Financial aid of any kind is very rarely available from North American colleges and universities for undergraduates other than U.S. citizens and permanent residents. When it is available and arranged in advance, income from employment with the school can form part of your proof of financial ability for issuance of Form I-20 or IAP-66, but the income must be specified on the form and supported by a letter from the school. Among the possible work programs after you enter are:
On-campus employment. F-1 students may, work on the campus of the school they are attending provided they are employed by the school itself or by an outside agency or company providing services to students on the campus. No permission is required. Students may not work more than 20 hours per week except during vacation periods. J-1 students also may work on campus but require written permission from the responsible officer who is authorized to sign Form IAP-66.
Curricular practical training. This is work that is part of your school’s academic program. Authorization is provided by the school’s foreign student adviser on the reverse of Form I-20 for F-1 students or in the form of an authorizing letter for J-1 students. This work may be wither part-time or full-time, depending upon the school’s program. If you use a full 12 months of full-time F-1 curricular practical training, you will not be eligible for any other practical training.
Optional practical training. There are two kinds of F-1 optional practical training, training during studies and training after studies. No more than one year of such training is permitted during your entire academic program.
Severe economic hardship employment. This kind of employment is also authorized by the immigration Service upon a foreign student adviser’s written recommendation. You are eligible after one academic year of study only if you can show that your financial situation has changed for reasons entirely beyond your control or ability to plan ( for example, death or illness of a sponsor, sudden currency devaluation, or a disaster such as war, hurricane, flood, or earthquake affecting your sponsor’s ability to send money).
There are two additional work programs: employment with a company that has certified to the U.S. government that part-time U.S. workers are not available, and work for an international organization. Both programs are very small and available only in certain parts of the U.S. F-2 and M-2 dependents are not permitted to work. J-2 dependents may apply to the Immigration Service for work permission, provided that the income will not be used to support the J-1 student, but such requests are not always granted.
Tuesday, 8 June 2010
USA Higher Educational System
There are more than 3,500 colleges and universities in the United States. A college is usually for undergraduates, whereas a university is a collection of one or more colleges, plus a graduate school and various professional schools. Colleges mainly teach but universities, with their large numbers of graduate students, also place emphasis on research.
The American Higher Educational System can be divided into the following categories:
Public schools are funded by the state and the local government of the area in which they are located. Community colleges grant associate degrees after two years of study. Students who plan to earn Bachelor’s degrees can attend A. A. or A.S. degree programs which are designed to parallel the first two years of study in a four-year institution.
*2-year community college
*4-year state college
*Graduate university
*Some vocational schools
Private schools are organized in the same manner as other colleges, but generally have fees much higher than those of the public schools. These schools are owned by private non-governmental individuals and boards of directors. Their funding is primarily from the tuition they charge and private contributions.
*2-year college
*4-year college
*Graduate University
Religiously affiliated colleges and universities are all privately owned and operated. They are predominantly Christian, although some are Jewish, Islamic and other faiths. These institutions offer general coursework, but they also offer and sometimes require participation in religion courses. In general, one need not be a member of a particular church or religious group to attend a religiously affiliated college in the U.S., and enrollment in such an institution will not impinge on one’s own religious practices.
Proprietary Schools are usually operated by an individual or a corporate owner. These schools generally concentrate on specific academic programs such as computer programming, or specialized fields such as aviation, fashion design and so on.
Technical and Vocational schools
The American Higher Educational System can be divided into the following categories:
Public schools are funded by the state and the local government of the area in which they are located. Community colleges grant associate degrees after two years of study. Students who plan to earn Bachelor’s degrees can attend A. A. or A.S. degree programs which are designed to parallel the first two years of study in a four-year institution.
*2-year community college
*4-year state college
*Graduate university
*Some vocational schools
Private schools are organized in the same manner as other colleges, but generally have fees much higher than those of the public schools. These schools are owned by private non-governmental individuals and boards of directors. Their funding is primarily from the tuition they charge and private contributions.
*2-year college
*4-year college
*Graduate University
Religiously affiliated colleges and universities are all privately owned and operated. They are predominantly Christian, although some are Jewish, Islamic and other faiths. These institutions offer general coursework, but they also offer and sometimes require participation in religion courses. In general, one need not be a member of a particular church or religious group to attend a religiously affiliated college in the U.S., and enrollment in such an institution will not impinge on one’s own religious practices.
Proprietary Schools are usually operated by an individual or a corporate owner. These schools generally concentrate on specific academic programs such as computer programming, or specialized fields such as aviation, fashion design and so on.
Technical and Vocational schools
USA Education System
Primary school
American children start school at the age of five years. The first year at school is called kindergarten. It is required of all American children enrolled in the American education system. The second year at school is considered the first year of primary school and is referred to as first grade. In America, the word grade has two meanings: (1) the score achieved on an exam or in a course, and (2) a year of education in primary or secondary school. Primary school most commonly consists of five years of education, referred to as first through fifth grades.
Secondary school
Upon completion of fifth grade (the last year of primary school), American children enrolled in the American education system advance to secondary school. Secondary school most commonly consists of a total of seven years, referred to as sixth through twelfth grades. The ninth through twelfth grades are most commonly referred to as high school. Upon completion of twelfth grade, American students are awarded a certificate called the high school diploma. In the American education system, students must have obtained a high school diploma before they are admitted into college or university. Foreign students who would like to attend an American college or university must have completed coursework that is equivalent to what is taught at an American high school. Foreign students who would like to attend an American high school, need to consider how the high school they select will give them access to the best colleges. You can also learn about some of the finest girls boarding schools and boys boarding schools in the American education system.
Undergraduate school
Students who have completed high school and would like to attend college or university must attend what is referred to as an undergraduate school. These are schools that offer either a two-year degree (called an associate degree) or a four-year degree (called a bachelors degree) in a specific course of study. That course of study is called the major. While most schools that offer a four-year degree will admit students who have not yet chosen a major, all students are required to select (or declare) a major by their second year at school. Students who complete an associate degree can continue their education at a four-year school and eventually complete a bachelor degree.
Graduate school
Students who have obtained a bachelor’s degree can continue their education by pursuing one of two types of degrees. The first is a master’s degree. This is usually a two-year degree that is highly specialized in a specific field. Students are sometimes admitted to a master’s degree program only if they have a bachelor’s degree in a closely related field. However, there are many exceptions to this, such as with students who want to pursue a Master’s in Business Administration (MBA) degree. Students who want to advance their education even further in a specific field can pursue a doctorate degree, also called a PhD. A PhD degree can take between three and six years to complete, depending on the course of study chosen, the ability of the student, and the thesis that the student has selected. The thesis is a very intensive research paper that must be completed prior to earning the degree. It is always required of students pursuing a PhD, and may sometimes be required of students pursuing a master’s degree (depending on the school).
Certain courses of study are only available at the graduate school level in America. The most notable of these are law, dentistry, and medicine. Students who want to pursue a degree in one of these fields must first obtain a bachelor’s degree.
American children start school at the age of five years. The first year at school is called kindergarten. It is required of all American children enrolled in the American education system. The second year at school is considered the first year of primary school and is referred to as first grade. In America, the word grade has two meanings: (1) the score achieved on an exam or in a course, and (2) a year of education in primary or secondary school. Primary school most commonly consists of five years of education, referred to as first through fifth grades.
Secondary school
Upon completion of fifth grade (the last year of primary school), American children enrolled in the American education system advance to secondary school. Secondary school most commonly consists of a total of seven years, referred to as sixth through twelfth grades. The ninth through twelfth grades are most commonly referred to as high school. Upon completion of twelfth grade, American students are awarded a certificate called the high school diploma. In the American education system, students must have obtained a high school diploma before they are admitted into college or university. Foreign students who would like to attend an American college or university must have completed coursework that is equivalent to what is taught at an American high school. Foreign students who would like to attend an American high school, need to consider how the high school they select will give them access to the best colleges. You can also learn about some of the finest girls boarding schools and boys boarding schools in the American education system.
Undergraduate school
Students who have completed high school and would like to attend college or university must attend what is referred to as an undergraduate school. These are schools that offer either a two-year degree (called an associate degree) or a four-year degree (called a bachelors degree) in a specific course of study. That course of study is called the major. While most schools that offer a four-year degree will admit students who have not yet chosen a major, all students are required to select (or declare) a major by their second year at school. Students who complete an associate degree can continue their education at a four-year school and eventually complete a bachelor degree.
Graduate school
Students who have obtained a bachelor’s degree can continue their education by pursuing one of two types of degrees. The first is a master’s degree. This is usually a two-year degree that is highly specialized in a specific field. Students are sometimes admitted to a master’s degree program only if they have a bachelor’s degree in a closely related field. However, there are many exceptions to this, such as with students who want to pursue a Master’s in Business Administration (MBA) degree. Students who want to advance their education even further in a specific field can pursue a doctorate degree, also called a PhD. A PhD degree can take between three and six years to complete, depending on the course of study chosen, the ability of the student, and the thesis that the student has selected. The thesis is a very intensive research paper that must be completed prior to earning the degree. It is always required of students pursuing a PhD, and may sometimes be required of students pursuing a master’s degree (depending on the school).
Certain courses of study are only available at the graduate school level in America. The most notable of these are law, dentistry, and medicine. Students who want to pursue a degree in one of these fields must first obtain a bachelor’s degree.
Monday, 7 June 2010
General pattern of education in the USA
The general pattern of education in the USA is an eight-year elementary school, followed by a four-year high school. This has been called 8—4 plan organization. It is proceeded, in many localities, by nursery schools and kindergartens. It is followed by a four-year college and professional schools.
