Youth Unemployment: Are Parents to Blame?

                Yesterday (4/25/11) a Blog (Entry-Level Rebel) by Jessica Stillman entitled: “Are Helicopter Parents to Blame for Youth Unemployment” claimed that one of the causes of youth unemployment (which included recent college graduates) is “indulgent parents who produce demanding and difficult to employ kids[i].”

                The premise of the blog goes against current research because it is implied by the author that youth who have had all the advantages, who likely lived with both parents who work and are college educated, attend good schools, live in good neighborhoods, and were provided with the skills, knowledge, and expectations to be hired, are having problems getting hired because they have unrealistic expectations. 

                The idea that over-demanding parents are one of the causes for youth unemployment adds a fresh perspective to the field.  A majority of the research on the causes of youth unemployment deal with issues of education, social capital, discrimination, and poverty.  Primarily focusing on minorities and gender, the research on youth unemployment examines the challenges as a deficit of the individual and downplays the institutional barriers and bias among employers. 

                Discussions about parents in youth unemployment research typically examine the impact of the single, female-headed family home due to the absence of the father, the lack of education of the parent, and childcare.  Due to these barriers, the research claims that when youth apply for jobs, they do not have the skills (social and interpersonal), knowledge, or expectations to be hired.  Compounding the problem are the failing schools and high poverty and crime neighborhoods where they live.

                The addition of this unchartered perspective on youth unemployment may potentially change the current individual deficit model research to a research model that examines how to make youth employable.  In doing this, research will be targeting parents and how to provide resources to them to make their child employable. 

Lastly, taking this research perspective also lessens the blame placed on public schools for not producing employable students.  Public Schools have bore the brunt of the blame in the research on youth unemployment.  While public schools have their part in preparing youth to be employable, youth learn the nuances and intangibles about employment from their parents.

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[i] www.bnet.com/blog/entry-level/are-helicopter-parents-to-blame-for-youth-unemployment

How To Fix American Education by PBS

                On April 15th PBS did a segment called: “Need to Know: How to Fix American Education.”  The premise of the segment was to highlight the conference on the Celebration of Teaching and Learning that was held in New York.  PBS touted this conference as a meeting of the “best minds of Education and Policy makers.”

                In the beginning narrative of the segment which presented the discussants, I immediately noticed there is a segment of people missing from the discussion and an expertise that was also missing.  The discussants, which ranged from prominent (Dr. Linda Darling-Hammond) to up and coming (Timothy Daily) briefly discussed their ideas on how to fix American Education.  While the discussants had some good ideas on how to fix American Education, there was no new or innovative ideas given that would begin the process of getting our educational system on the right track.

                Missing from the discussants were educators who actually have created successful educational environments.  Educators such as Marva Collins who founded the Westside Preparatory School in Chicago and gained notoriety for taking failing students, increasing their academic achievement, and getting them into college.  Also missing from the discussants was Geoffrey Canada, the founder, President and CEO of the Harlem Children’s Zone which serves 10,000 students over 100 blocks, with 90% of those students going onto post-secondary educational programs.  The absence of veteran, grassroots educators who have demonstrated the ability to educate children who previously struggled in the public education system and turn them into college bound students are virtually absent from the discussion.  The PBS segment showed that the country remains interested in theorizing the fixing of education in America instead of providing solutions to transform public education. 

It is time the country begins to take a solutions oriented approach to public education and develop an educational policy that transforms public education into a viable entity that provides students with a world class education.  Our leadership has to move past excluding proven educators, superintendents, teachers, students, and parents from the discussions about how to fix public education.  The individuals who deal with the problems plaguing education on a daily basis have a wealth of resources that are underutilized.  Public education can no longer afford to have its policies developed by individuals whose children have never attended public schools, who base their opinions about public education on statistics and research, and are not familiar with the daily challenges facing schools, teachers, and students.

The How to Fix American Education segment by PBS unfortunately added to the theoretical approach to the problems facing public education at a time when public education in a recession economy needs solutions.

School Voucher Programs: What You Are Not Being Told

                As the debate on public education grows, there is renewed effort from school choice advocates to provide taxpayer funded school vouchers to families of students who attend failing public schools.  

In theory, school voucher programs seem like a viable alternative to enrollment in neighborhood public schools that are failing or unsafe.  Voucher programs provide families the opportunity to enroll their children in private or parochial schools which are perceived as superior to public schools.  However, in practice, voucher programs have not made the significant educational impact to garner more support.

One of the problems with voucher programs was that several studies found no evidence that voucher program participants improved academic achievement.  The studies found that the lack of academic gains were due to “too many other factors at play [i].” 

Voucher program advocates would have the public believe that placing a child who has academic, social, and behavioral challenges in a private or parochial school would effectively eliminate those challenges.  Advocates would also have the public believe that all of the social service challenges that a child faced due to abuse and neglect would not impact the child in a private or parochial school.  Lastly, voucher advocates would have the public believe that private and parochial schools will begin to level the playing field causing public schools to become stronger.

