The Relationship Between a City and School District

                The relationship between a city and its school district is a relationship that is often underestimated.  While the city and its school district are separate entities, they are mutually dependent on each other for their prosperity.  

A city prospers by attracting corporations to conduct business in their city.  The quality of life in a city increases as corporations hire residents from the city and surrounding areas and relocate employees from other cities.   The increase in the quality of life leads to growth in the home ownership, which generates a rise in tax revenue for the city.  The school district benefits from the increased tax revenue and they are able to attract high quality teachers,  they are able to upgrade and maintain its infrastructure, they are able to provide the resources to deliver a quality educational program, and produce an ongoing stream of graduates who are workforce ready.  However, when both entities fail to acknowledge their dependency on each other, the result is a decaying city and a failing school district. 

An example of this scenario is being played out in Kansas City, Missouri.  The Missouri Board of Education revoked the district’s accreditation due to meeting only three of the fourteen state proficiency standards.  According to a published report, the district received failing grades for attendance, graduation rate, math, reading, and writing scores[i].  Compounding the situation is the decline in student enrollment.  There are less than 16,000 students enrolled in the Kansas City School District. 

With the loss of accreditation and declining student enrollment the state of Missouri introduced legislation to disband the Kansas City school district and make the adjoining districts “absorb” Kansas City’s schools.  While absorption is a drastic step, there is already a piloted absorption program that has been successful in turning around a former Kansas City high school.  The high school, which was, absorbed a couple of years ago by a neighboring school district, improved test scores and graduation rates of students who live seventy percent below the poverty line[ii].

Critics of absorption argue that the success of the piloted program should not become the blueprint for the whole district.  They further argue that Kansas City should be allowed to work through its districts problems.  Citing evidence that the district has met two additional state standards this year, critics believe they just need more time.  The Mayor expressed this same belief, but added an additional concern that demonstrates the importance of the school district to the future prosperity of the city.  According to the Mayor:

 

                                “I can’t think of anything that I am supposed to do

                                as Mayor of this city that isn’t some way affected

                                by or built on education..the education system

affects everything, from lowering crime to creating

jobs and making the city grow[iii].”

                The statement by the Mayor demonstrates an understanding of the symbiotic relationship the city and the school district have.  More importantly, the Mayor knows that a city without a school district is a city whose growth will be stunted.  Without a school district, the tax base will erode, as tax revenues will be sent to the surrounding districts that absorb its schools.  Additionally, it will be harder for the city to attract new businesses or maintain current businesses since the pool of graduates will be greatly diminished.  If the state takes away Kansas City’s schools, it better have a plan to save the city, because neither can thrive without the other.

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[i] www.npr.org/2012/02/25/147393076/saving-kansas-city-schools-means-rescuing-a-city

[ii] ibid

[iii] ibid

The True Cost of High School Dropouts

            In a recent NY Times article by Henry M Levin and Cecilia E Rouse entitled: “The True Cost of High School Dropouts,” the authors posit that if the dropout rate was cut in half, it would yield 700,000 new graduates.  The addition of the new graduates would provide the public with nearly 90 billion dollars for each year of success in reducing the number of dropouts[i].

            Levin and Rouse base their theory on the notion that the completion of high school is the most significant requirement for economic growth.  They argue that while our high school completion and college graduation rate is declining, our economic competitors are increasing both.  Evidence of their argument, can be seen in 1970 when the US had the world’s highest rate of high school and college graduation.  Currently, the US is twenty-first in high school completion and fifteenth in college completion.  Further exacerbating the problem is currently seven out ten ninth graders will obtain a high school diploma [ii].

            In order to reverse this trend, Levin and Rouse argue that an ideological shift is needed to cut the dropout rate in half.  They believe the country should focus its efforts on preschool children since preschools already utilize the interventions and strategies (small class size, small group learning, etc.) that are being considered to at the high school level.

            The theories posited by Levin and Rouse are short sighted.  First they ignore the fact there is a federally funded preschool program called Head Start, which has been in existence for over 40 years.  Over the past several years, there have been attempts to improve upon Head Start by expanding it to a full day program and making it mandatory.  However, these ideas have been rebuffed at both the federal and state level.  It would have been better for Levin and Rouse to advocate for upgrading Head Start instead of trying to “reinvent the wheel.”

            Second, Levin and Rouse fail discuss the lack of urgency at the sate and federal level when it comes to education.  We are constantly told our educational system is a threat to “National Security,” but there is no sense of desperation at the federal and state level.  In fact, it seems every election year Republicans attempt to dismantle the Department of Education.  We have fallen behind because our competitors view the education of youth as source of national pride and a source of family honor. 

