for students’ with disabilities.  Schools should help develop peer support groups where peers can tutor and mentor each other.  Schools should honor students who are making gains in their academic levels.  Finally schools should have the student who has made the most academic gain a special speaker at graduation.

If schools emulated the positive characteristics and attention they give to students attending the prom, our country would not have to worry about our young men and women being able to compete in the global market.

Wake Up Everybody

Wake up everybody no more sleepin in bed
No more backward thinkin time for thinkin ahead
The world has changed so very much
From what it used to be so
there is so much hatred war an' poverty
Wake up all the teachers time to teach a new way
Maybe then they'll listen to whatcha have to say
Cause they're the ones who's coming up and the world is in their hands
when you teach the children teach em the very best you can[i].

            As I was driving to work this morning, thinking about what the topic of this week’s blog would be, this song was playing on my radio.  Most of the time I will sing along in my best impression of Teddy Pendergrass, however today, the lyrics resonated with the problems plaguing education.

            I find it very interesting the first topic the song addressed was education.  Of all the topics that could have been addressed; politics, employment, etc, education, specifically teachers was the first topic to “wake up.” 

            I also find it very interesting that teachers were singled out.  Why didn’t the song single out principals, superintendents, legislators or parents? Why teachers?  Is it possible teachers were singled out because teachers are one of the most influential adults in the life of school age youth?

            From Kindergarten through twelfth grade, the constant adult in a child’s life other than their parents is a teacher.  In an average school year, a teacher will spend 1,274 hours (182 days x7hrs) with a student.  When we consider the hours over twelve (12) years the number of hours is 15,288 (182 days x 7hrs x 12 yrs), that is a lot of time school age youth spend with teachers.  This brings me to the next part of the verse, the reason behind the call for teachers to “teach a new way.”

            By asking teachers to “teach a new way,” the song speaks to the problem that teaching has become a stagnant entity which has compromised a student’s ability to become an active participant in the educational process.  Evidence of this appears in the next verse: “maybe then they’ll listen to what you have to say.” This verse implies that the results of stagnant teaching manifests themselves in students’ tuning certain teachers out or total disengagement from the educational process. 

            The final two verses remind us the influence teachers have on pathways to adulthood students’ may take.  The verses imply that teachers hold the key to the future success or failure of students’.  Students engaged in school are more likely to become successful adults.  The opposite, disengaged students are likely to struggle in their adulthood.  This is the reason for the verse “teaching them the very best you can.”

            Teachers are the adults who plant the seeds, cultivate and nourish our children’s educational growth from kindergarten through twelfth grade.  However stagnant teaching will not produce the kind of adults we need to keep our country strong.

It’s time to wake up change the way we teach our children

---

[i] Wake Up Everybody by Harold Melvin & The Blue Notes

Helping Young Adults to find their Great Cause

There are many in our country who appear to have given up on our young adults.  As more young adults are taking “care” of themselves due to the lack or relaxed parenting, it has been argued this generation may be the first generation not to succeed their parents. 

Proponents of this belief, point to data that show young adults scored lower on reading, math and science test scores than the previous generations.  Proponents also point to what appears to be a lack of “moral compass” where young adults are portrayed as having a “me first” attitude where the strong prey on the weak and excess (sex, drugs, material consumption.) is the norm.  More importantly, young adults seem not to conform to the social filters of previous generations.

While there are some who have bought into the negative portrayals of young adults, we must not make the mistake of generalizing that all young adults fit this negative portrayal.  We must also remember that as individuals who were once young adults, we had to find our way and navigate through trial and error to become the adults we are today.  However, what appears to separate this generation from previous generations is the absence of a “great cause” to rally and provide young adults with a purpose.

As a young adult in the mid 1980’s fighting for social justice was the “great cause.”  Growing up, there was the movement to divest from South Africa due to Apartheid, there was the Tawana Brawley and sub-way shooting incidents in New York, and the emerging AIDS epidemic.  I participated in a protest against the State flag of Georgia having a Confederate Flag on it, and I participated in a “sit in” at Emory University in support of increasing student diversity and multicultural studies. 

