School bullying: Office of Juvenile Justice and Delinquency report

20 Dec

The Tanenbaum Center which honors the work of the late Rabbi Marc Tanenbaum has a really good definition of the “Golden Rule” which is stated in an interview with Joyce Dubensky entitled, The Golden Rule Around the World

What’s your own understanding of the Golden rule?

At its simplest, it’s really just “being kind.”  Caring about other people. That means putting that kindness into action and treating people with compassion.  It means trying to understand people’s beliefs and needs. It means not harming others and actively working to eliminate harm.

The Golden Rule is meaningful to me because as a universal value, it can serve as the measure of how to live well in a world of many interesting and exciting differences.

Life would be so much easier if people applied the concept of the “Golden Rule.”

There are frequent media reports about children and school kids who are the victims of bullying and cyberbullying.  Bullying Is Everybody’s Business is a great article by Liz Perle at Common Sense Media. Huffington Post reports about bullying in the article, Facebook and Time Warner Teaming Up to Fight Bullies, States Pass Anti-Bullying Laws  The “Stop Bullying, Speak Up” campaign has information about bullying. Information about the campaign can be found at the Cartoon Network’s Stop Bullying, Speak Up Perhaps, the most concise look at bullying comes from a Department of Justice report.

The Department of Justice’s Office of Juvenile Justice and Delinquency has issued the report, Bullying in Schools: An Overview by Ken Seeley, Martin L. Tombari, Laurie J. Bennett, and Jason B. Dunkle. Among the study’s findings are:

  • Bullying is a complex social and emotional phenomenon that plays out differently on an individual level.
  • Bullying does not directly cause truancy.
  • School engagement protects victims from truancy and low academic achievement.
  • When schools provide a safe learning environment in which adults model positive behavior, they can mitigate the negative effects of bullying.
  • Any interventions to address bullying or victimization should be intentional, student-focused engagement strategies that fit the context of the school where they are used.

The report makes the following recommendations:

  • Increase student engagement.
  • Model caring behavior for students.
  • Offer mentoring programs.
  • Provide students with opportunities for service learning as a means of improving school engagement.
  • Address the difficult transition between elementary and middle school (from a single classroom teacher to teams of teachers with periods and class changes in a large school) (Lohaus et al., 2004).
  • Start prevention programs early.
  • Resist the temptation to use prefabricated curriculums that are not aligned to local conditions.

Increase Student Engagement

Bullied children who remain engaged in school attend class more frequently and achieve more. Challenging academics, extracurricular activities, understanding teachers and coaches, and a focus on the future help keep victimized children engaged in their education (Bausell, 2011). Schools, administrations, and districts that wish to stave off the negative effects of bullying must redouble their efforts to engage each student in school. Typical school engagement strategies include (Karcher, 2005):

•            Providing a caring adult for every student through an advisory program or similar arrangement.

  • Carefully monitoring attendance, calling home each time a student is absent, and allowing students the ability to make up missed work with support from a teacher.
  • Adopting and implementing the National School Climate Standards from the National School Climate Council (2010).
  • Promoting and fostering parent and community engagement, including afterschool and summer programs.
  • Providing school-based mentorship options for students.

http://www.ojjdp.gov/pubs/234205.pdf

See, School Bullying Report Makes Recommendations To Address Issue, Support Victims  http://www.huffingtonpost.com/2011/12/17/school-bullying-report-ma_n_1155250.html?ref=email_share

Hurting people often hurt other people.

Joyce Meyer

This country and this society is wounded in so many ways, We, must focus on:

A healthy child in a healthy family who goes to a healthy school in a healthy neighborhood ©

Adults have to set an example of not only how children should treat each other, but they must set an example of respect for people in general.

Dr. Wilda says this about that ©

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Hard question: Does indigenous African-American culture support academic success?

19 Dec

Jesse Washington of AP has written a comprehensive article which details the magnitude of the disaster which is occurring in the African-American community. In the article, Blacks Struggle With 72% Unwed Mother Rate  which was reprinted at SeattlePI.Com Washington sounds an alarm which if you can’t hear it, makes you deaf.

This is not about racism or being elitist. This is about survival of an indigenous American culture. This is not about speaking the truth to power, it is about speaking the truth. The truth is children need two parents to help them develop properly and the majority of single parent headed families will live in poverty. Children from single parent homes have more difficult lives. So called “progressives” who want to make their “Sex and the City” life style choices the norm because they have a difficult time dealing with the emotional wreckage of their lives, need to shut-up when it comes to the survival of the African American community. This is an issue that the so called educated classes and religious communities have to get involved in.

Trip Gabriel reported about more fallout from the failure of the African-American family in the New York Times. In Proficiency of Black Students Is Found to Be Far Lower Than Expected  Gabriel reports:

An achievement gap separating black from white students has long been documented — a social divide extremely vexing to policy makers and the target of one blast of school reform after another.

But a new report focusing on black males suggests that the picture is even bleaker than generally known.

Only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys.

Poverty alone does not seem to explain the differences: poor white boys do just as well as African-American boys who do not live in poverty, measured by whether they qualify for subsidized school lunches.

The data was distilled from highly respected national math and reading tests, known as the National Assessment for Educational Progress, which are given to students in fourth and eighth grades, most recently in 2009. The report, “A Call for Change,” is to be released Tuesday by the Council of the Great City Schools, an advocacy group for urban public schools…

The search for explanations has recently looked at causes besides poverty, and this report may further spur those efforts.

“There’s accumulating evidence that there are racial differences in what kids experience before the first day of kindergarten,” said Ronald Ferguson, director of the Achievement Gap Initiative at Harvard. “They have to do with a lot of sociological and historical forces. In order to address those, we have to be able to have conversations that people are unwilling to have.”

Brian M. Rosenthal’s  Seattle Times article reports about the achievement gap between native African-Americans and immigrant African ethnic groups in Seattle.