            Lastly, Levin and Rouse failed to address the how the growing economic gap across racial lines reinforces educational inequity.  It is well documented schools on economically distressed communities have the worst infrastructure, a mediocre/poor teaching staff, and outdated materials.  More importantly, these communities have the highest rate of unemployment and incarcerated individuals who are undereducated dropouts.

            Until our country takes our educational crisis as serious as the War on Terror, we will continue to educationally fall behind our competitors in the global market.  Our country spends billions of dollars rebuilding the educational systems of other countries in the name of democracy, but fails to take the same care of our educational system at home.  That is the “True Cost of High School Dropouts.”

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[i] www.nytimes.com/2012/01/26/opinion/the-true-cost-of-high-school-dropouts

[ii] ibid

A Parent Uprising in California

            There is a small parent uprising in California that could spread across the nation and revolutionize parent participation.  In California, a group of parents led by Doreen Diaz have asked the State of California to give them the power to make change to their school.  Unhappy with the education the neighborhood school is providing their children, Diaz and other concerned parents utilized a seldom used state law that allows parents to take over control of a school from their local school district.

            The law which has been named the “Parent Trigger” Law, allows parents to close a failing school, change its staff, or turn it into a charter school if a majority of the parents agree to the change. Ms. Diaz gathered 280 parent signatures beyond the required majority needed by law and the parents have requested control over hiring a new principal who has the authority to hire and fire teachers[i]. 

            Diaz and the local school district are in negotiations to comply with the decision to turn control over to the parents. School districts and parent groups across the country are watching to see how the transfer from local control to parent control is arranged.  Once the transfer is complete, both parties will be closely monitoring the changes being implemented, how the changes will be implemented, and will the changes result in significant improvements.

            The school in which Diaz and parents are taking over control is considered one of the worst performing schools in the State of California.  Two thirds of sixth graders are not proficient in English and Math[ii].  Although the report did not provide further details on the parents plans post takeover, there are several common challenges that need to be addressed in order to successfully transform a poor performing school.

            First is leadership.  Diaz and the parents are going to have to develop a leadership team that hires staff who will implement their vision and goals for the school.  A majority of people would believe leadership begins with the principal which is partially true.  However, it is the teachers, secretaries and other support staff that support and sustain the academic endeavors of a school.  The Principal is responsible for ensuring the details of the vision are implemented and the goals are achieved or exceeded.  The hiring of teachers and other support staff are of equal importance to the transformation of a poor performing school.

            Next is increasing the support from the surrounding community.  Although Diaz and the parent group exceeded the required number of parent signatures needed to gain control, absent from the report was how much support did they receive from local businesses, social service agencies, and higher education institutions in the surrounding area.  Partnerships with other agencies and institutions are vital to the transformation of a poor performing school.  Community buy into the vision and goals of a school will provide new opportunities for teachers and students and benefit the wellbeing of the community.  Teachers and students will become connected to the community, which instills pride and self-esteem.  Examples of this occurrence are seen in many small and medium towns across our country. 

            Last, is changing the perception of school among students.  The tasks of breaking the cycle of years of accepted mediocrity and low expectations by school staff and the community will not be easy.  Gaining students’ trusts in their abilities, breaking poor learning habits and instilling new ones will only succeed if the prior two challenges are in place.  Good Luck parents!

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[i] www.cbsnews.com/2012-18563_16257381430

[ii] ibid

Using the “N” Word As a Teachable Moment?

                Is using the “N” word in the context of an academic lesson in an urban public school appropriate?  A teacher in the Chicago Public School District has sued the district in federal court after he was suspended for five days without pay for using the “N” word in what the teacher described as a “teachable moment[i].”  The teacher who is a white male in his late forties, claims during a lesson on Huckleberry Finn and the perils of racism, two of his students were passing a note that had rap lyrics with the “N” word in the lyrics.  The teacher further claims that at the point of intercepting the note with the lyrics, he used the “N” word to as a point of discussion concerning hurtful language.  Unfortunately, the teacher said the “N” word just as the Principal walked into the classroom.

                While the results of the court proceedings have not been decided, arguments of freedom of speech and counter arguments of verbally abusive, inappropriate language in front of student, and cruel, immoral, negligent, or communication to a student that causes psychological or physical harm are being raised by both parties[ii].  Additionally, from the teacher’s perspective: fear of a ruined reputation.