This traditional pattern, however, has been varied in many different ways. The 6—3— 3 plan consists of a six-year elementary school, a three-year junior high school, and a three-year senior high school. Another variation is a 6—6 plan organization, with a six-year elementary school followed by a six-year secondary school. American education provides a program for children, beginning at the age of 6 and continuing up to the age of 16 in some of the states, and to 18 in others. The elementary school in the United States is generally considered to include the first six or eight grades of the common-school system, depending upon the organization that has been accepted for the secondary school. It has been called the "grade school" or the "grammar school". There is no single governmental agency to prescribe for the American school system, different types of organization and of curriculum are tried out. The length of the school year varies among the states. Wide variation exists also in the length of the school day. A common practice is to have school in session from 9:00 to 12:00 in the morning and from 1:00 to 3:30 in the afternoon, Monday through Friday. The school day for the lower grades is often from 30 minutes to an hour shorter. Most schools require some homework to be done by elementary pupils. Elementary Schools, High Schools and Institutions of Higher Learning Elementary Schools, High Schools and Institutions of Higher Learning There are eight years of elementary schooling. The elementary school is followed by four years of secondary school, or high school. Often the last two years of elementary and the first years of secondary school are combined into a junior high school. The school year is nine months in length, beginning early in September and sometimes a shorter one in spring. There are slight variations from place to place. Students enter the first grade at the age of six and attendance is compulsory in most states until the age of sixteen or until the student has finished the eighth grade. The elementary schools tend to be small. The high schools are generally larger and accommodate pupils from four or five elementary schools. A small town generally has several elementary schools and one high school. In some rural communities the one-room country school house still exists. Here may be found from five to twenty-five pupils in grades one through eight, all taught by the same teacher. Admission to the American high school is automatic on completion of the elementary school.
During the four-year high school program the student studies four or five major subjects per year, and classes in each of these subjects meet for an hour a day, five days a week. In addition, the student usually has classes in physical education, music, and art several times a week. If he fails a course, he repeats only that course and not the work of the entire year. Students must complete a certain number of courses in order to receive a diploma, or a certificate of graduation. Institutions of higher learning supported by public funds are not absolutely free. The state colleges and universities charge a fee for tuition or registration. This fee is higher for those who come from outside the state. Working one's way through college is commonplace. Usually there is no admission examination required by a state university for those who have finished high school within the state. Sometimes a certain pattern of high school studies is necessary, however, and some state universities require a certain scholastic average, or average of high school grades. Private colleges and universities, especially the larger, well-known ones such as Harvard, Princeton, and Yale, have rigid scholastic requirements for entrance, including an examination. It usually takes four years to meet the requirements for a Bachelor of Arts or Bachelor of Science degree.A Master of Arts or Master of Science degree may be obtained in one or two additional years.The highest academic degree is the Doctor of Philosophy.
It may take any number of years to complete the original research work necessary to obtain this degree. Higher Education Institutions It has become common for the college program to be divided into broad fields,such as languages and literature,the social sciences,the sciences and mathematics, and the fine arts.Many colleges require all freshmen and sophomores to take one or two full-year courses in each of three fields.Certain Courses,such as English or history,may be required for all,with some election permitted in the other fields.
Higher educational institutions usually are governed by a board of regents or a board of trustees. The executive head of a college or a university is usually called the president. The various colleges or schools which take up a university are headed by deans. Within a school or college there may be departments according to subject matter fields, each of which may be headed by a professor who is designated as department head or chairman.
Other members of the faculty hold academic ranks, such as instructor, assistant professor, associate professor, and professor. Graduate students who give some part-time service may be designated as graduate assistants or fellows. Professional education in fields such as agriculture, dentistry, law, engineering, medicine, pharmacy, teaching, etc. is pursued in professional schools which may be part of a university or may be separate institutions which confine their instruction to a single profession. Often two, three, or four years of pre-professional liberal arts education are required before admission to a professional school. Three to five years of specialized training lead to professional degrees such as Doctor of Medicine, Bachelor of Law, etc. Private and State Colleges and Universities Harvard College was established in 1636, with the principal purpose of providing a literate ministry1 for colonial churches. It was a small institution, enrolling only 20 students in 1642 and 60 in 1660. It soon became more than a theological training school2 and established itself as a liberal arts college. The next institution of higher learning established in the American colonies was the College of William and Mary, which opened in 1693 at Williamsburg, Virginia. Other colleges were founded in the next century, but all of them remained small schools for long periods. Students entered at the age of 14 and remained until they were 18, and the curriculum, while rigidly academic and classic was by modern standards rather secondary in nature. Private colleges and universities were established in various states. The first state university was the University of Virginia, founded in 1819. Some state universities have large endowment funds1 which provide a substantial portion of their support. Other sources of income are student fees, gifts and endowments.
In general, higher education in the USA may be divided into two broad fields: liberal arts and professional. Each of these fields may be further subdivided into undergraduate and graduate levels. The liberal arts program, on the undergraduate level, may be a two-year junior college course, or a four-year course leading to a degree of Bachelor of Arts or Bachelor of Science. The four-year course is usually subdivided into a lower division (which may be called the junior college), consisting of the two first years, and the upper division, which is the last two years. The first two years continue the general education and specialization begins in the third year. Teaching Profession in the USA Requirements for teachers' certificate vary among 50 states. Usually the state department of education, or a state certification board, issues certificates which permit teachers to be employed within the state. Forty- four of the 50 states require at least the completion of a four-year course, with the bachelor's degree, as a minimum for high school teaching: the tendency to require a fifth year beyond the bachelor's degree is increasing. Graduation from a two-year normal school or at least two years of college education is the minimum requirement for elementary teaching in 36 states; others demand the completion of a four-year course and the bachelor's degree.
Because of the decentralization of school control in the USA teachers are employed by local districts rather than by the national government. The American teacher does not have the absolute security of tenure which the French or Australian teacher enjoys. A higher proportion of the teaching force are women than in some other countries. The teacher-training institutions have not been able to provide sufficient numbers of fully trained teachers to replace those retiring and dropping out of the profession and at the same time to meet the requirements for new classes each year. The problem of recruiting and suply of teachers remains a serious one. In general the problem of shortage of teachers has not been met by lowering certification standards.
Education in the USA
neral Pattern of Education in the USA The general pattern of education in the USA is an eight-year elementary school, followed by a four-year high school. This has been called 8—4 plan organization. It is proceeded, in many localities, by nursery schools and kindergartens. It is followed by a four-year college and professional schools. This traditional pattern, however, has been varied in many different ways. The 6—3— 3 plan consists of a six-year elementary school, a three-year junior high school, and a three-year senior high school. Another variation is a 6—6 plan organization, with a six-year elementary school followed by a six-year secondary school. American education provides a program for children, beginning at the age of 6 and continuing up to the age of 16 in some of the states, and to 18 in others. The elementary school in the United States is generally considered to include the first six or eight grades of the common-school system, depending upon the organization that has been accepted for the secondary school. It has been called the "grade school" or the "grammar school". There is no single governmental agency to prescribe for the American school system, different types of organization and of curriculum are tried out. The length of the school year varies among the states. Wide variation exists also in the length of the school day. A common practice is to have school in session from 9:00 to 12:00 in the morning and from 1:00 to 3:30 in the afternoon, Monday through Friday. The school day for the lower grades is often from 30 minutes to an hour shorter. Most schools require some homework to be done by elementary pupils. Elementary Schools, High Schools and Institutions of Higher Learning Elementary Schools, High Schools and Institutions of Higher Learning There are eight years of elementary schooling. The elementary school is followed by four years of secondary school, or high school. Often the last two years of elementary and the first years of secondary school are combined into a junior high school. The school year is nine months in length, beginning early in September and sometimes a shorter one in spring. There are slight variations from place to place. Students enter the first grade at the age of six and attendance is compulsory in most states until the age of sixteen or until the student has finished the eighth grade. The elementary schools tend to be small. The high schools are generally larger and accommodate pupils from four or five elementary schools. A small town generally has several elementary schools and one high school. In some rural communities the one-room country school house still exists. Here may be found from five to twenty-five pupils in grades one through eight, all taught by the same teacher. Admission to the American high school is automatic on completion of the elementary school. During the four-year high school program the student studies four or five major subjects per year, and classes in each of these subjects meet for an hour a day, five days a week. In addition, the student usually has classes in physical education, music, and art several times a week. If he fails a course, he repeats only that course and not the work of the entire year. Students must complete a certain number of courses in order to receive a diploma, or a certificate of graduation. Institutions of higher learning supported by public funds are not absolutely free. The state colleges and universities charge a fee for tuition or registration. This fee is higher for those who come from outside the state. Working one's way through college is commonplace. Usually there is no admission examination required by a state university for those who have finished high school within the state. Sometimes a certain pattern of high school studies is necessary, however, and some state universities require a certain scholastic average, or average of high school grades. Private colleges and universities, especially the larger, well-known ones such as Harvard, Princeton, and Yale, have rigid scholastic requirements for entrance, including an examination. It usually takes four years to meet the requirements for a Bachelor of Arts or Bachelor of Science degree.A Master of Arts or Master of Science degree may be obtained in one or two additional years.The highest academic degree is the Doctor of Philosophy.It may take any number of years to complete the original research work necessary to obtain this degree. Higher Education Institutions It has become common for the college program to be divided into broad fields,such as languages and literature,the social sciences,the sciences and mathematics, and the fine arts.Many colleges require all freshmen and sophomores to take one or two full-year courses in each of three fields.Certain Courses,such as English or history,may be required for all,with some election permitted in the other fields. Higher educational institutions usually are governed by a board of regents or a board of trustees. The executive head of a college or a university is usually called the president. The various colleges or schools which take up a university are headed by deans. Within a school or college there may be departments according to subject matter fields, each of which may be headed by a professor who is designated as department head or chairman. Other members of the faculty hold academic ranks, such as instructor, assistant professor, associate professor, and professor. Graduate students who give some part-time service may be designated as graduate assistants or fellows. Professional education in fields such as agriculture, dentistry, law, engineering, medicine, pharmacy, teaching, etc. is pursued in professional schools which may be part of a university or may be separate institutions which confine their instruction to a single profession. Often two, three, or four years of pre-professional liberal arts education are required before admission to a professional school. Three to five years of specialized training lead to professional degrees such as Doctor of Medicine, Bachelor of Law, etc. Private and State Colleges and Universities Harvard College was established in 1636, with the principal purpose of providing a literate ministry1 for colonial churches. It was a small institution, enrolling only 20 students in 1642 and 60 in 1660. It soon became more than a theological training school2 and established itself as a liberal arts college. The next institution of higher learning established in the American colonies was the College of William and Mary, which opened in 1693 at Williamsburg, Virginia. Other colleges were founded in the next century, but all of them remained small schools for long periods. Students entered at the age of 14 and remained until they were 18, and the curriculum, while rigidly academic and classic was by modern standards rather secondary in nature. Private colleges and universities were established in various states. The first state university was the University of Virginia, founded in 1819. Some state universities have large endowment funds1 which provide a substantial portion of their support. Other sources of income are student fees, gifts and endowments. In general, higher education in the USA may be divided into two broad fields: liberal arts and professional. Each of these fields may be further subdivided into undergraduate and graduate levels. The liberal arts program, on the undergraduate level, may be a two-year junior college course, or a four-year course leading to a degree of Bachelor of Arts or Bachelor of Science. The four-year course is usually subdivided into a lower division (which may be called the junior college), consisting of the two first years, and the upper division, which is the last two years. The first two years continue the general education and specialization begins in the third year. Teaching Profession in the USA Requirements for teachers' certificate vary among 50 states. Usually the state department of education, or a state certification board, issues certificates which permit teachers to be employed within the state. Forty- four of the 50 states require at least the completion of a four-year course, with the bachelor's degree, as a minimum for high school teaching: the tendency to require a fifth year beyond the bachelor's degree is increasing. Graduation from a two-year normal school or at least two years of college education is the minimum requirement for elementary teaching in 36 states; others demand the completion of a four-year course and the bachelor's degree. Because of the decentralization of school control in the USA teachers are employed by local districts rather than by the national government. The American teacher does not have the absolute security of tenure which the French or Australian teacher enjoys. A higher proportion of the teaching force are women than in some other countries. The teacher-training institutions have not been able to provide sufficient numbers of fully trained teachers to replace those retiring and dropping out of the profession and at the same time to meet the requirements for new classes each year. The problem of recruiting and suply of teachers remains a serious one. In general the problem of shortage of teachers has not been met by lowering certification standards.