In the article, ‘Alarming’ new test-score gap discovered in Seattle schools, Rosenthal reports:

African-American students whose primary language is English perform significantly worse in math and reading than black students who speak another language at home — typically immigrants or refugees — according to new numbers released by Seattle Public Schools.

District officials, who presented the finding at a recent community meeting at Rainier Beach High School, noted the results come with caveats, but called the potential trend troubling and pledged to study what might be causing it.

Michael Tolley, an executive director overseeing Southeast Seattle schools, said at the meeting that the data exposed a new achievement gap that is “extremely, extremely alarming.”

The administration has for years analyzed test scores by race. It has never before broken down student-achievement data by specific home language or country of origin — it is rare for school districts to examine test scores at that level — but it is unlikely that the phenomenon the data suggest is actually new.

In fact, some national experts said the trend represented by the Seattle data is not surprising. They pointed to some studies about college attendance and achievement indicating that immigrant families from all backgrounds tend to put a larger emphasis on education than those families that have been in the country longer.

Traditional factors in low performance, such as poverty and single-parent homes, are generally shared by black immigrants and nonimmigrants alike….

The results, although preliminary, were eye-opening:

• Only 36 percent of black students who speak English at home passed their grade’s math test, while 47 percent of Somali-speaking students passed. Other black ethnic groups did even better, although still lower than the district average of 70 percent.

• In reading, 56 percent of black students who speak English passed, while 67 percent of Somali-speaking students passed. Again, other black ethnic groups did better, though still lower than the district average of 78 percent.

The numbers do have significant limitations, Teoh said. That’s because they are based on home-language information that is entirely self-reported, and the data exclude English Language Learners — an optional program for students who score poorly on an English proficiency test.

Most of all, Teoh said, because the English-speaking category includes students of many black ethnic groups, it’s impossible to compare specific ethnic groups.

At the recent community meeting, much of that distinction was lost on the parents in the audience.

“It’s very alarming that students that were born right here are at the bottom of the barrel,” said Vallerie Fisher, whose daughter is a senior at Rainier Beach. “How is that possible?”

Immigrant experience

The answer to that question may lie in the culture of immigrant families, national education experts said.

Many of those families, who often were relatively wealthy and well-educated in their home countries, have strong social-support systems that emphasize education, said Mike Petrilli, the executive vice president of the Thomas B. Fordham Institute, a conservative education think tank based in Washington, D.C.

Pamela Bennett, a sociologist at Johns Hopkins University, agreed. She conducted a study in 2009 that found that immigrant black high-school graduates attend college at a much higher rate than black or white students born in the U.S. The reason was that the immigrants had a higher socioeconomic background, she said.

But that explanation may falter when Seattle’s Somali population is considered.

Many of the Somalis, after all, did not follow a normal pattern of immigration. Their families came to the U.S. to escape their war-torn country, many by way of refugee camps. But they still did better than English-speaking African Americans on the tests.

Veronica Gallardo, the director of international programs for Seattle Public Schools, speculated that the trauma experienced by Somali families causes them to value the opportunity education provides. In addition, Somali community groups tend to prioritize education, said Alexandra Blum, who works with the Somali Community Services Coalition, a nonprofit that works to empower families in King County.

Seattle School Board member Betty Patu, who has worked for decades with community groups serving students of color, said she has noticed that all immigrant families, regardless of socioeconomic status, place high value on education. http://seattletimes.nwsource.com/html/localnews/2017046660_newgap19m.html

If you are a young unmarried woman of any color, you probably do not have the resources either emotional or financial to parent a child(ren). If you don’t care about your future, care about the future of your child. If you want to sleep with everything that has a pulse, that is your choice. BUT, you have no right to choose a life of poverty and misery for a child. As for those so called “progressives?” Just shut-up.

There are some very uncomfortable conversations ahead for the African-American community about the high rate of unwed mothers, about the care of women during pregnancy, and about early childhood education in the homes of children.Most important, about the lack the active involvement of fathers of some children.

Time to start talking. The conversation is not going to get any less difficult.

See:

We give up as a society: Jailing parents because kids are truant

https://drwilda.wordpress.com/2011/12/18/we-give-up-as-a-society-jailing-parents-because-kids-are-truant/

Jonathan Cohn’s ‘The Two Year Window’

https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Dr. Wilda says this about that ©

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Jonathan Cohn’s ‘The Two Year Window’

18 Dec

Moi has got plenty to say about hypocrites of the conservative persuasion, those who espouse family values, but don’t live up to them or who support corporate welfare while tossing out that old bromide that individuals must pull themselves up by their bootstraps even if they don’t have shoes.

Because of changes in family structure and the fact that many children are now being raised by single parents, who often lack the time or resources to care for them, we as a society must make children and education a priority, even in a time of lack. I know that many of the conservative persuasion will harp on about personal responsibility, yada, yada, yada. Moi promotes birth control and condoms, so don’t harp on that. Fact is children, didn’t ask to be born to any particular parent or set of parents.

Jonathan Cohn reports about an unprecedented experiment which occurred in Romanian orphanages in the New Republic article, The Two Year Window. There are very few experiments involving humans because of ethical considerations.

Nelson had traveled to Romania to take part in a cutting-edge experiment. It was ten years after the fall of the Communist dictator Nicolae Ceauşescu, whose scheme for increasing the country’s population through bans on birth control and abortion had filled state-run institutions with children their parents couldn’t support. Images from the orphanages had prompted an outpouring of international aid and a rush from parents around the world to adopt the children. But ten years later, the new government remained convinced that the institutions were a good idea—and was still warehousing at least 60,000 kids, some of them born after the old regime’s fall, in facilities where many received almost no meaningful human interaction. With backing from the MacArthur Foundation, and help from a sympathetic Romanian official, Nelson and colleagues from Harvard, Tulane, and the University of Maryland prevailed upon the government to allow them to remove some of the children from the orphanages and place them with foster families. Then, the researchers would observe how they fared over time in comparison with the children still in the orphanages. They would also track a third set of children, who were with their original parents, as a control group.

