Health Education Crisis & Educational Reform

                With the rate of childhood diabetes and heart disease increasing at an alarming rate, public health advocates have joined the national debate on education.  Their mission is to ensure that any reforms being considered include health and nutrition measures that reduce childhood diabetes and heart disease.  Currently, more than 23 million youth have been diagnosed as obese or overweight.  For a large number of these youth, their diagnosis has affected their academic performance[i]. 

The loss of instructional time due to illness related to diabetes or heart disease places students’ academically and socially behind their peers.  The loss of instructional time could prevent students’ from being promoted to the next grade or it can prevent a school from meeting federal requirements such as Adequately Yearly Progress (AYP).  The loss of instructional time also makes the academic experience inconsistent.  Each time a student returns to school from their illness related to diabetes or heart disease, the student has to re-adjust to the school routine, the teacher and other students have to re-adjust to a peer who they may not have developed a relationship and the returning student may have to go through the “new kid” in the class experience each time the student returns.

Health advocates are equally concerned about the affects hunger and poor nutrition have on a students’ instructional time in school and their behavior.  When students come to school hungry, they may exhibit low energy, the inability to focus, pay attention, or they may be irritable.  The same symptoms could be seen in students who do not have a balanced breakfast.  If a students’ breakfast consists of chips and beverages with high fructose syrups (soda, juice, etc), things that have no nutritional values, they will come to school amped up on sugar and become tired, irritable and unable to focus when the sugar high wears off.

Unfortunately, as these behaviors manifest themselves, most teachers are unaware these behaviors are caused by hunger and poor nutrition.  The same behaviors can occur with diabetic students who do not monitor their blood sugar.  Instead, students are wrongly reprimanded or suspended for their behavior.  To rectify this problem, health advocates and educators must work to develop a national training model for teachers and administrators to recognize the symptoms of diabetes, hunger, and poor nutrition and how student behavior is affected.

There is a lot that can be achieved if health advocates and educators work together for the benefit of children.  By working together students’ can be taught how to develop a healthy lifestyle, how to prevent diabetes and heart disease, and learn how to manage their illness.  Teachers can be taught how to discern behavior that is caused by illness from behavior that is disruptive.  Finally, administrators can learn how to ensure their school provides healthy and nutritious meals, create school-wide awareness among staff, parents, students, and partner with agencies to provide resources to parents and students on diabetes, heart disease, hunger, and nutrition.

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[i] www.huffingtonpost.com/andrew-hysell/education-health_b_1400715

Protesting for Their Future

            Last week students in a Detroit high school walked out of class demanding to be educated.  While their act of protest should have been applauded for their pleas to be educated, fifty students were suspended for their action[i].

            The student protest was sparked by concerns over lack of consistent teachers, the reassignment of the principal, staff who abuse sick time, and shortage of textbooks.  According to one senior:

                        “We’ve been wronged and disrespected and lied to and cheated.

                        They didn’t listen to us when we complained to the administration.

                        They didn’t listen to the parents when they complained to the

                        administration, so I guess this is the only way to get things solved[ii].”

            At a time when youth, specifically youth from economically distressed communities are labeled as not taking their education serious, these students as well as students across the country have exercised their rights to protest and express their concern for the injustice happening to them.  Understanding the importance education will play in their adult lives, the students stepped up and took the responsibility to demand their education, just as their grandparents (or great-grandparents) did during the civil rights movement.  It is unfortunate the adults in the building did not feel the need to listen.

            School Districts across the country should use this opportunity and listen to what students have to say.  School Districts should include students in the discussions on student engagement, education for a global economy, improving school climate, and elements of an effective teacher.  Student knowledge is often underutilized by legislators, educators, and reformers when it comes to improving schools.  Students’ have a unique knowledge about what works in school, what does not work in school, and what factors outside of school create barriers to learning in school. 

            It is time for the adults to stop trying to figure out what might work and learn from the insight of the students to develop strategies that could remove barriers to learning and increase academic achievement.  By doing this, students will have taken ownership for the direction of their education and become empowered to hold themselves, their peers, and their teachers accountable for teaching, learning, and academic achievement.  By demanding to be educated, students in Detroit and across the country have informed their districts, low expectations, inequitable funding, antiquated infrastructure, and lack of textbooks will no longer be tolerated.  Their demands also inform the federal and sate governments that students expect more from legislative and school leaders.

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[i] www.huffingtonpost.com/2012/03/30/detroit-high-school-prote_n_1392436

[ii] ibid

Overhauling Head Start

            The cornerstone of the War on Poverty, Head Start has been a federally funded program that comes under continuous scrutiny and its relevancy debated.  Marred by mismanagement of funds, poor record keeping and mediocre results in academic achievement, the Obama Administration is seeking a major overhaul of the program.  According to President Obama:

“too many children aren’t learning, and too many education programs

are mismanaged..we are not going to put money into programs that

 don’t work..We are going to take money and put it into programs that do[i].”

            The administration released a list of 132 Head Start programs across 40 states it has rated as deficient.  Unlike past administrations, that gave low performing Head Start programs funding, the Obama Administration is going to make these programs compete for federal funding[ii].  The Administration believes that competition will raise the level of academic performance and increase accountability among the deficient programs. 