Weaknesses and Problems in the American Educational System
Education in America is not as effective as it should be because of a number of problems inherent within the system. Because of the way issues of political and social differences have infiltrated educational policy and decision-making, students are not being offered a sound way of dealing with diversity or understanding how to manage differences.
Furthermore, in the midst of more large scale debates centering upon sociopolitical questions, there are more concrete problems that are not being dealt with such as the issue of cheating in schools and even the imbalance and potential unfairness of the grading system. In many cases, it seems that the problems in the schools are related to an inability to make important decisions about the future of education in America. Instead of focusing on the areas of true and immediate significant importance and value, time is being wasted by infighting and indecision. Instead of wasting time of these debates, the larger issues that have an effect on the system as a whole and outcome of educated young people should be addressed and these other side arguments should be saved until a time comes that education in America is improved.
One of the problems with the American education system is that it has yet to form a consensus about the role of religion in the classroom. While this is not a statement meant to argue whether or not religion has a valid place in the public schools, it is fair to state that this is certainly an area of contention as opposing sides attempt to standardize how religion is treated, particularly in textbooks. Because of a lack of agreement, proponents on both sides use litigation and other actions to determine religion’s status in schools and this has caused textbook publishers and other educational entities to have to take a dramatic stance. For instance, some argue that the efforts to stay away from this debate “has pushed textbook publishers to excise religion altogether, even from history class. It is not just the teaching of religion that has become taboo…It is the teaching of religion”
No matter where one stands in the midst of this controversy, it is necessary to at least admit that a large portion of Western history revolves around religious ideas. As a result of this fact, it seems as though these textbook publishers who are afraid to include anything of a religious nature are doing students a disservice since they are denying the legitimate reasons for many historical and social truths of history. In other words, political correctness and oversensitivity about religious issues have clouded education and caused students to have a rather skewed view of society since they are only being offered a rather whitewashed version of it.
When Goodman suggests that American schoolchildren need to be taught the importance of diversity by stating, “it is not that Americans deny their differences or always resolve them, but that we have managed, until now, to live with them” (1) she makes an important point about diverse thinking. As her statement also makes clear, American education cannot gloss over history and society without cheating students out of a deeper understanding of differences in opinion. By offering young people only one narrow way of thinking because of political reasons, it limits their scope and ability to deal with such social difference later in life.Education is not becoming more ineffective simply because of political wrangling about the role of religion in schools, but also because there is a lack of understanding about moral issues, such as plagiarism. While its another argument entirely about whether or not the two are interdependent in some ways (religion and simple morals/ethics) it is noteworthy that there is a lack of ethical stringency in schools. When it has been suggested that out of the top American students many cheated and had ambivalent views about it, it becomes clear that there is a lapse in ethical lapse in the system itself.
According to one of the statistics in “Their Cheating Hearts” by William Raspberry, “80 percent had engaged in academic cheating and thought cheating was commonplace. Moreover, most saw cheating as a minor infraction”
Public education's intractable problems
The situation in elementary and secondary public education in this country is little short of desperate. The schools' physical plants are crumbling, but citizens, rebelling against suffocating taxes, refuse to vote additional monies for them.
For more than two decades, public schools also suffered the trauma of an unpopular and costly busing integration program that proved a near total failure. Much of the legislation prompting this has been rescinded, but the damage already is done. It helped cause the demise of the public schools by forcing concerned parents to enroll their children in private schools or move to the suburbs, where better systems prevailed. There were good reasons for this "white flight," for youngsters have only one chance at a good education. Few parents are going to sacrifice their offspring to unproven social programs.
Meanwhile, the government-mandated policy of "inclusiveness" weakened school academics. Already overworked teachers had to watch over and integrate the severely handicapped into the classroom. The idea was a do-gooder's dream turned nightmare.
A great number of students, coming from dysfunctional families, were undisciplined and had no respect for authority and little interest in learning. Decorum in the classroom virtually has vanished. The old expression of one rotten apple spoiling a barrelful was forgotten. Among many blacks, students getting good grades were condemned for "acting white." In many cases, the troublemakers, who couldn't be kicked out of school because of concern over false charges of civil rights violations, solved the problem themselves by dropping out. This proved bittersweet at best, for school funding usually is based on enrollment.
Finally, the states that have an overflow of immigrants, legal and illegal, are given the near-impossible task of contending with up to 20 different languages spoken by those enrolled in a single class. One art teacher friend commented that he could succeed in part only because art is a universal language, but couldn't understand how math and science teachers could do it:
The most telling criticism of public schools comes from IBM CEO Lou Gersten. He says that businesses spend $30,000,000,000 a year on remedial education for high school graduates they hire. Additionally, industry loses another like sum in an attempt to upgrade others who can't handle training in high tech.
Education? Who needs it? Most of all, the public schools do!
Relationship Between Problems In Education And Society
According to "A Nation at Risk", the American education system
has declined due to a "rising tide of mediocrity" in our schools.
States such as New York have responded to the findings and
recommendations of the report by implementing such strategies as the "Regents Action Plan" and the "New Compact for Learning".
In the early 1980s, President Regan ordered a national
commission to study our education system. The findings of this
commission were that, compared with other industrialized nations, our
education system is grossly inadequate in meeting the standards of
education that many other countries have developed. At one time,
America was the world leader in technology, service, and industry, but
overconfidence based on a historical belief in our superiority has
caused our nation to fall behind the rapidly growing competitive
market in the world with regard to education. The report in some
respects is an unfair comparison of our education system, which does
not have a national standard for goals, curriculum, or regulations,
with other countries that do, but the findings nevertheless reflect
the need for change. Our education system at this time is regulated
by states which implement their own curriculum, set their own goals
and have their own requirements for teacher preparation. Combined
with this is the fact that we have lowered our expectations in these
areas, thus we are not providing an equal or quality education to all
students across the country. The commission findings generated
recommendations to improve the content of education and raise the
standards of student achievement, particularly in testing, increase
the time spent on education and provide incentives to encourage more
individuals to enter the field of education as well as improving
teacher preparation.
N.Y. State responded to these recommendations by first
implementing the Regents Action Plan; an eight year...
has declined due to a "rising tide of mediocrity" in our schools.
States such as New York have responded to the findings and
recommendations of the report by implementing such strategies as the "Regents Action Plan" and the "New Compact for Learning".
In the early 1980s, President Regan ordered a national
commission to study our education system. The findings of this
commission were that, compared with other industrialized nations, our
education system is grossly inadequate in meeting the standards of
education that many other countries have developed. At one time,
America was the world leader in technology, service, and industry, but
overconfidence based on a historical belief in our superiority has
caused our nation to fall behind the rapidly growing competitive
market in the world with regard to education. The report in some
respects is an unfair comparison of our education system, which does
not have a national standard for goals, curriculum, or regulations,
with other countries that do, but the findings nevertheless reflect
the need for change. Our education system at this time is regulated
by states which implement their own curriculum, set their own goals
and have their own requirements for teacher preparation. Combined
with this is the fact that we have lowered our expectations in these
areas, thus we are not providing an equal or quality education to all
students across the country. The commission findings generated
recommendations to improve the content of education and raise the
standards of student achievement, particularly in testing, increase
the time spent on education and provide incentives to encourage more
individuals to enter the field of education as well as improving
teacher preparation.
N.Y. State responded to these recommendations by first
implementing the Regents Action Plan; an eight year...
Wednesday, 2 June 2010
Educational Underachievement
Educational underachievement is a big problem in society's school systems. A lot of problems faced with students today can revolve around their domestic life. If there is no motivation for learning and excelling in school, the student will not. Every student needs some type of incentive to achieve the expectations of their school system.