In the field of child development, this study—now known as the Bucharest Early Intervention Project—was nearly unprecedented. Most such research is performed on animals, because it would be unethical to expose human subjects to neglect or abuse. But here the investigators were taking a group of children out of danger. The orphanages, moreover, provided a sufficiently large sample of kids, all from the same place and all raised in the same miserable conditions. The only variable would be the removal from the institutions, allowing researchers to isolate the effects of neglect on the brain….

Drury, Nelson, and their collaborators are still learning about the orphans. But one upshot of their work is already clear. Childhood adversity can damage the brain as surely as inhaling toxic substances or absorbing a blow to the head can. And after the age of two, much of that damage can be difficult to repair, even for children who go on to receive the nurturing they were denied in their early years. This is a revelation with profound implication—and not just for the Romanian orphans.

APPROXIMATELY SEVEN MILLION American infants, toddlers, and preschoolers get care from somebody other than a relative, whether through organized day care centers or more informal arrangements, according to the Census Bureau. And much of that care is not very good. One widely cited study of child care in four states, by researchers in Colorado, found that only 8 percent of infant care centers were of “good” or “excellent” quality, while 40 percent were “poor.” The National Institute of Child Health and Human Development has found that three in four infant caregivers provide only minimal cognitive and language stimulation—and that more than half of young children in non-maternal care receive “only some” or “hardly any” positive caregiving. http://www.tnr.com/article/economy/magazine/97268/the-two-year-window?page=0,0&passthru=YzBlNDJmMmRkZTliNDgwZDY4MDhhYmIwMjYyYzhlMjg

Because the ranks of poor children are growing in the U.S., this study portends some grave challenges not only for particular children, but this society and this country. Adequate early learning opportunities and adequate early parenting is essential for proper development in children.

 

Michael A. Fletcher reported in the Washington Post article, Nearly one in six in poverty in the U.S.; children hit hard, Census says:

The economic turmoil has pummeled children, for whom the poverty rate last year — 22 percent — was at the highest level since 1993. The rate for black children climbed to nearly 40 percent, and more than a third of Hispanic children lived in poverty, the Census Bureau reported. The rate for white children was reported as above 12 percent.

http://www.washingtonpost.com/business/economy/us-poverty-rate-hits-52-year-high-at-151-percent/2011/09/13/gIQApnMePK_story.html

Cohn recognizes that in a time of economic distress it is difficult to call for massive spending on parent support and early learning programs, but that is what he says the implications of the Romanian study are if early damage to poor children is to be avoided. A conference where MIT was a participant described the economic benefit of early childhood programs NPR has an audio debate about the MIT report

Legislators are correct in their prudence about the budget, but the question is whether they are being, as the saying goes, “penny wise and pound foolish.” So much of economic development and full employment is based on an educated and skilled population. Third world countries are undeveloped for many reasons including unsustainable debt, corruption, and being disadvantaged in the world system of trade. One of the primary reasons that third world countries are third world is the limited education opportunity for the majority of their population.

Politics has always been a tough business, the Ides of March is one example of how brutal politics can be. Many times those who serve do so under tough conditions, often with little thanks. Still it is time to recognize that there must be some investments made for the future and early childhood programs are an example of necessary investment. Just as there are those who reflex ably say no to school choice, there are those who just as reflex ably say no to investing in this country’s future.

Cohn’s article is a must read.

Resources:

The changing face of poverty
Millions of Americans live in poverty, more families are suffering and hunger is seen growing. (more)

Hard at work but can’t buy food
While the ranks of the working poor grow in number, should employers step up to stop the trend? (more)

Dr. Wilda says this about that ©

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We give up as a society: Jailing parents because kids are truant

18 Dec

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved. Teachers and administrators as well as many politicians if they are honest know that children arrive at school at various points on the ready to learn continuum. Teachers have to teach children at whatever point on the continuum the children are.

This is a problem which never should have been swept under the carpet and if the chattering classes, politicians, and elite can’t see the magnitude of this problem, they are not just brain dead, they are flat-liners. There must be a new women’s movement, this time it doesn’t involve the “me first” philosophy of the social “progressives” or the elite who in order to validate their own particular life choices espouse philosophies that are dangerous or even poisonous to those who have fewer economic resources. This movement must urge women of color to be responsible for their reproductive choices. They cannot have children without having the resources both financial and having a committed partner. For all the talk of genocide involving the response and aftermath of Katrina, the real genocide is self-inflicted.

Alexia Campbell reports in the Sun Sentinel article, New court could mean jail for parents of truant kids:

A new truancy court in Palm Beach County won’t just go after children if they miss too much school, it could result in jail time for their parents.

Palm Beach County‘s main courthouse in West Palm Beach hosts the truancy court — launched in November — and is testing it on parents and students from kindergarten to third grade. The family hearings before Palm Beach Circuit Court Judge Kathleen Kroll will be the last resort before Palm Beach County parents face criminal charges.

The new program is South Florida’s first experiment with a truancy court, although a handful of other counties have their own initiatives. The Broward and Miami-Dade state attorney’s offices run truancy intervention programs, but there is no judge set aside to specifically handle truancy cases.

Under Florida law, parents can be charged with truancy if a child between 6 and 16 has 15 or more unexcused absences in three months. They face up to two months in jail if convicted of the second-degree misdemeanor.

No one has been before a judge or charged in more than 15 years in Palm Beach County, according to the State Attorney’s Office. The reason? Prosecutors have focused on more important violent crimes and schools didn’t have liasons to help present strong cases.

Palm Beach School District staff have struggled to force parents to bring their absent kids back to school ever since budget cuts ended law enforcement interventions several years ago, said Judith Klinek, chief academic officer for the School District.

“We needed a little bit of muscle. There was no follow through,” Klinek said.

Palm Beach County schools reported that 6.6 percent of its 198,351 students committed truancy in the 2009-2010 school year, state records show. In Broward County, that number was 12.6 percent of 287,935 students. Records only included kids with 21 or more unexcused absences, so the truancy rate of students who missed at least 15 days is likely higher.