Conservatives are calling for Head Start to be managed by the states or privatized in order to generate competition.  Citing research from the conservative think tank the Heritage Foundation, that argues for “new thinking” when it comes to early childhood education, they claim that state management or privatization will generate new ideas which will lead to better approaches that will benefit children. [iii]. 

            While state management and privatization may sound like viable options for overhauling Head Start, the architect of Head Start, Edward Zigler argues that inadequate funding is responsible for the quality of Head Start.  Zigler argues:

                        “…inadequate funding has hurt the quality of the Head Start program

                        more than anything else.  It’s always a matter of money.  It’s been a

                        matter of money for 46 years.  With enough money, you can hire

                        good teachers and competent administrators, and pay for top-notch

                        health services and facilities[iv].”

Since funding has been a controversial topic that is fiercely debated each time Head Start funding comes for renewal, Zigler’s argument has merit.  However, if fraud and mismanagement are resolved and strict accountability measures are in place, a small increase in funding may only be needed.  As an incentive to keep programs competitive, additional funds could be given to programs that demonstrate innovation, producing results that exceed federal measurements in academic and social arena, or fiscal responsibility.

            Head Start is vital to children and families who live in economically distressed communities.  Head Start was supposed to equalize the achievement gap that divides the “haves” and “have not” when they began compulsory education.  As with many programs aimed at economically distressed citizens, under-funding, mismanagement, waste and fraud become another obstacle to be removed in their journey to achieve the American Dream.  We must not forget these are children who no fault of their own are in untenable situation and their only way to achieve the American Dream is through education.

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[i] www.npr.org/2012/4/03/149687163/under-scrutiny-some-head-start-programs-in-limbo

[ii] ibid

[iii] Ibid

[iv] ibid

Reforming the Evaluation & Tenure Process of Teachers

            In this current era of educational reform, the focal point of discussion has been how to fundamentally change the evaluation of teachers and how they obtain tenure.  Calling for uniformity and transparency, legislators at both state and federal levels, parents, and educational advocates are examining ways to infuse weightier evaluation processes to measure effectiveness on student achievement.  The proponents of reform may have found a new ally for their cause.

            According to a report by the Bill & Melinda Gates Foundation and Scholastic Education, 10,000 pre-K-12 teachers were questioned about their satisfaction, environment, and views on school policies.  The results of the report found that a large number of teachers support fundamental changes to the evaluation of teachers and tenure[i].

            The report found that when surveyed about tenure, most teachers felt tenure should take up to five years to obtain.  Over 90 percent believed that tenure should reflect teacher effectiveness and not protect ineffective teachers.  The report also found that when surveyed about the evaluation of teachers, most teachers were supportive of more frequent and rigorous evaluations.  Over 85 percent supported the use of student achievement data in the overall evaluation process.  However, only 26 percent felt that standardized test scores were a true reflection of student learning[ii].

            This unlikely ally may provide the opportunity to bring meaningful reform to the evaluation and tenure process.  Utilizing the expertise of teachers in the development of an evaluation and tenure system will generate the “buy” in needed to successfully implement reform.  Traditionally, teacher voice has been an undervalued resource in the history of educational reform.  However, teacher voice is critical the piece to moving towards an effective evaluation and tenure system that will benefit children.

            The Gates/Scholastic report provided some very promising data that can be used to develop an effective teacher evaluation and tenure system.  If teachers are invited to the reform table and their voice is utilized, a successful, sustainable evaluation and tenure system can be achieved.

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[i] www.huffintonpost.com/2012/3/26/teachers-reform-experience-gates-scholastic_n_1381037

[ii] ibid

Increasing The Graduation Rate: Promising New Data

            There is some promising news coming out of public education.  According to data by America’s Promise Alliance, the high school graduation rate nationally rose 3.5 percent from 2001 to 2009.  While the increase is modest, the increase raised the overall national graduation rate to 75% and reduced the number of schools considered as “dropout factories by 450[i]. 

            Although the increase in the graduation rate is good news, what has many educators optimistic is the approach being taken to reduce the dropout rate.  According to a report published by the Everyone Graduates Center at Johns Hopkins University, a number of school districts across the country are focusing their efforts on 1) getting all students to read at grade level, 2) raising the compulsory school attendance age to 18, and 3) developing “early warning systems” to identify students who may be at risk for dropping out.  The report further stated that aiding the cause was a 2008 mandate by the Bush administration that required states to use the same method to compute graduation rates[ii].

            Educators are excited about this approach because it is showing progress in Nevada, New Mexico and Arizona where there has been a steady increase in the graduation rate over the past three years.  However, the greatest gains have been in Washington County Maryland.  The school district has increased the graduation rate to 92% despite having an unemployment rate that was higher than the national average and large number of students utilizing homelessness services[iii].