Possibly there could be some interest conflicts due to the subjects that your child is taking. Many students do not do well in classes or subjects that they do not enjoy or view as valuable in life. To help this problem, it is wise to make the subjects alive and applicable in the student's life. Sometimes the subject material is so easy that the child has no motivation and can even become stagnant in their learning community. Fixing these problems can help to ensure that your child will excel in his/her school system.
Method for Fixing Educational Underachievement
Fixing these problems of educational underachievement is very important for the child to succeed in school. If the child has problems studying or concentrating in class, a method called educational kinesiology may be helpful. Maybe the child just needs a little help at home with his parents. This will ensure quality time spent is with the parents and doing homework may become enjoyable because of that.
The main key is to make the subject alive or relative to the child. Every child has different interests and if the subject is applied or based around that interest, the child will learn mor efficiently than if the child isn't interested.
There are many different programs to help children correct their shortcomings in school. Finding the right program can be tough. Searching online will help you find ways to help your child or friend become a better student.
Monday, 31 May 2010
The Problem with Gender-Based Education
Yesterday's New York Times Magazine featured a very long article that's purportedly about single-sex public schooling, but is really about a narrower--and much more problematic--concept of gender-based education. Gender-based education is the notion that "Boys and Girls Learn Differently"--that's even the title of a book by Michael Gurian, one of the leaders of a cottage industry that's grown up to promote the idea. Specifically, it's the idea that recent neuroscience research shows significant difference in male a female brains and that as a result educators must employ different approaches in teaching male and female students. Unfortunately, many of the arguments for gender based education are bunk--and often have more to do with outdated gender stereotypes than the cutting edge research proponents claim they're based on.
In the NYT magazine piece, author Elizabeth Weil profiles Dr. Leonard Sax, a family doctor from Washington, D.C.'s Maryland suburbs and a leading advocate of gender-based schooling. She also describes 3 different public schools implementing single-sex education--an all-male and an all-female New York City charter school, as well as a coed district school in Alabama teaching children in sex-segregated classrooms. And she does a decent job in laying out some of the key critiques of Sax's work. Sax and Gurian exaggerate the neuroscience and get some of it flat-out wrong. Much of the science they do cite is primarily descriptive--it's not adequate to serve as a guide to making decisions about teaching or policy. And they ignore the fact that variation among both males and females often far exceeds average differences between the genders.
But, since the critiques don't appear until roughly halfway through a very long article--the first part of which reads like a puff piece on Dr. Sax--many readers may miss them. Moreover, while Weil's airing of critiques gives the article an appearance of balance, she glosses over a bigger issue: There wouldn't be a "controversy" over gender-based public education at all if Sax and Gurian weren't aggressively marketing their idiosyncratic--and flawed--notion of gender-based education.
Actual neuroscientists--whose work Sax and Gurian claim to base their arguments on, though neither are themselves neuroscientists--aren't the ones banging the drum on gender-based education. In fact, many caution against trying to draw practical implications for schooling from their work. Much of what Gurian and Sax call "brain research" is still in its infancy, a long way from being able to support practical applications in education. Jay Geidd, one of the preeminent neuroscientists studying brain development in children (including gender differences) cautions that gender is much too crude a tool to differentiate educational approaches: the variation within each gender is often larger than the average difference between genders, and there's substantial overlap in the distributions.
Geidd's caution is well worth heeding even in areas where science--not just neuroscience but also other less flashy but often more relevant fields of child development research--does show real differences in boys' and girls' development. There is pretty strong evidence that preschool-aged boys develop gross motor skills faster than girls do, while preschool-aged girls tend to have an advantage in language development. As a result, boys and girls are, on average, at different levels of language and motor development when they enter school. Sax and Gurian see this as one argument for separate sex, gender-based schooling. That might be reasonable if gender were the only source of variance in young children's learning. But it's not: Young children's development is highly variable. Some 5-year-old girls might lag many boys in language skills, and some boys' motor skills might lag those of their female peers. If one is really concerned about adjusting education to variations in children's development, increased customization and multi-age groupings in early elementary school, which allow teachers to group children who are developmentally similar, regardless of age, and children to progress at their own paces, are a far better solution than simply separating children by sex.
The appetite for single-sex and gender-based educational approaches is understandable--and it's not just a manifestation of sexism. While this country does a lousy job of educating low-income and minority students generally, we do a particularly poor job of educating poor and minority boys--and there's a desperation for approaches to correct the high rates of disciplinary problems and school dropout among these young men. When folks like Gurian and Sax come along promoting single sex education as a silver bullet approach, it's no wonder some educators seize on the idea.
Unfortunately, there's no evidence that the gender-based approaches work in improving student acheivement. Even if Sax and Gurian's didn't have such a weak basis in neuroscience, a basis in neuroscience isn't enough to make an educational approach effective. Lots of educational strategies based in "cutting edge" evidence about "how students learn" have proved to be failures. What's needed are rigorous evaluations showing the approach produces positive results in practice. But Sax and Gurian's theories have never been subject to a rigorous, independent evaluation of their effectivness. There are no randomized controlled trials of gender-based educational approaches. There's even evidence that some of their recommendations are wrong: For instance, Sax argues boys will do better in school if parents wait until they're 6 to enroll them in kindergarten--a practice known as kindergarten redshirting. But researchers have studied the effects of kindergarten redshirting and found no evidence it make a significant difference for long-term educational outcomes. And, while there has been research on single sex education, a recent Department of Education meta-analysis of that research found mixed results.
Two of the schools Weil profiles--The Young Women's Leadership School (which, while single-sex, does not employ a gender-based education approach) and Excellence Charter School--do seem to be having a positive impact for the predominantly low-income, minority students they serve. But that impact has at least as much to do with their rigorous academic approach, committment to high-quality teaching, and shared culture of excellence as it has to do with the fact that they're single sex. No one disputes that single sex schooling can have benefits for some students--particularly for girls in math and science. And a single sex approach may also help educators to create the strong, shared culture and values we know highly effective schools have. But there are plenty examples of schools doing this in coed settings as well--which is good, because for the foreseeable future the vast majority of students will be attending coed schools. (Sax claims that 360 public schools nationally are single sex--but in a nation with more than 14,000 school districts and 4,000 charter schools, that's not even a drop in the bucket). Wouldn't it be nice if the New York Times devoted at least as much attention to the strategies we know are working to educate students in these settings, as it has on a faux controversy about marginal gender-based educational approaches?
In the NYT magazine piece, author Elizabeth Weil profiles Dr. Leonard Sax, a family doctor from Washington, D.C.'s Maryland suburbs and a leading advocate of gender-based schooling. She also describes 3 different public schools implementing single-sex education--an all-male and an all-female New York City charter school, as well as a coed district school in Alabama teaching children in sex-segregated classrooms. And she does a decent job in laying out some of the key critiques of Sax's work. Sax and Gurian exaggerate the neuroscience and get some of it flat-out wrong. Much of the science they do cite is primarily descriptive--it's not adequate to serve as a guide to making decisions about teaching or policy. And they ignore the fact that variation among both males and females often far exceeds average differences between the genders.
But, since the critiques don't appear until roughly halfway through a very long article--the first part of which reads like a puff piece on Dr. Sax--many readers may miss them. Moreover, while Weil's airing of critiques gives the article an appearance of balance, she glosses over a bigger issue: There wouldn't be a "controversy" over gender-based public education at all if Sax and Gurian weren't aggressively marketing their idiosyncratic--and flawed--notion of gender-based education.
Actual neuroscientists--whose work Sax and Gurian claim to base their arguments on, though neither are themselves neuroscientists--aren't the ones banging the drum on gender-based education. In fact, many caution against trying to draw practical implications for schooling from their work. Much of what Gurian and Sax call "brain research" is still in its infancy, a long way from being able to support practical applications in education. Jay Geidd, one of the preeminent neuroscientists studying brain development in children (including gender differences) cautions that gender is much too crude a tool to differentiate educational approaches: the variation within each gender is often larger than the average difference between genders, and there's substantial overlap in the distributions.
Geidd's caution is well worth heeding even in areas where science--not just neuroscience but also other less flashy but often more relevant fields of child development research--does show real differences in boys' and girls' development. There is pretty strong evidence that preschool-aged boys develop gross motor skills faster than girls do, while preschool-aged girls tend to have an advantage in language development. As a result, boys and girls are, on average, at different levels of language and motor development when they enter school. Sax and Gurian see this as one argument for separate sex, gender-based schooling. That might be reasonable if gender were the only source of variance in young children's learning. But it's not: Young children's development is highly variable. Some 5-year-old girls might lag many boys in language skills, and some boys' motor skills might lag those of their female peers. If one is really concerned about adjusting education to variations in children's development, increased customization and multi-age groupings in early elementary school, which allow teachers to group children who are developmentally similar, regardless of age, and children to progress at their own paces, are a far better solution than simply separating children by sex.
The appetite for single-sex and gender-based educational approaches is understandable--and it's not just a manifestation of sexism. While this country does a lousy job of educating low-income and minority students generally, we do a particularly poor job of educating poor and minority boys--and there's a desperation for approaches to correct the high rates of disciplinary problems and school dropout among these young men. When folks like Gurian and Sax come along promoting single sex education as a silver bullet approach, it's no wonder some educators seize on the idea.
Unfortunately, there's no evidence that the gender-based approaches work in improving student acheivement. Even if Sax and Gurian's didn't have such a weak basis in neuroscience, a basis in neuroscience isn't enough to make an educational approach effective. Lots of educational strategies based in "cutting edge" evidence about "how students learn" have proved to be failures. What's needed are rigorous evaluations showing the approach produces positive results in practice. But Sax and Gurian's theories have never been subject to a rigorous, independent evaluation of their effectivness. There are no randomized controlled trials of gender-based educational approaches. There's even evidence that some of their recommendations are wrong: For instance, Sax argues boys will do better in school if parents wait until they're 6 to enroll them in kindergarten--a practice known as kindergarten redshirting. But researchers have studied the effects of kindergarten redshirting and found no evidence it make a significant difference for long-term educational outcomes. And, while there has been research on single sex education, a recent Department of Education meta-analysis of that research found mixed results.