Today’s generation does not have a great cause.  Although racism is still prevalent, many young adults view racism in the lens of the Civil Rights era of segregation and Jim Crow.  The AIDS epidemic is not the terminal illness what it once was and there are some young adults who think AIDS has been eradicated.  The absence of a great cause has left many young adults without a purpose. 

It is time for the adults of this generation to help the young adults find their great cause.  Technology can be one avenue where young adults can rally and find their great cause.  With technology being imbedded in the culture of young adults, causes such as health care, closing the technology gap, and education are areas that young adults can begin to work for change.  Other avenues young adults can find their great cause is in social justice, global warming and eradicating hunger and poverty. 

To those who fear this generation of young adults will not succeed, don’t just talk about it, do something by helping them find their great cause.  By helping young adults, we are helping to make our country and the world a better place for the next generation of young adults.  

The Art of Permanent Underemployment

                There is a growing problem that is being ignored; teenagers and tattoos.  At an alarming rate more teenagers are getting tattoos.  What is concerning is teenagers are getting tattoos on their hands, the side of their necks ,their forearms and in some instances their face, areas on the body which are hard to cover up with clothing.  

                What is equally concerning is teenagers are getting tattoos prior to their 18^th birthday.  Unless they are given permission by a parent/guardian, a tattoo artists is not allowed to serve minors.  However, with the number of teenagers that have tattoos, one has to consider if teenagers are receiving tattoos illegally.  If teenagers are receiving tattoos illegally, the question becomes are teenagers being informed about the permanency of tattoos?  Are teenagers being informed that the tattoos they get as a teenager will be with them their adult life?  Do these teenagers understand the tattoos that reflect the popular culture of their time or their neighborhood affiliations will remain with them and become part of how they are perceived by rest of society?

Secondly, are teenagers who are getting tattoos informed about the sanitary and health protocols (use of new needles, sterilized work area, etc) during and after receiving a tattoo?  Without being informed, a teenager could catch a disease such as hepatitis or an infection.

Lastly, are teenagers being informed about the potential consequences to future employment opportunities due to the type(s) of tattoo they choose and where the tattoo is located?  When seeking employment, what the tattoo is and where a tattoo is located could cause an employer not to consider the teenage applicant as a viable candidate, especially if the position is in customer service.  As the “face” of the company, customer service employees work directly with the customers.  For teenagers with tattoos that can be seen by the customer, it may not be in the best interest of the company to hire them because of the negative perception tied to teenagers with tattoos.  

With the exception of the food service industry and some retail stores, most customer service oriented companies place heavy emphasize on appearance, personality and aptitude.  However, if the teenager doesn’t have the “right “appearance due to visible tattoos, it may not matter if the teenager has the personality or aptitude.  It is the negative perception by employers that may follow some teenager into adulthood. If this occurs, some teenagers may find themselves severely underemployed for the rest of their lives.

The consequences of underemployment from teenage to adulthood could severely hamper their overall earnings potential to access the American Dream.  The inability to buy a home or live independent from parents, the inability to build a savings, the inability to provide for a family are just some of the things that could occur due to the inability to earn a decent wage just because of visible tattoos. 

As a person who has a couple of “tats,” I got mine in my twenties, when I was mature enough to research the advantages and disadvantages of getting a tattoo.  I also spoke to individuals who have tattoos, and I spoke with a tattoo artist about health and sanitary protocols.  More importantly, I didn’t get my tattoos when it was fashionable and “everybody” was getting one to be popular or emulate an entertainer or sports figure.  My tattoos are strategically placed so my employer cannot see them, in fact my employer doesn’t even know I have them, which is the way it should be.  Unfortunately, many teenagers do not have the benefit of this wisdom and they may find themselves permanently underemployed for the rest of their lives because of an uninformed decision to get a tattoo.

The Atlanta Testing Scandal: Does the Punishment fit the Crime?

            In what is possibly the most infamous case of testing fraud by a public school district has now garnered even more attention.  The former Superintendent of the Atlanta Public Schools, Dr. Beverly Hall and 34 other former school teachers, administrators, and testing coordinators were indicted on charges of racketeering, making false statements, and theft.  However, what is more surprising is that the indicted were given a one million dollar bond and if found guilty, they could face multiple decades in prison.