A group of 11 elementary schools with known truancy problems are part of the test, and it may expand next school year depending on the results. Among those in the group are Pleasant City Elementary, Roosevelt Elementary and Seminole Trails Elementary, all three in West Palm Beach.

When a child reaches five unexcused absences in three months, the School District sends parents a letter. After 10 unexcused absences, they get another letter and a call from a “truancy liason.” After 15 absences, social workers with Boys Town, a nonprofit organization that provides family support services, will work with parents and children to find out what is going on.

If no progress is made, Judge Kroll will step in.

“Maybe a parent is significantly depressed and can’t get their child ready for school,” said Seth Bernstein, program director for Boys Town South Florida. “Or a parent goes to wake their child up in the morning and can’t coax them out of bed.”                                                                                                http://articles.sun-sentinel.com/2011-12-11/news/fl-palm-truancy-court-20111209_1_truancy-court-absences-parents-of-truant-kids

Detroit Prosecutor Kim Worthy has explored the option of jailing parents as well.

Christine Mac Donald reports in the Detroit News, Worthy Proposes jail For Parents Who Skip Kids’ Conferences

Detroit — Wayne County Prosecutor Kym Worthy is pushing for a law that calls for jail time for parents who skip parent-teacher conferences, a plan some call inspired and others consider the nanny state run amok.

Worthy pitched her plan Tuesday to the Detroit City Council and is shopping it to the Wayne County Commission and state Legislature. Drawing a link between parental involvement and youth crime, Worthy wants a sponsor to guide the idea to law.

Her plan would require parents to attend at least one conference per year or face three days in jail. Parents of those excelling in school would be exempt, as would those whose health issues make travel difficult and those “actively engaged” with teachers through e-mail, phone calls or letters.

“We have to find any means necessary to get parents involved,” Worthy told the council. “We have to start talking about prevention.

“Some children don’t have a chance the day they are born.”

Worthy staffers said the proposed law would be the first in the nation. She said she prefers a statewide law, but would start with a city or countywide one.

No legislation is pending in the state House, county commission or council, but the proposal is generating plenty of talk — and controversy.

Wayne County Commissioner Laura Cox, R-Livonia, said Worthy’s intentions are admirable but the prospect of jailing parents is “inappropriate on a lot of levels.” A colleague, Kevin McNamara, D-Canton Township, said he feared a law would become a “tattletale version of pin the tail on the bad parent.”

“The question is, ‘How much government do I want in my life?'” McNamara said. “The reality is it would be an unenforceable mandate that we don’t have time to do.”

Daniel Lessard, a Livonia Public Schools board member, called the plan “the dumbest idea I’ve ever heard in my life.”

“You can’t legislate parental involvement,” he said. “If the law forces parents to go, what will it do other than fill up a room with parents who don’t want to be there?”

This next comment is in no way PC. Prosecutor Worthy is correct that parents MUST be involved in the lives of their children. Problem is, jailing them will not force the majority of them into meaningful involvement and interaction with their child. Society has a couple of options to counter the  this it’s my life and I’ll do what I want philosophy. The first is discouraging and condemning out-of –wedlock births, particularly among low-income women. Too bad the First Lady doesn’t want to take this one on. The second thing is to intervene early and terminate the rights of negligent and abusive parents, freeing children up for adoption earlier. Finally, this society needs to support adoptive parents with financial and counseling resources. Not PC, but there it is.

It is going to take coordination between not only education institutions, but a strong social support system to get many of these children through school. This does not mean a large program directed from Washington. But, more resources at the local school level which allow discretion with accountability. For example, if I child is not coming to school because they have no shoes or winter coat, then the child gets new shoes and/or a coat. School breakfast and lunch programs must be supported and if necessary, expanded. Unfortunately, schools are now the early warning system for many families in crisis.

Resources

How to Raise A Healthy Happy Child

The Importance of Play in Child Development

Protectors or Perpetrators

Questions to Ask Before You Divorce

How Can I Get A Good Divorce

Just Whom is This Divorce Good For?

Divorce as Friends

Divorce, What to Tell Your Children

Tell Your Children About Your Divorce

When to Seek Counseling

Helping Kids Cope With a Breakup

Dr. Wilda says this about that ©

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Teachers and social media: Someone has to be the adult

18 Dec

Right Said Fred, the English trio had a hit with the danceable little ditty, I’m Too Sexy

I’m too sexy for my love too sexy for my love
Love’s going to leave me
I’m too sexy for my shirt too sexy for my shirt
So sexy it hurts
And I’m too sexy for Milan too sexy for Milan
New York and Japan
And I’m too sexy for your party
Too sexy for your party
No way I’m disco dancing

Too sexy might be OK for a dance club, but it shouldn’t describe the relationship between a teacher and their students. Teachers must be professional and authoritative in the classroom.

Allie Townsend is reports at Time about a Massachusetts school district’s rule which attempts to keep teachers from acting like morons. In Hey Teach Get Off the Facebook: District Bans Teacher-Student Friendships Townsend reports:

School officials in Norton, Mass., having issued a ruling against online connections between teachers and current or former students. Worried about potential inappropriate Internet communications between teacher and pupil, the board made a plea to teachers to avoid social media relationships with students – or else.

As inappropriate teacher-student Facebook scandals have been made public in recent weeks (three in New York public schools alone) school boards are attempting to eliminate the possibility of a problem by issuing rules to faculty and staff forbidding social media connections with students, mainly on sites Facebook or MySpace. “We want to head it off at the pass,” one school board member told the Boston Globe. “Teachers know this already, but we wanted to have something official on the books.”

Children are not mature and adults can not expect the same level of maturity that most adults are presumed to have. Immature people, like kids, will take even harmless interactions and embellish and broadcast them to the world at large. The safest course of action for for teachers who want to be viewed as teacher professionals is to use common sense when using all social media and never put yourself in a situation with a student which can be viewed as compromising.