Two of the schools Weil profiles--The Young Women's Leadership School (which, while single-sex, does not employ a gender-based education approach) and Excellence Charter School--do seem to be having a positive impact for the predominantly low-income, minority students they serve. But that impact has at least as much to do with their rigorous academic approach, committment to high-quality teaching, and shared culture of excellence as it has to do with the fact that they're single sex. No one disputes that single sex schooling can have benefits for some students--particularly for girls in math and science. And a single sex approach may also help educators to create the strong, shared culture and values we know highly effective schools have. But there are plenty examples of schools doing this in coed settings as well--which is good, because for the foreseeable future the vast majority of students will be attending coed schools. (Sax claims that 360 public schools nationally are single sex--but in a nation with more than 14,000 school districts and 4,000 charter schools, that's not even a drop in the bucket). Wouldn't it be nice if the New York Times devoted at least as much attention to the strategies we know are working to educate students in these settings, as it has on a faux controversy about marginal gender-based educational approaches?
High school diploma vs ged in the real world
tatistics seem to suggest that it is better to stick out your last year or two of school and get your diploma, rather than getting a GED. 15% of GED recipients who go to college earn a degree, compared to 65% of those who went with a high school diploma. Research suggests that high school graduates are favored in entry level positions over GED recipients, and that GED recipients statistically earn less than those with a high school diploma. When comparing the success of those with high school diplomas and those with a GED, there seems to be little doubt that a high school diploma can make a huge difference in life.
But, is it a fair comparison?
First, let’s consider what a GED really is. GED is mistakenly thought to be an equivalency diploma by many people. In fact, it is not an equivalent. GED stands for General Education Development. It is a certificate issued to those who pass the exam, showing that they have at least a basic ability level.
Originally, the GED was implemented during World War II. It was meant to be an opportunity for veterans whose service prevented them from completing high school. In 1947, New York offered the GED to civilians. By 1973, 49 states gave the opportunity for those who, for various reasons, were unable or unwilling to complete high school.
While a GED is not seen, statistically, as an equivalent to a high school diploma, it does open doors for its recipients that are closed to high school drop outs. For one thing, 95% of American employers accept GED recipients, often on the same terms as those with high school diplomas. Additionally, 90% of colleges and universities recognize the GED.
So if most employers and colleges do recognize a GED, why is it that the statistics are so much more favorable to earners of traditional high school diplomas?
The reason may not lie in the inferiority of the GED certification, but in the commonalities among the recipients. People who opt for GED’s are usually people who had trouble in school, often people who had already dropped out, or those who have little desire or hope to finish. These troubles may include poor performance in school, lack of discipline or effort, undiagnosed learning disabilities, a dislike for their educational environment, boredom with traditional learning models, teen pregnancy, lack of parental support, or drug and alcohol addictions. In other words, GED recipients in general were not successful students who were likely to achieve a traditional high school diploma.
In this light, a GED is a step in a positive direction, but not a solution in itself to the problems that led to it. If the obstacles that prevented an individual from obtaining a high school diploma are not overcome, then those problems will continue to impede the person’s progress. It is not the GED itself that lowers a person’s chances for success, but that the people who obtain GED’s are generally people who had a lower chance of success to begin with.
No doubt, there are high school graduates who have had similar obstacles. But the difference is that these people were able to overcome them before it was too late. As the statistics show, they are reaping the rewards for their hard work, dedication and perseverance, both during and, most likely, after graduating high school.
But in the “real world,” is the high school diploma itself really superior to the GED certificate? In fact, yes; but, surprisingly, not by much.
For the GED recipient, success will depend upon the individual and their ability to overcome the problems that prevented them from finishing high school. The GED itself is only a slight handicap that, with effort and perseverance, can be overcome completely.
For example, if a GED recipient manages to obtain an Associates degree, or a certification from a trade school, they will have leveled the playing field. They will have an equal chance of getting into other schools, obtaining higher degrees, or securing positions and salaries comparable to that of a high school graduate with an Associates degree.
In essence, a GED itself is not a huge obstacle to overcome; it is the ability, performance and commitment of the individual that will, in the long run, determine one’s success in life.
This does not devalue a high school diploma; the experience and education obtained by one who has completed high school is an invaluable asset to a one’s personal growth. If a high school diploma is a possibility, one should strive for it. Taking a direct route to success whenever possible is quicker and easier than taking a detour.
GED recipients may never compare well statistically to high school graduates, in that higher earning potential and better career opportunities are often directly linked to the level of education one obtains. Since GED recipients are people who initially had problems in completing a traditional education, chances are that continuing their education may not be the beneficial, or even the preferred, path to take. But happiness and fulfillment is not something quite as easily measured by the statistics.
However, success is possible for both high school graduates and GED recipients. Some people may start on the right track, while others will have to come to it when they are ready. As long as a person has the drive and determination to succeed, having either a GED or a high school diploma will help them along the way.
Education Problems
The modern American educational system is filled with an assortment of problems. Many students are not learning much at all. Most students are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common, and in some Classrooms, nearly continuous. School violence is rampant, including the many violent incidents we all hear about in the news. Even violence and other incidents on school buses is a tremendous problem.
What is the answer?
In general, the common approaches are to throw money at the problems, and for distant Bureaucrats to establish very broad guidelines and laws to solve INDIVIDUAL problems of the system. Regarding performance issues, the Teachers are generally blamed, and so better selection of Teachers and better Teacher training are publicly called for. Regarding violence, metal detectors and uniformed police officers roaming the halls are considered to be the common "solution." In addition, everyone demands newer, bigger, more advanced school complexes.
These are all bureaucratic attempts at solutions for problems that arise on a very individual basis. Essentially, some bureaucratic "expert" in an ivory tower somewhere believes that he/she has a universal solution for a problem which he/she never actually faced in a Classroom. Such "experts" have no idea of the emotions that erupt in the Classroom, including in the Teacher, when violent behavior begins. It is a peculiar and frustrating situation to be a Teacher a few feet away from two fighting students, knowing that even touching either one of them could send you to jail. I doubt if many of the "experts" know that feeling.
Such "top-down" approaches to establishing a peaceful and safe and productive environment in the classroom have little chance of ever succeeding. Each student is an individual. Each teacher is an individual. They should all be treated like individuals, with whatever amount of respect they each personally deserve, rather than as cattle in enormous herds. You might as well take their names away now and just give them numbers, because the American Public Education System is essentially telling them that they have little importance as individuals, and they better behave like the rest of the herd if they want to avoid being in trouble. Is THIS the way young people should be "controlled"? I hope not. Is THAT the way to prepare then to become quality adults? I hope not. Such authoritarian and bureaucratic structures and attitudes diminish whatever creativity and zest everyone brings to the table. Don't I remember that this country was BUILT on the creativity and diversity of early settlers? So why should we move in directions of Schools being "armed camps" where any behavior that is "different" is subject to question and doubt and possible punishment?
Whoever came up with No Child Left Behind was clearly a good slogan-maker, but whoever tried to think up how it was to work seems to have demonstrated that he/she was a PRODUCT of a failed educational system! In one fell swoop, they managed to absolutely eliminate ALL CREATIVITY in all (public) classrooms. No Teacher is now allowed to actually Teach any personalized perspectives or enthusiasms, because such efforts would be WASTING time which is now supposed to be spent to prepare the students to do well on ONE SINGLE STANDARDIZED TEST. A Teacher is no longer a Teacher but simply an information coach, constantly pounding the same few concepts and themes that WILL appear on the Standardized Test! It is foolish for any Teacher to ever now spend any time in CREATING his/her own quizzes or tests, because they are all given the ACCEPTED quizzes and tests that have been approved as being focused on those specific subjects that will be on the Standardized Tests. And can any Student have any creative thought? No, such things MUST be quashed, because they also distract from the single function of the American Public Education System today, to score well on the Standardized Tests. And in case all that wasn't restrictive enough, ALL Public Schools KNOW that whether they get government funding (which is most of their budget) depends 100% on how well their students do on those Standardized Tests. So, in case School was not boring enough for students, and it is for many, the fact that NCLB forces an absolute uniformity of handling all students, makes sure that the better students will NEVER face any interesting challenges! And those smarter students are smart enough to see that the Teachers now all spend nearly all their time and effort on the poorest students. The smart kids WILL do OK on the Standardized Tests, so why waste any time in working with them? No, instead, spend thirty times as much time with the High School kid who never even learned to read at First Grade level, because THAT kid could screw up the class results in the Standardized Tests. Could anything be WORSE than the idiotic system that is applied that is called NCLB? Even though the CONCEPT behind NCLB was very admirable?
Considering the tens of thousands of (Public) Schools in America, the total financial cost of each of the proposed "top-down" approaches is staggering. And, unfortunately, the likely benefit of each of these approaches is minimal. Yes, metal detectors at School entrances might keep most weapons out of the School buildings, and uniformed full-time paid Police Officers walking the halls might lessen the number of violent incidents. What would keep an angry, vindictive adolescent from then waiting outside, as happened several years ago in the South, where some kids waited outside with weapons to pick off children leaving school? All of the expensive solutions suggested have similar likelihood of success. They may reduce some aspects of symptoms of a problem, but a related, different problem will arise as a result, such that very little real advantage actually results.