                Unlike the number of racially and culturally insensitive incidents that have occurred in schools over the past couple of years, the significance of this case could alter the landscape of teaching and learning.  For decades, culturally sensitive issues such as slavery, racism, sexism, and gender identity are considered “third rail” subjects.  These subjects are taught in a generalized manner and the complexities of the subjects are rarely discussed in a manner that allows students to learn through a critical lens.  The students are therefore cheated, their learning is stunted, and their un-informed biased is allowed to continue unchallenged.

This case also challenges the freedom of speech of teachers, and the ability of a district to protect students from speech the district considers inappropriate, offensive, or volatile by its staff.  The incident in question challenges two controversial beliefs: 1) using the “N” word is never appropriate and 2) non African-Americans, especially White-Americans should never use the “N” word in any context. 

If the Chicago Public School District loses their case, a precedent will be set that will take away the two beliefs previously mentioned.  School Districts across the country may find themselves having to defend the right to freedom of speech of teachers who have been empowered by the case and believe the use of the “N” word is acceptable to use during a lesson.  With a racial imbalance among the teaching staff in a majority of urban school districts, having non African-American teachers using the “N” word could cause a backlash from students, parents and cultural organizations.

                In this era where an African-American was elected President of the United States, many people feel racial equality has been achieved and the stigma of slavery has been overcome.  Unfortunately, there is still work to be done to achieve equality and it starts with ending the achievement gap in our public schools.  While the teacher in Chicago is worried about his reputation, a lot more is at stake for students in urban school districts if the teacher wins.

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[i]http://www.huffingtonpost.com/2012/02/17/lincoln-brown-chicago-tea_n_1285750.html

[ii] ibid

The Digital Challenge Part 2

                Last week I discussed the Digital Challenge and the difficulties some school districts may face in trying to implement the transfer to a digital textbook curriculum.  This week, the digital challenge will be discussed from the perspective of the students the school districts serve.

                If a school district is able to successfully implement a digital textbook curriculum with teacher buy in and affordable costs, the final challenge will be addressing the digital gap among students who live and attend school in economically distressed communities.  The problem for economically distressed school districts is the ability of its students to obtain access to the digital world outside of the school building.

In many economically distressed school districts, access to the digital world is a barrier for many students.  While students may have access to some digital items, such as a computer, cell phones (mainly pre-paid) and ipods, many are still lacking access to the internet in the home.  In order for school districts to be able to successfully implement a digital textbook curriculum, it will have to assists students with opportunities to obtain access to the internet in their homes. 

School districts will have to lobby local internet providers to embrace the Whitehouse initiative to make the internet affordable.  Currently, Comcast, the largest internet provider in the US has been advertising affordable internet for households that meet certain income requirements.  Unfortunately, not every internet provider has embraced the Whitehouse initiative to provide affordable internet.  Without access to internet in the home, students will not be able fully participate in the digital learning experience.  The lack of access will prohibit students from accessing the materials needed to research assignments, complete assignments, and submit assignments online to the teacher. 

The inability of students to fully participate in the digital learning experience will hamper a school districts ability to provide them with the skills to be successful in a global economy.  The inability to fully participate may also lead to the same academic and social deficits that plague public education.  The digital learning experience is supposed to end the ineffective Socratic method of teaching that dominates public education.  Digital learning is supposed to make the learning experience engaging and interactive by allowing students to explore, expand, and enrich their knowledge of subject matter beyond the academic content of the lesson plan.  Digital learning also provides students with a wealth of tutorials, explanations, and other resources to aid students with subject matter they may have additional questions about or they may not understand. 

Digital learning should be able to significantly close the digital gap and break down barriers to learning only if students are able to fully participate.  It is time for schools and parents to renew their commitment to the education of youth.  By working closely together to ensure students have all the tools and resources to fully participate at school and in the home, students should be able to succeed in school. 

An added bonus to digital learning is the ability for parents and teachers to video conference at times that are convenient to both parties.  Parents will also have the ability to monitor academic progress online which allows them to request academic assistance earlier for their child.  Lastly, students who are sick could participate in school via video conference and work on their assignments while at home or in the hospital.

The success of the Digital Challenge can only occur if students in economically distressed communities are able to fully participate in the digital textbook curriculum.  Full participation requires access to the digital world in the home at an affordable price.

The Digital Challenge

                Last week, Secretary of Education, Arne Duncan and Federal Communications Chairman, Julius Genachowski challenged companies and school districts to get digital textbooks in the hands of students within five years[i].  The Challenge stems from Apple’s announcement that it will begin selling digital versions of high school textbooks for the Ipad.  Secretary Duncan believes that digital textbooks can provide the interactive learning students are asking for and provides cost effectiveness that schools need as they manage smaller budgets.