Jennifer Preston is reporting in the New York Times article, Rules to Stop Pupil and Teacher From Getting Too Social Online that school districts all over the country are increasingly worried about the interaction between teachers and social media.

Faced with scandals and complaints involving teachers who misuse social media, school districts across the country are imposing strict new guidelines that ban private conversations between teachers and their students on cellphones and online platforms like Facebook and Twitter.

The policies come as educators deal with a wide range of new problems. Some teachers have set poor examples by posting lurid comments or photographs involving sex or alcohol on social media sites. Some have had inappropriate contact with students that blur the teacher-student boundary. In extreme cases, teachers and coaches have been jailed on sexual abuse and assault charges after having relationships with students that, law enforcement officials say, began with electronic communication.

But the stricter guidelines are meeting resistance from some teachers because of the increasing importance of technology as a teaching tool and of using social media to engage with students. In Missouri, the state teachers union, citing free speech, persuaded a judge that a new law imposing a statewide ban on electronic communication between teachers and students was unconstitutional. Lawmakers revamped the bill this fall, dropping the ban but directing school boards to develop their own social media policies by March 1.

School administrators acknowledge that the vast majority of teachers use social media appropriately. But they also say they are increasingly finding compelling reasons to limit teacher-student contact. School boards in California, Florida, Georgia, Illinois, Maryland, Michigan, Missouri, New Jersey, Ohio, Pennsylvania, Texas and Virginia have updated or are revising their social media policies this fall….

“My concern is that it makes it very easy for teachers to form intimate and boundary-crossing relationships with students,” said Charol Shakeshaft, chairwoman of the Department of Educational Leadership at Virginia Commonwealth University, who has studied sexual misconduct by teachers for 15 years. “I am all for using this technology. Some school districts have tried to ban it entirely. I am against that. But I think there’s a middle ground that would allow teachers to take advantage of the electronic technology and keep kids safe.”

Lewis Holloway, the superintendent of schools in Statesboro, Ga., imposed a new policy this fall prohibiting private electronic communications after learning that Facebook and text messages had helped fuel a relationship between an eighth grade English teacher and her 14-year-old male pupil. The teacher was arrested this summer on charges of aggravated child molestation and statutory rape, and remains in jail awaiting trial.

“It can start out innocent and get more and more in depth quickly,” said Mr. Holloway, a school administrator for 38 years. “Our students are vulnerable through new means, and we’ve got to find new ways to protect them.”

Mr. Holloway said he learned of other sexual misconduct cases when consulting with school administrators around the nation about social media policies. While there is no national public database of sexual misconduct by teachers, dozens of cases have made local headlines around the country this year.

http://www.nytimes.com/2011/12/18/business/media/rules-to-limit-how-teachers-and-students-interact-online.html?hpw

Teachers and others in responsible positions who deal with children must exercise common sense and not put themselves in situations which at the minimum will be awkward and which will lead to activity which is inappropriate.

Boundaries people. Boundaries.

If you are too stupid to use caution or you can’t exercise caution, society will begin to impose sanctions against those engaged in inappropriate activity with children. Engaging in inappropriate activity with children does not make you too sexy, it makes you too stupid!

Dr. Wilda says this about that ©

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Life expectancy of a superintendent: A lot of bullets and little glory

16 Dec

Just about anyone in education has a tough job these days, from the building staff to the superintendent. There is pressure to perform in an environment of declining resources. Lately, the job of superintendent of large urban school districts has been characterized by turnover. Thomas E. Glass in The History of the Urban Superintendent writes:

The twenty-first century finds one-third of America’s public school children attending one of ten large urban (large-city) school districts. By 2020 approximately one-half of public school enrollment will be clustered in twenty districts. The educational stewardship of a majority of the nations youth rests uncomfortably on the shoulders of a very few large-city school superintendents. Their success and the success of their districts may very well determine the future of American democracy.

Urban districts are typically considered to be those located in the inner core of metropolitan areas having enrollments of more than 25,000 students. The research and literature about large-city school districts portray conditions of poverty, chronic academic underachievement, dropouts, crime, unstable school boards, reform policy churn, and high superintendent turnover.

The typical tenure of a superintendent in the largest large-city districts is two to three years. This brief tenure makes it unlikely a superintendent can develop and implement reform programs that can result in higher academic achievement–let alone re-build crumbling schools buildings, secure private sector assistance, and build a working relationship with the city’s political structure.

The large-city superintendency is a position defined by high expectations, intense stress, inadequate resources, and often a highly unstable politicized board of education.
Read more: Superintendent of Large-City School Systems – History of the Urban Superintendent, The Profession, School Boards,

Characteristics of the Large-City Superintendent http://education.stateuniversity.com/pages/2470/Superintendent-Large-City-School-Systems.html#ixzz0p6HySmU0

Interim Seattle School District Superintendent Dr. Susan Enfield announced that she would not be a candidate for the permanent superintendent position.

Seattle Public Schools has posted the December 16, 2011, ” A message from the Superintendent” which is a letter from Dr. Enfield announcing that she will not be a candidate for the permanent superintendent position in Seattle. Here is a portion of Dr. Enfield’s announcement:

I am incredibly proud of the work our students, teachers, principals and staff have accomplished over the past 10 months. Seattle is fortunate to have such a team of dedicated educational professionals. The progress we have made is significant:

• Seattle Public Schools students outperformed the state average in every tested subject in Grades 3-8;
• Our four-year graduation rate is up from 67 percent to 73 percent in the last year;
• Our overall school performance is increasing, with 27 schools increasing their overall performance level during 2010-11;
• Enrollment is on the rise; and
• Our city passed yet another Families and Education levy that will provide essential supports to our students.