I find a similar situation already existing in most Courthouse buildings today. A few incidents of violence had occurred in Courtrooms over the years, so Laws were passed where Courthouses now have metal detectors and a lot of Security Personnel. This is VERY expensive! Is it for OUR benefit, to keep us safer in the building? Apparently not, because people are still shot outside such buildings. The Judges are probably safer now, especially since they look so different out of their robes and since they enter and leave the building by separate private entrances. But the millions of dollars of expense for every one of those large public buildings has almost no benefit for the public. And it has a tremendous downside attached to it. I personally do not like to have to do any business in such buildings, because of the over-bearing feeling of military-style authority that seems to pervade the environment there. It is also clear that many of the Security Personnel definitely enjoy their ability to harass and intimidate anyone they choose, including frisking and body-searching people with essentially no actual reason. I also don't enjoy the mere THREAT of being frisk searched, under the assumption that I am a potential criminal. I am NOT a criminal, in fact, I have been a Pastor of a Christian Church for many years, yet that system seems to REQUIRE each person to somehow PROVE THEIR INNOCENCE! Isn't America supposed to be based on the ASSUMPTION of being innonent UNTIL being PROVEN GUILTY of something? Don't they have it backwards at Airports and Courthouses and Schools? To initially ASSUME that everyone entering a building is dangerous and guilty is a horrific thing for society, and especially for the educational environments for young minds.
Is that the environment that would be conducive to young minds being open and receptive to new educational ideas? Not a chance! Instead, it foments an atmosphere that minimizes creative thought or intellectual growth, very much like our military branches INTENTIONALLY do during boot camp or basic training. As soon as metal detectors and an obvious police presence exist, the light, airy environment necessary to effective learning experience evaporates.
As it happens, I was both a student and then later a Teacher at Thornridge High School in Dolton, Illinois. As a student, I happened to win First Place in the Illinois State Science Fair, which the High School took to be something significant. They mounted a Brass Plaque with my name and that accomplishment on the wall of the hallway of the Science Building. I was later an effective and respected Science Teacher in that same building a few years later. At a later time in my life, I happened to pass near Dolton and decided to see if the Plaque was still there (and whether the Teacher's Cafeteria still made a delicious lunch meal!) I barely entered the door before three Armed Security Guards surrounded me and demanded that I lie down on the floor! They didn't ask a single question and simply issued that demand! It was clear that I was about to be seriously beaten! So I repeated over and over that I used to be a Teacher there and that I wanted to be taken to the Administrative Office (where they might still have recognized me as a prior Teacher). The Security Guards would NOT take me to the Administrative Office, and my only option was to talk to them. Since they clearly were looking for some entertainment in beating up an elderly white man, there was no future in that. Since I was only two steps inside the School building, they eventually decided that they would let me back up and leave, as my ONLY available choice! I have no idea if there is still a Brass Plaque honoring me in that School, and I never again had the slightest interest in ever knowing. (I was immediately aware that if I had been an elderly BLACK man and they had been young WHILE security men, they would have immediately been put in prison for what they did to me that day, and I probably would have won millions in a Civil Rights legal action! Sometimes, there are severe disadvantages of being a white man!) It could not have been any more of a Military Camp environment. I was GLAD that I was no longer a Teacher, as I could never Teach under those conditions, and I REALLY was glad that I was no longer a student, as I would have been in permanent fear OF THE SECURITY GUARDS, in addition to whatever threats that they believed existed that they were paid to overwhelm. I was NOT impressed!
IF you work in an office somewhere, do you think you'd get your work done as efficiently if you continuously saw an armed Police Officer out of the corner of your eye, often staring at you with the apparent expectation that you might be about to do something illegal or dangerous? You might for a little while, out of a fear factor. But, soon, you would likely have an indescribable feeling similar to paranoia, whether regarding the permanent reminder of the possible threat the Officer is supposed to thwart, or because of his presence itself. Your clarity of thinking, your creativity, your overall efficiency, your learning of new skills, would all certainly degrade. Just because he was there.
This is the real world. Bad things sometimes happen. There are bad people. In principle, we could each hire a dozen permanent armed guards to stand outside our homes, 24/7. We could do the same for our vehicles. Is this the future we are looking toward? Or desire?
Should we live every moment of every day, dreadful of the multitudes of dangers and threats "out there"? Should we provide a Public School environment that inculcates this attitude into our young people? I hope the answers are no.
Does this mean that there is no answer to the problems?
Not at all.
I taught high school in Illinois for four years some time back, before I started my manufacturing business. I might have stayed in Teaching, if it hadn't been for one characteristic that was in the process of change about then. When I had been a student, the locus of authority in every Classroom was in the Teacher. Both the Teacher and (the majority of) the students KNEW that the Teacher was virtually God in that Classroom. The students certainly had no authority there, and, in a sense, seemed to have few rights, except those graciously permitted by the Teacher. School administrations, parents, society, all believed in and supported that environment. It may not always have been perfect, but it allowed for reasonably consistent learning to occur in classrooms.
Students all KNEW that if they did anything bad in Class, the Teacher might call their Father, and the consequences at home could be really undesirable.
These days, people look back on those days as the "Dark Ages" of Teaching! It was certainly true that a rare Teacher would take advantage of the vast authority he/she held, and a few bad things DID happen to some children. Granted! However, most Teachers comprehended the importance and the responsibility given them in that position. After all, society and the parents WERE handing the children to those Teachers to mold their minds, and what could be more important than that? Wouldn't it also seem appropriate to put total trust in the Teachers' judgments regarding social, moral, and ethical issues that arose in that classroom? To enable and empower each Teacher to establish personal and possibly unique behavioral guidelines that would apply whenever anyone was within that specific classroom?
Aren't there rogue Cops who break laws, steal drugs and guns and money captured as Evidence? Do we therefore ASSUME that all Police are horrific people who cannot ever be trusted? No. We CHOOSE to still trust Police, ASSUMING that there are methods in place to weed out the bad seeds.
Doesn't a similar situation apply in the workplace in privately owned companies? Doesn't the boss/owner set an assortment of rules, to which each employee must comply? In most cases, this is done to establish organization and structure and consistency in the operations of that company. (In rare cases, it is because of some character flaw in the boss/owner.) Most employees tend to stay in such environments, and comply with the existing rules. A few choose to leave, to look for some other company that has rules that seem more personally compatible. Some are successful at finding such an alternative, some are not.
What is the answer?
In general, the common approaches are to throw money at the problems, and for distant Bureaucrats to establish very broad guidelines and laws to solve INDIVIDUAL problems of the system. Regarding performance issues, the Teachers are generally blamed, and so better selection of Teachers and better Teacher training are publicly called for. Regarding violence, metal detectors and uniformed police officers roaming the halls are considered to be the common "solution." In addition, everyone demands newer, bigger, more advanced school complexes.
These are all bureaucratic attempts at solutions for problems that arise on a very individual basis. Essentially, some bureaucratic "expert" in an ivory tower somewhere believes that he/she has a universal solution for a problem which he/she never actually faced in a Classroom. Such "experts" have no idea of the emotions that erupt in the Classroom, including in the Teacher, when violent behavior begins. It is a peculiar and frustrating situation to be a Teacher a few feet away from two fighting students, knowing that even touching either one of them could send you to jail. I doubt if many of the "experts" know that feeling.
Such "top-down" approaches to establishing a peaceful and safe and productive environment in the classroom have little chance of ever succeeding. Each student is an individual. Each teacher is an individual. They should all be treated like individuals, with whatever amount of respect they each personally deserve, rather than as cattle in enormous herds. You might as well take their names away now and just give them numbers, because the American Public Education System is essentially telling them that they have little importance as individuals, and they better behave like the rest of the herd if they want to avoid being in trouble. Is THIS the way young people should be "controlled"? I hope not. Is THAT the way to prepare then to become quality adults? I hope not. Such authoritarian and bureaucratic structures and attitudes diminish whatever creativity and zest everyone brings to the table. Don't I remember that this country was BUILT on the creativity and diversity of early settlers? So why should we move in directions of Schools being "armed camps" where any behavior that is "different" is subject to question and doubt and possible punishment?
Whoever came up with No Child Left Behind was clearly a good slogan-maker, but whoever tried to think up how it was to work seems to have demonstrated that he/she was a PRODUCT of a failed educational system! In one fell swoop, they managed to absolutely eliminate ALL CREATIVITY in all (public) classrooms. No Teacher is now allowed to actually Teach any personalized perspectives or enthusiasms, because such efforts would be WASTING time which is now supposed to be spent to prepare the students to do well on ONE SINGLE STANDARDIZED TEST. A Teacher is no longer a Teacher but simply an information coach, constantly pounding the same few concepts and themes that WILL appear on the Standardized Test! It is foolish for any Teacher to ever now spend any time in CREATING his/her own quizzes or tests, because they are all given the ACCEPTED quizzes and tests that have been approved as being focused on those specific subjects that will be on the Standardized Tests. And can any Student have any creative thought? No, such things MUST be quashed, because they also distract from the single function of the American Public Education System today, to score well on the Standardized Tests. And in case all that wasn't restrictive enough, ALL Public Schools KNOW that whether they get government funding (which is most of their budget) depends 100% on how well their students do on those Standardized Tests. So, in case School was not boring enough for students, and it is for many, the fact that NCLB forces an absolute uniformity of handling all students, makes sure that the better students will NEVER face any interesting challenges! And those smarter students are smart enough to see that the Teachers now all spend nearly all their time and effort on the poorest students. The smart kids WILL do OK on the Standardized Tests, so why waste any time in working with them? No, instead, spend thirty times as much time with the High School kid who never even learned to read at First Grade level, because THAT kid could screw up the class results in the Standardized Tests. Could anything be WORSE than the idiotic system that is applied that is called NCLB? Even though the CONCEPT behind NCLB was very admirable?
Considering the tens of thousands of (Public) Schools in America, the total financial cost of each of the proposed "top-down" approaches is staggering. And, unfortunately, the likely benefit of each of these approaches is minimal. Yes, metal detectors at School entrances might keep most weapons out of the School buildings, and uniformed full-time paid Police Officers walking the halls might lessen the number of violent incidents. What would keep an angry, vindictive adolescent from then waiting outside, as happened several years ago in the South, where some kids waited outside with weapons to pick off children leaving school? All of the expensive solutions suggested have similar likelihood of success. They may reduce some aspects of symptoms of a problem, but a related, different problem will arise as a result, such that very little real advantage actually results.