Voucher program advocates do not tell you is that vouchers are for tuition only.  Vouchers are not used to purchase school uniforms, transportation (ie: bus passes), or extracurricular activities.  This means that an additional monetary burden may be placed on the family if the voucher school is not near the home.  Some private and parochial schools do not provide transportation, whereas public schools provide free transportation for children who live 1.5 miles or more from their school.  Additionally, if the voucher school is not near the home, it may prohibit the child from fully being able to participate in the school community.

Second, voucher program advocates do not tell you that private and parochial schools are not required to accept children with vouchers.  By not requiring private or parochial schools to accept a certain percentage of voucher students who apply, nullifies the arguments made by voucher advocates. 

Finally, voucher program advocates do not tell you that private and parochial schools are not accountable to State or Federal educational requirements as public schools.  Private and Parochial schools are not required to comply with the Individuals with Disabilities Education Act (IDEA).  Therefore, a voucher child who has an Individualized Education Program (IEP) from their public school and they are accepted to a private or parochial school, the school does not have to follow the child’s IEP.  Additionally, the compliance protections the child had at their public school under IDEA does not apply to private and parochial schools.

The story on school vouchers has not been fully disclosed, as a tax payer it is important that you remain informed on this issue, educate others, and find out where your elected officials stands on schools vouchers. 

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[i] Feinberg, Lawrence, A., Pa’s Unaccountable Voucher Bill., www.philly.com (2/21/11)

Wish List for Reforming No Child Left Behind

                A few weeks ago, President Obama asked Congress to rewrite the No Child Left Behind Law.  Although President Obama did not fully articulate his vision for the rewrite, I would like to humbly offer some suggestions:

School Readiness Program

One of the major problems in public education is the lack of school readiness of some youth entering elementary school.  The lack of school readiness automatically places these youth academically, socially, and behaviorally behind their peers.  The rewrite should include a mandatory summer school readiness program for all youth who have not attended a pre-kindergarten or kindergarten program prior to entering the first grade.  A school readiness program could prepare youth for the academic, social and behavioral expectations of school and give youth an early start on areas of academic weaknesses.  Lastly, a school readiness program could develop an enthusiasm for learning.

Integration of Applied Subjects

                Compared to students in other countries, students in the United States take more elective courses and less academic courses.  The rewrite should include the incorporation of applied classes that would be a requirement for graduation.  Courses such as applied math, chemistry, biology, and technology would demonstrate to students how relevant these subjects are to everyday life situations.  Taking applied courses could also strengthen the core academic subjects and advances subjects. 

Benchmarks to Adulthood

                With rise of school violence on students and staff, it is time to develop benchmarks to adulthood.  The rewrite should include a creation of benchmarks to adulthood that would provide students in K-8 with skills such as character education, etiquette, civics, technology, and peer mediation.  High school students would be provided with career development, independent living, restorative justice, public speaking, technology, and community service.  The Benchmarks to Adulthood could be measured by creating a series of oral or written (essay or multiple choice).

                If public education is expected to educate youth however they arrive to the school door, they have to be given the tools to develop students who are well rounded, productive citizens. By rewriting No Child Left Behind, the country can ensure that youth are being educated and prepared to access the American Dream in a global economy.

It Takes A Village, But Blame The Public School

                We all know the African saying “it takes a village to raise a child.” However, when it comes to discussing the problems plaguing public education, the rest of the village gets a pass. 

                There is an expectation that public schools are supposed to take children however they come to their door, educate them and turn them into productive citizens.  Absent from this idea is that some children come to school broken and in turmoil with greater things impacting their lives that affect learning.  When children come to school hungry, schools feed them, when children are homeless, schools provide transportation and clothes, and when children have behavior problem, schools provide behavioral assistance.  Schools do more for children than any other entity and sometimes more that the parent(s).

                There is a tendency to forget that parent(s) are a child’s first teacher and children model themselves based on their parent(s) conduct.  When a child comes to school without some preparation for school, the parent is not penalized for their child not being school ready.  When a parent doesn’t read to their child, work on writing, or provide a foundation that encourages learning, the school is blamed for not being able to engage the student to learn. 

                When a child suffers trauma and is in a mental health crisis due to abuse and neglect, the school is expected to keep the child on educational tasks regardless of if the child is unable to perform.  Social Services is not held accountable for ensuring the parent(s) are taking their child to their appointments.  When a child is placed and discharged from a hospitalization program or a residential treatment facility, the school is rarely notified and finds out when the child returns to school.  Many times the school receives no paperwork on how to support the child after the discharge.  The school is not notified about the nature of the discharge.  Lastly, if the child begins to regress and the school informs social services, many times the school is blamed by social services for the child’s regression and the school is left to try and educate a child who is in need mental health services and is not receiving them.

                Finally, when a child bullies and assaults other children and in some cases, assaults the teacher, the school is blamed for not having a safe environment.  Blame is not given to the violence the child may witness in their home or community, blame is not given to parent(s) who do not provide a filter for the child and allow the child to watch violent television shows, movies, and play violent video games.