While I am proud of what we have accomplished together, today I am announcing my decision to neither seek nor accept the permanent position of superintendent after my contract ends in June. This was not an easy decision for me to make given my commitment to Seattle and to our students. I wish the school board well in their search for a new superintendent, and will work with the new appointee to ensure a smooth transition for our staff, students and families. It is my sincere hope that the board will continue to build on our successes to date and continue the momentum we have built. I believe strongly that losing this momentum would be a disservice to our students and staff.

http://www.seattleschools.org/modules/cms/pages.phtml?pageid=200318&sessionid=021be1d7fcbee6ad7b7989c16bfa0c1d&t

See, District Administration’s article, Superintendent Staying Power http://www.districtadministration.com/article/superintendent-staying-power

The National Council of Professors of Educational Administration has an excellent module, Factors Impacting Superintendent Turnover: Lessons from the Field

Superintendent and School Board Relationships

While instructional leadership is integral to the role of superintendent, the increasingly complex political aspects of the job must be handled as well (Education Writers Association, n.d.; Hoyle et al., 2005). Superintendent relationships with school boards were found to be a decisive element of superintendent tenure (Education Writers Association, n.d.). Often, conflict with the school board is cited as a common reason for superintendents leaving a district and hence their attrition (Rausch, 2001). Allen (1998) observed that superintendents listed the relationship with the board as a second reason for involuntary non-extension of a contract, while board members listed relationships with the superintendent as the major cause…

Superintendent Pressures on Multiple Fronts

Most superintendents agree that current issues schools face are similar to those confronted in years past, but not in size or complexity (Orr, 2002). In today’s American public schools, superintendents must guide challenging, dynamic education systems, while appropriately responding to social and political pressures (Rohland, 2002). In addition, Rohland speculated that the high standards and people-intensive nature of school districts are primary reasons the job of superintendent is so demanding. Similar to other professions, ascension on the career ladder in education is associated with increased exposure to criticism (Jazzar & Kimball, 2004). Fullan (1998) opined that due to the complex nature of executive leadership itself, there will always be dissatisfaction among constituents with respect to the leader’s performance. If the number of teachers were multiplied times the number of students, parents, and community members, the possibilities for conflict and outside pressures are endless (Parker, 1996). Success for the superintendent lies in gleaning wisdom from attacks and criticism, without being defeated in the process (Harvey, 2003).

Additional Factors Affecting the Superintendency

Time, one of the superintendent’s most valuable resources, can quickly be exhausted by special interest groups’ demands and community pressures (Glass et al., 2000; Harvey, 2003). According to the Colorado Association of School Executives, (CASE) (2003) the role of superintendent is labor intensive, often requiring 80 or more hours a week. Glass and colleagues (2000) found evidence to support the widely-held belief that the job of superintendent has become increasingly complex, with salary and benefits insufficient for the level of responsibility and accountability demanded. However, superintendents polled by Cooper and his colleagues (2000) have surmised that improved pay and benefits would possibly attract and retain more qualified individuals in the superintendent profession. In regard to superintendent self-perception of effectiveness, lack of fiscal resources was cited as a major reason for inhibiting superintendent effectiveness (CASE, 2003) and for explaining why superintendents are leaving the profession (Glass et al., 2000). In the AASA survey (Glass et al.), superintendents described efforts to obtain sufficient fiscal resources as a never-ending struggle. Too many insignificant demands from various stakeholders and compliance with increased state-mandated reforms was also provided by superintendents as a key factor in hindering superintendent effectiveness.Reports of low superintendent tenure, some as low as 2.5 years (Natkin et al., 2002), have contributed to negativity and a sense of crisis (Cooper et al., 2000) surrounding the superintendency. Nevertheless, existing research does not definitively identify specific factors contributing to superintendent tenure and turnover. The success or failure of various superintendents in the field is a subject that is unclear (Hoyle et al., 2005). Therefore, the purpose of this study is to determine factors or combination of factors contributing to length of tenure and rate of turnover among public school superintendents….http://cnx.org/content/m14507/latest/

People should be asking questions independent of the qualities of the current interim superintendent of what type of candidate Seattle Public Schools really needs? Then write a job description, and then look for a candidate.

Resources:

Urban Superintendents, Characteristics and Tenure

Factors Impacting Superintendent Tenure

Superintendent Tenure

Dr. Wilda says this about that ©

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School choice: Given a choice, parents vote with their feet

15 Dec

Most parents want the best for their children and will make many sacrifices to give their children a good life. In the movie Waiting for Superman, a remarkable group of parents was trying to overcome the odds stacked against their children in failing public schools. David Miller Sadker, PhD,  Karen R. Zittleman, PhD in  Teachers, Schools, and Society  list the characteristics of a strong school. Strong schools must be found in all areas. At present, that is not true.  It is particularly important where student populations face challenges. Strong principals, effective teachers and parental involvement are key to strong schools. Charmaine Loever describes  What Makes A Principal Effective? It really doesn’t matter the income level or the color of the parent, most want the best for their child.

Perhaps, the best testimonial about this school comes from an editorial which describes the emotions of one parent. The NY Daily News editorial, My Baby Is Learning  describes a protest against charter schools:

Those words were spoken by a mother who had brought her child for the first day of classes at Harlem Success Academy 2 Charter School – and faced loud protesters with her youngster.

The demonstrators were part of a movement that portrays charter schools as an elitist threat to public education. They are not. They are publicly funded schools that admit neighborhood kids by lottery. Their students far outperform children in traditional public schools.

Charters have proliferated in Harlem, and thousands of parents have children on waiting lists – a trend that has driven activists, including state Sen. Bill Perkins, into shamefully charging that charters are creating a separate and “unequal” system.

But parents, the vast majority of them minorities, know better. Like the woman who confronted the protesters, they’re flocking to charters as a way out of failing local schools. And the bottom line for them is crystal-clear: Their babies are learning. 

The only way to overcome the great class divide is to give all children a first class education. AP reports in the article, More Students Leaving Failing Schools which was printed in the Seattle Times that given the choice, many parents choose to take their kids out of failing schools. Well, duh.

There is no one magic bullet or “Holy Grail” in education. There is what works for a given population of children.  Andrew Rotherham has an excellent article in Time, The 5 Biggest Myths About School Vouchers

1. Vouchers skim the best students from public schools. Although many voucher proponents want universal vouchers, today, the programs are targeted to specific populations, for instance low-income students or students with disabilities. So while vouchers don’t generally serve the absolute poorest of the poor, they do not skim off the most affluent or easiest-to-educate students either….