I find a similar situation already existing in most Courthouse buildings today. A few incidents of violence had occurred in Courtrooms over the years, so Laws were passed where Courthouses now have metal detectors and a lot of Security Personnel. This is VERY expensive! Is it for OUR benefit, to keep us safer in the building? Apparently not, because people are still shot outside such buildings. The Judges are probably safer now, especially since they look so different out of their robes and since they enter and leave the building by separate private entrances. But the millions of dollars of expense for every one of those large public buildings has almost no benefit for the public. And it has a tremendous downside attached to it. I personally do not like to have to do any business in such buildings, because of the over-bearing feeling of military-style authority that seems to pervade the environment there. It is also clear that many of the Security Personnel definitely enjoy their ability to harass and intimidate anyone they choose, including frisking and body-searching people with essentially no actual reason. I also don't enjoy the mere THREAT of being frisk searched, under the assumption that I am a potential criminal. I am NOT a criminal, in fact, I have been a Pastor of a Christian Church for many years, yet that system seems to REQUIRE each person to somehow PROVE THEIR INNOCENCE! Isn't America supposed to be based on the ASSUMPTION of being innonent UNTIL being PROVEN GUILTY of something? Don't they have it backwards at Airports and Courthouses and Schools? To initially ASSUME that everyone entering a building is dangerous and guilty is a horrific thing for society, and especially for the educational environments for young minds.
Is that the environment that would be conducive to young minds being open and receptive to new educational ideas? Not a chance! Instead, it foments an atmosphere that minimizes creative thought or intellectual growth, very much like our military branches INTENTIONALLY do during boot camp or basic training. As soon as metal detectors and an obvious police presence exist, the light, airy environment necessary to effective learning experience evaporates.
As it happens, I was both a student and then later a Teacher at Thornridge High School in Dolton, Illinois. As a student, I happened to win First Place in the Illinois State Science Fair, which the High School took to be something significant. They mounted a Brass Plaque with my name and that accomplishment on the wall of the hallway of the Science Building. I was later an effective and respected Science Teacher in that same building a few years later. At a later time in my life, I happened to pass near Dolton and decided to see if the Plaque was still there (and whether the Teacher's Cafeteria still made a delicious lunch meal!) I barely entered the door before three Armed Security Guards surrounded me and demanded that I lie down on the floor! They didn't ask a single question and simply issued that demand! It was clear that I was about to be seriously beaten! So I repeated over and over that I used to be a Teacher there and that I wanted to be taken to the Administrative Office (where they might still have recognized me as a prior Teacher). The Security Guards would NOT take me to the Administrative Office, and my only option was to talk to them. Since they clearly were looking for some entertainment in beating up an elderly white man, there was no future in that. Since I was only two steps inside the School building, they eventually decided that they would let me back up and leave, as my ONLY available choice! I have no idea if there is still a Brass Plaque honoring me in that School, and I never again had the slightest interest in ever knowing. (I was immediately aware that if I had been an elderly BLACK man and they had been young WHILE security men, they would have immediately been put in prison for what they did to me that day, and I probably would have won millions in a Civil Rights legal action! Sometimes, there are severe disadvantages of being a white man!) It could not have been any more of a Military Camp environment. I was GLAD that I was no longer a Teacher, as I could never Teach under those conditions, and I REALLY was glad that I was no longer a student, as I would have been in permanent fear OF THE SECURITY GUARDS, in addition to whatever threats that they believed existed that they were paid to overwhelm. I was NOT impressed!
IF you work in an office somewhere, do you think you'd get your work done as efficiently if you continuously saw an armed Police Officer out of the corner of your eye, often staring at you with the apparent expectation that you might be about to do something illegal or dangerous? You might for a little while, out of a fear factor. But, soon, you would likely have an indescribable feeling similar to paranoia, whether regarding the permanent reminder of the possible threat the Officer is supposed to thwart, or because of his presence itself. Your clarity of thinking, your creativity, your overall efficiency, your learning of new skills, would all certainly degrade. Just because he was there.
This is the real world. Bad things sometimes happen. There are bad people. In principle, we could each hire a dozen permanent armed guards to stand outside our homes, 24/7. We could do the same for our vehicles. Is this the future we are looking toward? Or desire?
Should we live every moment of every day, dreadful of the multitudes of dangers and threats "out there"? Should we provide a Public School environment that inculcates this attitude into our young people? I hope the answers are no.
Does this mean that there is no answer to the problems?
Not at all.
I taught high school in Illinois for four years some time back, before I started my manufacturing business. I might have stayed in Teaching, if it hadn't been for one characteristic that was in the process of change about then. When I had been a student, the locus of authority in every Classroom was in the Teacher. Both the Teacher and (the majority of) the students KNEW that the Teacher was virtually God in that Classroom. The students certainly had no authority there, and, in a sense, seemed to have few rights, except those graciously permitted by the Teacher. School administrations, parents, society, all believed in and supported that environment. It may not always have been perfect, but it allowed for reasonably consistent learning to occur in classrooms.
Students all KNEW that if they did anything bad in Class, the Teacher might call their Father, and the consequences at home could be really undesirable.
These days, people look back on those days as the "Dark Ages" of Teaching! It was certainly true that a rare Teacher would take advantage of the vast authority he/she held, and a few bad things DID happen to some children. Granted! However, most Teachers comprehended the importance and the responsibility given them in that position. After all, society and the parents WERE handing the children to those Teachers to mold their minds, and what could be more important than that? Wouldn't it also seem appropriate to put total trust in the Teachers' judgments regarding social, moral, and ethical issues that arose in that classroom? To enable and empower each Teacher to establish personal and possibly unique behavioral guidelines that would apply whenever anyone was within that specific classroom?
Aren't there rogue Cops who break laws, steal drugs and guns and money captured as Evidence? Do we therefore ASSUME that all Police are horrific people who cannot ever be trusted? No. We CHOOSE to still trust Police, ASSUMING that there are methods in place to weed out the bad seeds.
Doesn't a similar situation apply in the workplace in privately owned companies? Doesn't the boss/owner set an assortment of rules, to which each employee must comply? In most cases, this is done to establish organization and structure and consistency in the operations of that company. (In rare cases, it is because of some character flaw in the boss/owner.) Most employees tend to stay in such environments, and comply with the existing rules. A few choose to leave, to look for some other company that has rules that seem more personally compatible. Some are successful at finding such an alternative, some are not.
Friday, 21 May 2010
The Teachers' Unions Last Stand
Should the teachers be held accountable (to the point of even being fired) if they don't prove their job performance adequately through student standardized test scores?
There's a lot of talk about this issue lately. But how would it work? Teachers belong to unions, and unions disallow such actions. This weekend, there's an extensive article in the New York Times that examines the pull and push between momentum for education reform and how unions fit into the evolving framework.What do you think? Are unions antiquated and on their way out? Should unions be modernized for the new millennium?
How are unions helping teachers, students, education reform, and the country? Big questions, I know. But I thought I would throw it out there for discussion. PR: wait... I: wait... L: wait... LD: wait... I: wait...wait... Rank: wait... Traffic: wait... Price: wait... C: wait...
There's a lot of talk about this issue lately. But how would it work? Teachers belong to unions, and unions disallow such actions. This weekend, there's an extensive article in the New York Times that examines the pull and push between momentum for education reform and how unions fit into the evolving framework.What do you think? Are unions antiquated and on their way out? Should unions be modernized for the new millennium?
How are unions helping teachers, students, education reform, and the country? Big questions, I know. But I thought I would throw it out there for discussion. PR: wait... I: wait... L: wait... LD: wait... I: wait...wait... Rank: wait... Traffic: wait... Price: wait... C: wait...
Thursday, 20 May 2010
School Reform Contract Agreed To In New Haven
n a deal that some National Education Leaders are heralding as a model for school reform throughout the nation, the New Haven Public Schools and the New Haven Federation of Teachers have struck a deal that paves the way for dramatic reform in the New Haven Public Schools and narrowing the achievement gap. In addition to providing compensation for improved student achievement, the agreement allows the school district to incorporate student performance into the teachers’ evaluation process and in exchange establishes a form of peer review and support. The School District will also have substantial latitude in “turnaround,” or poor performing schools to restructure work rules to improve student achievement.
It also contemplates additional compensation for teachers working in those schools. Principals will also be able to decide what teachers come into their schools. In the school district’s other schools the work rules, including length and makeup of the work day can be restructured with the approval of the teachers and administrators in the building. In a sense, the plan borrows from the charter school model, but does so with both public funds and a unionized workforce. Berchem, Moses & Devlin, P.C. Partner Floyd J. Dugas was chief negotiator for the school district in the negotiations culminating in the deal.
iPad for Education - First Impressions
An iPad has been floating around the PCI office for the past week (thanks to Randy Pennington's ed-tech jones). Will it be a game changer for education? Can it redefine how we deliver instructional content?I've tried to refrain from commenting on the iPad until I could see and multi-touch it. Having worked at Apple for 7 years (back in the Pleistocene era) I'm wary of 1.0 releases.It appears that my skepticism was misplaced in this case. My iPad 3G is now on order (yay!).Here are a few impressions I've already formed. I'll continue to comment as my personal use matures.
The iPad size and interface make it the perfect content reader.
I refrained from jumping on the Kindle primarily because about 80% of my current reading is web sites and email. It does neither of those well. Besides, I've never been particularly impressed by recreating the book experience on technology - it just isn't a very imaginative use of the tech. It reminds me of putting plays on TV.
That said - books look beautiful on the iPad. Just don't plan on reading them in direct sunlight.
For education I can easily see the iPad (or something like it) displacing physical textbooks. Because illustrations can be animated (don't try it on the Kindle) and because external web links work flawlessly, the iPad stands alone today as a platform for education content publishing. At 1.2 pounds it slips in a backpack and it sits unobtrusively on a desk.