                It is important to understand that the dislike for learning, inappropriate behavior and violence that occurs in public schools is not created by the school, it is brought to the school by the child.  Unfortunately, with many public schools being in communities in crisis, the school will have a large population of children whose academic, behavioral, and mental health challenges can overwhelm and school and a district. 

Schools are supposed educate children, parents are supposed to raise and nurture children, social services are supposed to protect children.  The school cannot be the only institution held accountable for when parents fail to parent and when social services fail to protect children.

Teachers Who Blog: Freedom of Speech or Violation of Student Confidentiality?

                Over the past two years School Districts across the country have been struggling with how to respond to the growing trend of teachers who use social media to discuss what is happening in their classrooms.

                In February, a teacher in a suburban school district in Pennsylvania was suspended for blogging about her students.  In her blog, the teacher used profanity and other demeaning language about the students in her classroom.  The blog caused a debate in the suburban community where there was support for the teacher and support for the firing of the teacher.  Supporters of the teacher argue the teacher was just telling the truth based on her experiences as a teacher.  Supporters who are in favor of the suspension and eventual firing of the teacher argue it is an attack on children[i].

The dilemma facing school districts is to protect student confidentiality and at the same time recognize a teacher’s constitutional right to freedom of speech.  However, when the boundaries of student confidentiality and freedom of speech become blurred, as the most recent case in Pennsylvania, there is a call to restrict social media use by teachers, while freedom of speech advocates claim placing restrictions on social media use by teachers is a violation of freedom of speech.

Lost in the debate over freedom of speech and student confidentiality, was the message that was not properly conveyed by the teacher.  The message of frustration over the lack of motivation by students is a genuine concern that many teachers face.  Student motivation is a major problem that occurs in classrooms everyday, but very little attention is given to improving motivation.  However, the message was dismissed because the teacher disparaged her students.

Teachers who utilize social media to discuss educational issues must remember that placing their opinions on the internet places those opinions in the public sphere and their right to freedom of speech can be questioned.  Teachers must also understand that writing about their classroom experiences even though students are not named, may be considered a breach of student confidentiality, which could lead to suspension or termination.  However, the most devastating consequence the teacher could face would be to lose the respect of the students and control of their classroom which would make the teacher ineffective and no learning would take place.  Lastly, teachers must understand they may cause irreparable damage to their career and may hinder their ability for promotion or movement to other districts because their electronic footprint is permanently embedded in cyberspace.

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[i] www.cbsnews.com/stories/2011/02/16/national

State Budget Cuts, Corporate Tax Breaks & The Impact on School Districts

                As the national economy begins to show signs of a recovery, the impact of the recession is still being felt at the local level.  Across the country, Governors have cut school district allotments as part of balancing State budgets. 

                School Districts across the country have planned to close schools and layoff staff in order to offset the lost allocations to their budgets.  We have witnessed the contentious battle in Wisconsin between the Governor and State employees over eliminating the collective bargaining rights of teachers, while proposing a 9 percent cut in educational allotment[i].  In Detroit, up to 50 of the 172 publics were closed to alleviate a $219 million dollar deficit[ii]. In Kansas City, 26 of the 61 public schools were closed at it was forced to sell its District Headquarters, and layoff 285 teachers[iii]. 

The justification made by Governors for cuts in allocations to school districts is that districts are spending too much money for students who are underperforming.  The Governors also argue that allocations to school districts are placing a strain on the State budget.  At the same time, Governors are providing corporate tax breaks without a guarantee from the corporate community to increase hiring or create jobs.

There was an opportunity missed by Governors to lessen the impact of the cuts, assists in the reform of their school districts and maintain jobs.  Governors could have used corporate tax breaks as an incentive for the corporate community to partner with school districts. Corporate partnerships would give districts the opportunity to align the curriculum with the needs of a global economy and demonstrate to students the relevancy of education to their future adult lives.  A partnership could also lead to internship opportunities for students that would further enrich their educational experience.  Lastly, a partnership could give students access to mentors and begin to change the negative perceptions about students who attend public schools. 

By giving away corporate tax breaks without securing partnerships for school districts, Governors have given away the only leverage they had to get the corporate community to partner with their districts.  Districts without the normal State allocations will be forced to educate students with fewer resources, possibly have larger classroom sizes, less staff, and will still be required to achieve the same state and federal testing standards. 

Cutting allotments to school districts may seem like a fiscally responsible thing to do in the midst of an economic recovery, however lost in the rationale for the cuts are the youth who will be severely impacted by these cuts.  The strategy to force change by portraying teacher unions as the problem places youth in the middle of an adult “tug of war.”

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[i] www.cbsnews.com/stories/2011/03/01/politics. 

[ii] www.cbsnews.com/stories/2010/03/17/national. 

[iii] www.cbsnews.com/stories/2010/10/national