2. Students who receive vouchers do better academically than their public school peers. That depends on the measure. Overall the test scores of students who use vouchers are largely indistinguishable from students who stay behind in public schools. On the other hand, parent satisfaction is generally greater among parents whose children received vouchers. And while it’s too soon to tell for sure, there is some evidence that other outcomes, for instance graduation rates, may be better for students who receive vouchers. ….

3. Vouchers drain money from the public schools. It seems obvious that taking money from the public schools and sending it to private schools would leave public schools with less money. But in the through the looking glass world of school finance, things rarely are what they seem. In Milwaukee for instance, Robert Costrell of the School Choice Demonstration Project analyzed the financial outcomes of the voucher program and found that it is saving money in Wisconsin. And, in Washington, D.C. there was an infusion of federal funds into the city’s public schools in exchange for the passage of the voucher program.

4. Vouchers make all schools get better because they have to compete for students. It seems logical to assume that forcing schools to vie for students will improve quality. But schools are not economic entities like a store and respond differently to competition — for instance by going to court or to lobby state legislators. There have been vouchers for years in Cleveland and Milwaukee yet the schools there are still generally poor quality. In Washington almost a third of the city’s students were using various choice options (mostly charter schools) before the public schools began to make real changes. But, we’re still learning. Researchers at the National Center for Analysis of Longitudinal Data in Education Research have found evidence that competition improved schools in Florida.

5. Private, parochial, or even public charter schools are better than regular public schools. Parents should worry a lot less about the legal status of a particular school than whether it’s the right school for their child. A good fit depends on a host of factors including a strong academic program, successful outcomes, a clear curriculum, areas of emphasis like arts or technology, and even lifestyle factors such as limiting time spent in transit or a year-round schedule. Just because a school is private doesn’t mean it is better overall or better for your child and even in places where the public schools are struggling overall there are often hidden gems. ….

School Choices has information about School Vouchers

Education News is reporting in the article, First Year Success for Indiana Voucher Program

A new school voucher system, whereby students can have up to 90 percent of the cost of tuition paid for them, has aided almost 4,000 Indiana students who have been attending private schools in the last year, writes John Martin at the Courier Press.

The program’s first-year cap was 7,500, and although this was not reached, advocates of the taxpayer-funded scheme are said to be pleased with the participation level.

“We had only a short window to implement the program,” said School Choice Indiana Executive Director Lindsey Brown.

“We were never concerned we were going to hit the cap.”

“Other programs have had months to get started, get implemented, we did this in 6 to 8 weeks,” added Glenn Tebbe, executive director of the Indiana Catholic Conference.

The majority of voucher recipients are from metropolitan areas, while 15 percent from rural areas. 53 percent of voucher recipients are minorities. School Choice Indiana claims 85 percent of students who receive vouchers also qualify for free- or reduced-price lunch.

“It wasn’t that the public schools were bad, but they wanted a school that shared their values or met their needs in a certain way,” said Paul Bair, director of Evansville Christian School, which accepts vouchers.

Evansville Vanderburgh School Corporations officials say that they have lost some students to vouchers this year but also have accepted some transfer students from nonpublic schools.

Annabel Ortiz-Lopez is a parent of two children who are receiving vouchers to attend their schools. She said she is grateful for an opportunity she otherwise would not have had.

“We liked where we were before in public school, but ECS expects more out of the kids,” said Ortiz-Lopez.

“(My kids) are excelling.”

As the voucher law matures into its second year, as many as 15,000 will be awarded. It is thought that there will be no caps on the limits after that.

http://www.educationnews.org/education-policy-and-politics/first-year-success-for-indiana-voucher-program/

The next great civil rights struggle will be education equity for low-income and poor children.  ALL options for educating children must be on the table.

Dr. Wilda says this about that ©

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Childhood obesity: Recess is being cut in low-income schools

15 Dec

The goal of this society should be to raise healthy and happy children who will grow into concerned and involved adults who care about their fellow citizens and environment. In order to accomplish this goal, all children must receive a good basic education and in order to achieve that goal, children must arrive at school, ready to learn. There is an epidemic of childhood obesity and obesity is often prevalent among poor children. The American HeartAssociation has some great information about Physical Activity and Children:

Why is exercise or physical activity important for my child?

Increased physical activity has been associated with an increased life expectancy and decreased risk of cardiovascular disease.  Physical activity produces overall physical, psychological and social benefits. Inactive children are likely to become inactive adults. And physical activity helps with

  • controlling weight
  • reducing blood pressure
  • raising HDL (“good”) cholesterol
  • reducing the risk of diabetes and some kinds of cancer
  • improved psychological well-being, including gaining more self-confidence and higher self-esteem 

How do I promote physical activity in my child?

  • Physical activity should be increased by reducing sedentary time (e.g., watching television, playing computer video games or talking on the phone).
  • Physical activity should be fun for children and adolescents.
  • Parents should try to be role models for active lifestyles and provide children with opportunities for increased physical activity.

What if my child is uncoordinated or overweight?

All children, even less-coordinated ones, need to be physically active.  Activity may be particularly helpful for the physical and psychological well-being of children with a weight problem.

The American Heart Association recommends:

  • All children age 2 and older should participate in at least 60 minutes of enjoyable, moderate-intensity physical activities every day that are developmentally appropriate and varied.
  • If your child or children don’t have a full 60-minute activity break each day, try to provide at least two 30-minute periods or four 15-minute periods in which they can engage in vigorous activities appropriate to their age, gender and stage of physical and emotional development.

http://www.heart.org/HEARTORG/GettingHealthy/Physical-Activity-and-Children_UCM_304053_Article.jsp#.TummU1bfW-c

Unfortunately, many low-income children are having access to physical activities at school reduced because of the current recession.