To aid school districts with developing a transfer plan, the Department of Education released a “playbook” that provides guidance to school districts on how to change from print textbooks to digital textbooks. Currently Florida, Idaho, Utah, and California and some smaller districts have converted to digital textbooks with mixed results.

                The change to digital textbooks is a necessity that can no longer be ignored.  However, the initial costs to convert will be expensive.  First, school districts will have to expand and upgrade the limited broadband capabilities of their buildings.  Since many school buildings are at least 70-80 years old, the wiring that has been done in many buildings was to support a limited number of computers in the schools.  The wiring, routers, and serves needed to support the number of electronic devices (desktop computers, laptops, tablets, etc) per teacher, student, and administrative staff will be expensive to upgrade and maintain.  Additionally, the costs to repair or replace broken, defects, or lost devices and the software upgrades, and licenses are costs that will be an ongoing expense to school budgets.  Finally, the costs to train teachers to become more tech savvy and modify their pedagogy by using digital textbooks, may be a difficult challenge.

                Asking teachers to trust and follow a new pedagogy that places technology as the main conduit to teaching and learning will require teachers to embrace major ideological shift in the nature of their job.  As leaders of instruction, teachers will have to defer some of their authority as content specialist and consider the ideas of students of students who will have content outside of the prescribed curriculum from the web.

                If teachers buy into a new way of teaching and learning, our educational system will get back on track to competing on a global level.  Students will benefit from digital learning because their learning will be interactive and geared towards their learning strengths which should translate into engaged learning.

                The final challenge is for businesses to make the costs of transition to digital books affordable for school districts.  Businesses will have to be willing to be a true partner with districts by providing a product that will be both engaging for teachers and students and costs effective.  Here is hoping we can meet the Digital Challenge in five years!

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[i] www.huffingtonpost.com/2012/02/01/challenge-to schools-embr_n_1248196

Raising The High School Dropout Age?

                In his State of the Union Address, President Obama called on states to increase the age a student can drop out of high school to 18.  In his address, President Obama stated that increasing the high school graduation rate is positively linked to higher earning potential, stronger economies and lower crime rates[i]  One state, Illinois has taken the lead by proposing legislation to raise the age of school attendance to 18.  Illinois is one of 29 states that allow students to drop out of high school when they turn 17. 

                The call by President Obama to raise the high school dropout age a is a good idea, if there is an innovative and sustainable plan to address the causes for dropping out.  There is a plethora of research on factors relating to high school dropouts.  While a majority of the research focuses on factors such as economic isolation, unemployment and poverty, very little attention is given to the concerns that matter to students’ when they consider dropping out.

                One concern that matters to high school students is the lack of relevancy and connection of the curriculum to the real world.  Students have expressed frustration over the failure to understand what they are taught and its usefulness to their immediate and post high school lives.  Our educational system can no longer continue the belief that young adults will blindly follow the academic directives of teachers even when they feel those directives do not make sense.  The failure to address the students’ concern for relevancy in the academic curriculum is one of the leading causes of high school dropouts.  For decades students’ have complained that school is “boring” and they aren’t learning “anything.” Yet, their concerns continue to fall on deaf ears.

                Another concern that matters to high school students are the mixed messages they receive about the importance of obtaining a high school diploma.  Students are constantly told they have to finish high school in order to get a good job.  Yet daily they are confronted with high school graduates (relatives, neighbors, older friends etc) who are unemployed/underemployed, overworked or financially struggling.  At the same time they see peers who have dropped out and are making money (legally or illegally) and they see their favorite entertainers (some who are dropouts or pretend to be dropouts) being paraded in the media and earning large sums of money without having a diploma. 

                A final concern that matters to high school students is the ability to balance work and their education.  This has been a problem for many students who need to work in order to contribute to the family expenses or to take care of their own expenses.  Unfortunately our high schools are not equipped to provide a flexible schedule to assists students with balancing school and work.  High schools can provide work rosters, but work rosters are primarily for seniors.  Underclassmen are not eligible for work rosters due to state mandates that require that amount of “seat” time a student must spend in school.  The inability to be flexible forces some students out of balance and causes them to choose work over school.  We should consider work rosters for all students and consider how students can earn credit towards graduation for working.

                Before we consider increasing the age of school enrollment, we must first address the concerns that matter to high school students.  For too long, the concerns of high school have been ignored and the result of being ignored is disengagement and dropping out.  How much longer will we ignore their concerns?

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[i] www.huffingtonpost/2012/01/27/illnois-dropout-age-quin_n_1236799