            Washington County’s high graduation rate is due to the district providing multiple pathways for current students and dropouts to earn credits toward graduation.  Dropouts can recover or earn credits online or take evening classes.  For pregnant and teen parents who have dropped out, the district has funded a family center where teen parents can attend classes and earn credits.  Lastly the district has also focused on data indicators that identify students who maybe at risk for dropping out.  Monitoring indicators such as attendance, and academic performance, the district has appointed Intervention Specialists to re-engage students and parents.  Intervention Specialists conduct home visits and connect students and/or the family to resources that may allow them to overcome the obstacle(s) that caused the student to dropout.

            The successful increase of graduation rates in several states should remind legislators and educators that taking a student-centered approach to improving areas of need can change lives and produce sustainable results.  When NCLB became the national education policy, it shifted the attention away from the learning differences of individual students’ and prescribed a one size fit all approach to learning, students suffered.  As NCLB proved to be flawed in its approach to have data drive instruction and academic achievement, under the Obama Administration, states have been able to opt out of many of the NCLB mandates by developing a district improvement plan to address areas of need.  Placing the responsibility back to states and individual districts has refocused attention on a student-centered approach.

            Finally, the successful increase of graduation rates also forces districts to finally embrace non-traditional approaches to instruction and space.  Many districts have been slow to embrace virtual technology as a legitimate tool of instruction.  However, there are examples of districts that have utilized virtual classes for credit recovery at non-school sites.  By focusing on getting the services to where the dropouts are, provides opportunities for dropouts to re-engage in school.  Utilizing spaces such as churches, mosques and community centers, are spaces that support education and would be a protected space for dropouts to eliminate the fear of failure that prevents many from re-engaging in school. 

Hopefully in the future districts will offer courses and webinars on improving areas of academic need for credit, hold virtual office hours for parents and students to talk with teachers, counselors, administrators, and offer tutoring sessions. 

            Increasing the graduation rate is one of a many avenues that need to be addressed before our educational system is able to produce graduates that can compete in the global economy.  As long as our efforts remain student-centered, educational reform can be achieved.

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[i] www.huffingtonpost.com/2012/03/19/report-us-makes-modest-ga_n_1360131

[ii] ibid

[iii] ibid

Teacher Morale

            As school districts across the country struggle with budget cuts, loss of staff, loss of programs, and intense scrutiny, there is a tendency to forget that teachers are being affected by these massive changes. According to the annual MetLife Survey of the American Teacher, teacher morale is at its lowest point in more than 20 years. The survey further stated that one in three teachers stated they are likely to leave the teaching profession within the next five years[i]. 

            For the first time in decades, teachers are concerned about job security and their ability to perform their duties while being under intense scrutiny.  Contributing to their angst is the test cheating scandal and ending some of the benefits afforded to them through collective bargaining.  However, what concerns teachers the most is the call for greater accountability through evaluation.  According to the MetLife survey, 40 percent of the teachers felt pessimistic about student achievement increasing, despite the emphasis on test scores, emphasis teacher quality and cuts to programs and staff[ii].

            With the scrutiny surrounding public education, there is a tendency to forget the physical and emotional toll this is having on teachers.  Teachers have been dehumanized, viewed as incompetent and lazy.  However, there is a tendency to forget they are parents, spouses, friends, and neighbors.  More importantly, they are human beings who have a life outside of teaching.  They are expected to do their job under a cloud that threatens to take their job and they are expected not to worry about the consequences to the livelihood of their family if they are laid off or if there are severe changes to their benefits. 

Teachers are rarely lauded for the supplies they purchase at their personal expense, the late nights grading papers and developing curriculum plans, and trying to educate an array of students with a myriad of needs.  The myriad of student needs range from academic (gifted to remedial), students with disabilities (learning, physical, intellectual and emotional), parental involvement (high parental involvement, over involvement, or no involvement), and students with social obstacles (homelessness) are all in the same classroom and are expected to perform at grade level and pass the state exams. 

With the current state of education, there needs to be meaningful change.  Overhauling the teacher evaluation process is one way to make systemic change and increase teacher morale.  In order to make systemic changes to the recruitment, retention, and credentialing of teachers, you have to have an evaluation system that identifies effective teachers, teachers who are in need of additional support/training, and non-effective teachers.  A strong evaluation process will ensure students are receiving the effective instruction they deserve, prevent teacher complacency, and reestablish a respect for the teaching profession. 

Additionally, a strong evaluation process will remove the across the board yearly compensation all teachers receive regardless of their effectiveness in the classroom and compensate teachers based on effective instruction.  While teacher unions are not in favor of merit pay, corporations and other entities have used merit pay as an incentive to keep their workers engaged and responsible for productivity.  Public education must do the same in order to put an end to the practice of rewarding equal compensation to both ineffective, complacent teachers and effective, engaged teachers.  By providing every teacher with equal yearly compensation, public education will never be able to make the necessary changes to have its students compete on a global level.

Lastly, teacher morale is low for the wrong reasons.  Low morale should be about failing our youth and dooming them to a life of mediocrity and unmet potential.  Unfortunately, low morale stems form the selfishness of some adults to maintain a broken system that tolerates complacency and ineffectiveness at the expense of children. 

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[i] www.nytimes.com/2012/03/08/education/teacher-morale-sinks-survey-results-show.

[ii] ibid

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