Stir in a full blown education management system with innovative content and you have a winner. Blackboard has a nice demo of their iPad application in the video below. I can see students and professors at the University level flocking to this experience.
Power to Last All Day
Power has been an achilles heel of several generations of mobile education devices. Because the iPad will run on a charge for a day or two it clears one of the quiet barriers to wide spread technology adoption in the classroom. Teachers and students need to know that the tech will be there whenever they need it if they are going to integrate into daily usage.
Want proof? Look at whiteboards. Until schools started installing them in every classroom teachers could never count on having access to the tech at the teachable moment. As a result they were not widely used. Long lasting power for mobile devices changes the game in the same way.
I saw an ad from Apple last night that this battery technology is in their next generation of MacBook laptops. I'm sure other providers will follow suit shortly. So this advance won't be limited to the iPad.
Small Bore Authoring
I don't think we are going to see the next great novel written on the iPad. But short bursts of tech like blog posts, notes, and and 1-2 page papers should be just fine. The lack of tactile response on the screen based keyboard makes speedy typing problematic. With an outboard keyboard it gets a lot easier, but then you have another piece of crap to haul around, semi-defeating the purpose.
Other media actually do better with multi-touch. Managing, cropping, and resizing photos with your finders - a snap. Editing video and audio by dragging things around - very cool.
I'm looking forward to heading out the on the road with nothing but the iPad. I can stay on top of email, write blog posts, and upload photos with ease (about 99% of what I do out of the office).
There are also presentation solutions - connect to a projector or whiteboard and take it away. There will doubtless be wireless solutions for this as well which will be really nice.
Problem - Price
Except for specialized applications the current price is too high for widespread educational adoption. Full fledged laptops are in the same range. The low end version is $499. The top of the line is $825. Throw in AppleCare and a couple of extras (case, adapters, etc.) and you are in the $700-$1000 range.
I expect Apple will drive down the cost curve as fast as they can - even producing education specific versions to create a market in the $200-$300 range. At that point it gets easier to justify replacing textbooks with the reader.
Competition?
It is too early to really tell who is going to take Apple on in this space. My guess is that people won't stand by for 6-8 months the way they did after the iPhone was released. Expect this to be more of a dogfight. My guess is that Google's Andriod platform and one other provider will emerge as the competitors.
This Mashable roundup has a good rundown on the likely candidates. I'm not sure that in the touch tablet form factor a scaled down Windows 7 will be better than a scaled up iPhone/Andriod OS, but time will tell.I do believe that the iPhone App platform is a huge leg up for Apple out of the gate regardless of who their competition ends up being. Just look at the thousands of education titles and lectures that already exist.What's A Textbook Publisher To Do?
Over the next year we will scatter some around the organization and let people play with it. We'll try some simple projects to learn the toolset, and then we'll get into the serious business of crafting solutions for students with special needs. The multi-touch interface holds huge potential for the population we serve.
We already discovered that Dragon Dictation on the iPad (signficantly better than the iPhone app) can support one of our employees who is deaf in small meetings. It allows more natural and spontaneous two way communication than having to use a sign translator. We speak and it goes to text, she types and we can read it.
Conclusion
The iPad feels in my bones like a game changer - in fact the last time I was this excited about a technology purchase was in 1985 when I purchased a 128k Macintosh. It is so intuitive and easy that a 2 and half year old can figure it out in a matter of seconds. Watch the video below. When she finds the spelling lesson she says "It has games!"
Fourth Grade Guarantee
Sorry the posts have been a little light these days. Who knew May would be this busy!
When I read this article in USA Today I couldn't help but remember Ohio's ill-fated fourth grade reading guarantee.
This week the Annie B. Casey Foundation released a report that identified reading proficiently by fourth grade as key to reducing the dropout rate.
If educators want to shrink the number of students who drop out of high school each year, they must greatly increase the number who can read proficiently by the time they're in fourth grade, a key non-profit children's advocacy group says in a new report.The findings, out today from the Baltimore-based Annie E. Casey Foundation, echoes research on reading proficiency going back decades, but it's the first to draw a direct line between reading and the nation's long-term economic well-being."The bottom line is that if we don't get dramatically more children on track as proficient readers, the United States will lose a growing and essential proportion of its human capital to poverty," the authors say.Ralph Smith, the foundation's executive vice president, says recent research shows that dropouts "don't just happen in high school" but that students give clear indications as early as elementary school that they're on a "glide path" to dropping out. Among the clearest signs: difficulty reading and understanding basic work that becomes more detail-oriented around fourth grade.For students who aren't proficient readers by then, it becomes "pretty hard for them to catch up on anything," Smith says. Recent test scores on the National Assessment of Educational Progress put the figure at about two-thirds of all fourth-graders.Though intensive remediation may help some, he says, it would be "more effective and certainly less costly to get kids reading the first time."Does anyone besides me remember the fourth grade reading guarantee?
In 1997, the legislature passed Amended Senate Bill 55. This bill contained a provision which became known as the "fourth grade guarantee." Scheduled to go into effect during the 2001-02 school year, the "fourth grade guarantee" required that students attain a passing score on the grade four reading proficiency test as a condition for promotion to grade five. Students could also be promoted if the student’s principal and reading teacher agreed that the pupil is academically prepared to be promoted to fifth grade.
So what happened to the fourth grade guarantee? Well, student performance and politics happened.
In March 1998, 32% of fourth graders did not meet the proficient standard. With the proficient standard scheduled to increase the following year, it was projected that less than half of Ohio's fourth graders would score as proficient.
Faced with the prospect of tens of thousands of students being "held back," state officials undermined and later eliminated the requirement.
Did Ohio miss an opportunity?
When I read this article in USA Today I couldn't help but remember Ohio's ill-fated fourth grade reading guarantee.
This week the Annie B. Casey Foundation released a report that identified reading proficiently by fourth grade as key to reducing the dropout rate.
If educators want to shrink the number of students who drop out of high school each year, they must greatly increase the number who can read proficiently by the time they're in fourth grade, a key non-profit children's advocacy group says in a new report.The findings, out today from the Baltimore-based Annie E. Casey Foundation, echoes research on reading proficiency going back decades, but it's the first to draw a direct line between reading and the nation's long-term economic well-being."The bottom line is that if we don't get dramatically more children on track as proficient readers, the United States will lose a growing and essential proportion of its human capital to poverty," the authors say.Ralph Smith, the foundation's executive vice president, says recent research shows that dropouts "don't just happen in high school" but that students give clear indications as early as elementary school that they're on a "glide path" to dropping out. Among the clearest signs: difficulty reading and understanding basic work that becomes more detail-oriented around fourth grade.For students who aren't proficient readers by then, it becomes "pretty hard for them to catch up on anything," Smith says. Recent test scores on the National Assessment of Educational Progress put the figure at about two-thirds of all fourth-graders.Though intensive remediation may help some, he says, it would be "more effective and certainly less costly to get kids reading the first time."Does anyone besides me remember the fourth grade reading guarantee?
In 1997, the legislature passed Amended Senate Bill 55. This bill contained a provision which became known as the "fourth grade guarantee." Scheduled to go into effect during the 2001-02 school year, the "fourth grade guarantee" required that students attain a passing score on the grade four reading proficiency test as a condition for promotion to grade five. Students could also be promoted if the student’s principal and reading teacher agreed that the pupil is academically prepared to be promoted to fifth grade.
So what happened to the fourth grade guarantee? Well, student performance and politics happened.
In March 1998, 32% of fourth graders did not meet the proficient standard. With the proficient standard scheduled to increase the following year, it was projected that less than half of Ohio's fourth graders would score as proficient.
Faced with the prospect of tens of thousands of students being "held back," state officials undermined and later eliminated the requirement.
Did Ohio miss an opportunity?
College Orientations Now Include Social Network Warnings
USA Today has an interesting article about how college orientations this fall include warnings about the dangers of blogs and social networks. The students are also told about how students can later came to regret postings and profiles they have made.
The impact and popularity of social networks is remarkable. The article says that incoming freshman to one college already met online before school began and formed a Class of 2010 group on Facebook.
From large public schools such as Western Kentucky to smaller private ones like Birmingham-Southern and Smith, colleges around the country have revamped their orientation talks to students and parents to include online behavior. Others, Susquehanna University and Washington University in St. Louis among them, have new role-playing skits on the topic that students will watch and then break into smaller groups to discuss.Hopefully, they are also telling students that everyone from police to potential employers have used blogs and social networks to find out more information about individuals. And what about videos and YouTube? User-submitted videos could potentially be considerably more embarrassing and career harming.
Facebook, geared toward college students and boasting 7.5 million registered users, is a particular focus. But students are also hearing stories about those who came to regret postings to other online venues, from party photos on sites such as Webshots.com to comments about professors in blogs.
"The particular focus is the public nature of this," said Tracy Tyree, Susquehanna's dean of student life. "That seems to be what surprises students most. They think of it as part of their own little world, not a bigger electronic world."
The impact and popularity of social networks is remarkable. The article says that incoming freshman to one college already met online before school began and formed a Class of 2010 group on Facebook.
The sites actually help with one of the major goals of orientation: bonding. At Birmingham Southern, dozens of members of the incoming class of about 350 had already formed a Class of 2010 Facebook group long before the start of school.That's probably happening already at many colleges -- freshman showing up at college having already made new friends online during the summer.
"That's great," said Renie Moss, the school's dean of students. "That's what should be happening, forming that camaraderie. But we're hoping to just maybe give the students a moment to pause and make sure they put out something they can be proud of."
State grant boosts struggling school technology
Federal stimulus funding is expected to bridge the digital divide for about 750 students in the Madison, Brooklyn and Venice school districts. Under a recently-announced $850,000 state grant, 755 third- through 12th-graders in the districts will receive a laptop or digital notebook. Fifty-seven educators will also get new technology and training.
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