            The question has to be asked does this alleged crime of testing fraud warrant a one million dollar (seven million for Dr. Hall) bond and possible multiple decades of time in prison?  When you compare the number of individuals who have committed crimes such as robbery, murder, or distribution of drugs, many have gotten significantly less bail and less prison time depending on the nature and number of previous offenses.  However, the superintendent and those indicted are treated like they are high profile criminals who may “flee” the country to a non-extradition country.

            The indicted individuals are not multiple offenders, they are not individuals who society must fear, they are individuals who like a majority of Americans are over-worked, under-paid mothers and fathers, who until this recent lapse in judgment were like most Americans unknown.  Does their mistake in judgment warrant this kind of punishment?

            I have no relationship with any of these individuals, however, when comparing their alleged crime of testing fraud with nameless individuals and groups in the banking and finance industry and the consequences they received, hefty fines, does this seem fair?  These nameless individual and groups who intentionally defrauded the American consumer and consumers world-wide by falsifying accounting records to cover up record losses were not threatened with decades of prison time.  None of the CEO’s were indicted or given one million dollars bail; however the former Superintendent Dr. Hall has been treated differently.

            What about the corporations who intentionally gave mortgage loans to unqualified borrowers?  There were a number of corporations who were found guilty of misleading consumers and fraudulent practices.  Their consequences for their criminal actions a hefty fine and they are allowed to continue their business.  Lastly, what about all the celebrities who break the law by driving drunk, being caught with drugs, assault and other violations, their consequence; probation.  Does anyone see a pattern here?

           Again, I do have not relationship with the former superintendent or any of the individuals who were indicted.  I believe, they should loose their educational credentials, payback any monies obtained due to the fraud with interest and be given between 2-5 years probation.  Sentencing these individuals in jail serves no great justice to rectify their alleged wrongdoing.  Furthermore, it will be hard for these individuals to find a job, because 1) they will have a criminal record which they will have to disclose on every application and interview and 2) due to the nature of the alleged testing fraud and national media attention, most employers will not want the potential negative press that will follow these individuals if they are hired. 

Isn’t this punishment enough?

Apprenticeship High Schoosl

            What if the purpose of high school changed from a place where students follow a prescribed curriculum, take electives that help broaden or enhance their interest, and socialize?  What if high schools were transformed into something more?

 

            What if high schools were transformed into an academically based apprenticeship program?  Changing high schools from its current format of a tiered platform of college prep and general education is antiquated and does not provide the academic or workforce skills students will need to succeed in higher education or in a global economy.  However, transforming high schools into an academically based apprenticeship will provide students with the skills to succeed in both higher education and the global economy.

 

One of the first concerns some will have with this concept is this is another form of tracking.  Opponent of tracking will claim that students’ (mainly minorities) from economically distressed communities, students with disabilities and English language learners will be placed in certain programs that are “less vigorous” than the others.  However, this would not be the case.  Academically based apprenticeship high schools would focus on the Core curriculum with emphasis on applications in higher education and the global economy.  The apprenticeship program would come at “grade 13.”

 

Academically based apprenticeship high schools would be a 4 year program.  “grade13/Senior year” would be strictly based on training and working on a paid internship with a number of different corporations who are having time finding qualified candidates in areas such as information technology, engineering, and research and development.  This 13^th grade would give students who are interested in pursuing higher education the opportunity to work in the field of their interest prior to applying to college and provide a potential mentor to guide them through the rigors of higher education in their field of choice.  For students who choose to delay higher education, an internship would prepare them for the expectations of an employer, assists them with making the transition from high school to the workforce and provides the employer with an opportunity to mold a young employee.  Additionally, the money students receive from their internships could go to paying a portion of their tuition, or provided them the start up funds to begin their adult lives (renting an apartment, purchasing a car, etc).

 

Lastly, there will some concerns over how an academically based high school will deal with “troubled” youth or students’ with disabilities.  For troubled students, the incentives of obtaining an employable skill and a paid internship that could lead to meaningful employment or the opportunity to attend college may be the impetus to restore their faith and re-engage them in education.  As for students’ with disabilities, modifying the curriculum to meet their needs would be done on an individualized basis without watering down the content. 

 

If we are serious about closing the skills gap, having academically based apprenticeship high schools are one avenue that should be considered.