Sandy Slater is reporting in the Education Nation article, Low-Income Schools Are Less Likely to Have Daily Recess

Here’s what we know:

• Children aged six to 17 should get at least one hour of daily physical activity, yet less than half of kids aged six to 11 get that much exercise. And as kids get older, they’re even less active.

• The National Association of Sport and Physical Education (NASPE) recommends that elementary school students get an average of 50 minutes of activity each school day – at least 150 minutes of PE per week and 20 minutes of daily recess.

• Kids who are more active perform better academically.

As a researcher and a parent, I’m very interested in improving our understanding of how school policies and practices impact kids’ opportunities to be active at school. My colleagues and I recently conducted a study to examine the impact of state laws and school district policies on PE and recess in public elementary schools across the country.

During the 2006 to 2007 and 2008 to 2009 school years, we received surveys from 1,761 school principals in 47 states. We found:

• On average, less than one in five schools offered 150 minutes of PE per week.

• Schools in states with policies that encouraged daily recess were more likely to offer third grade students the recommended 20 minutes of recess daily.

• Schools serving more children at highest risk for obesity (i.e. black and Latino children and those from lower-income families) were less likely to have daily recess than were schools serving predominantly white students and higher-income students.

• Schools that offered 150 minutes of weekly PE were less likely also to offer 20 minutes of daily recess, and vice versa. This suggests that schools are substituting one opportunity for another instead of providing the recommended amount of both.

• Schools with a longer day were more likely to meet the national recommendations for both PE and recess.

So what does this mean?

We need strong state laws and district policies for PE and recess to help more of our youngest students meet the national recommendations for physical activity.

What can be done?

First, Congress should consider making PE a core requirement of the Elementary and Secondary Education Act. This would help ensure that all students get adequate amounts of exercise and that PE classes follow evidence-based guidelines and are taught by certified teachers.

Second, states should adopt and/or strengthen their PE and recess policies so they align with the national recommendations.

Third, school districts should continue to strengthen their policies by requiring time for PE and recess that aligns with the national recommendations.

Finally, given competing time demands and other issues schools face, increasing the amount of time for physical activity during the school day may be challenging. That’s why it’s critical for schools to help kids make the most of the time they do have for physical activity. Schools can do this by increasing the amount of time kids spend in moderate-to-vigorous activity during PE, recess and brief classroom breaks (you can find some resources here and here) and by offering intramural sports and physical activity clubs before or after school.

http://www.educationnation.com/index.cfm?objectid=ACF23D1E-229A-11E1-A9BF000C296BA163&aka=0

The gap between the wealthiest and the majority is society is also showing up in education opportunities and access to basic health care.

Moi said in Race, class, and education in America:

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class

https://drwilda.wordpress.com/2011/11/07/race-class-and-education-in-america/

To quote Yogi Berra, ” It’s deja vu all over again“

Resources:

US Department Of Education Helping Series which are a number of pamphlets to help parents and caregivers

Related AHA Scientific Statements:
Children
Obesity
Physical Activity

Related AHA publications/programs:

See also:
Body Mass Index
Cardiac Disease in Children Statistics
Cholesterol in Children
Dietary Guidelines for Healthy Children
Exercise (Physical Activity) and Children
High Blood Pressure in Children
Infants and Diet
Overweight in Children
Obesity and Overweight

www.physicalactivityplan.org
http://ncppa.org/

Dr. Wilda says this about that ©

 

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Online for-profit K-12, good for bankers, bad for kids

14 Dec

We all make assumptions about other people. To assume what a person is like based upon limited bits of information may often lead to an incorrect assessment. This training exercise Assumptions – a training exercise demonstrates that some assumptions are at best premature or often incorrect. Nisbett and Wilson conducted an experiment to demonstrate the halo effect

 The halo effect is generally defined as the influence of a global evaluation on evaluations of individual attributes of a person, but this definition is imprecise with respect to the strength and character of the influence. At one extreme, the halo effect might be due simply to an extrapolation from a general impression to unknown attributes. Global evaluations might color presumptions about specific traits or influence interpretation of the meaning or affective value of ambiguous trait information. Thus, if we like a person, we often assume that those attributes of the person about which we know little are also favorable. (Politicians often seem to capitalize on this tendency by appearing warm and friendly but saying little about the issues.)

Many of us assume that most folks should be like us and have a similar outlook on life and value system. We all know what the right thing to do in a situation, right? How do educators who may have not encountered those of a different social class, religion, or value system deal with children who do not share their attributes? Because we all make assumptions, it is one type of survival skill, the question for educators is how to minimize the effect of negative assumptions on children.

Teachers will increasingly face declining and inadequate resources, an increasingly challenging student population, and institutional structures in crisis. Students will come to school at different levels of readiness for instruction because of language challenges, family challenges, and inadequate prior foundation for learning. Parents, will face economic challenges and demands on their time and attention which impact their ability to parent. Given this teaching environment teachers often must put aside normal assumptions in order to save children from succumbing to the chaotic world outside the school.    

Yes, the child’s mother may make Dolly Parton look demure or their dad may be so tricked or pimped out that 50 Cent looks tame by comparison, that doesn’t have to be the future for child. Most parents do care in an emotional sense for their children. Many don’t know how to be parents and don’t know how to set boundaries or to work within a system which is oriented toward those that understand and know how to use middle class rules. For many parents English is not their first language and they may have many success values which they cannot express. For those who may teach in more affluent areas, there are different challenges. You may teach extremely bright, capable, well supported children who are slackers. Should you give one of these children the grade they earn rather than the grade which is expected, there may be consequences. You may challenged by a parent who feels you are preventing their child from becoming the next Ivy League standout and Rhodes Scholar. The focus should not be on any perceived inadequacies of the parent, but helping the child to overcome their challenges. A Hoover Institute article by Jacob and Lefgren describes a study of the types of teachers parents request. The findings of In Low Income Schools, Parents Want Teachers who Can Teach is in line with my personal observation.

Even more interesting, however, we find stark differences across schools in the type of teachers that parents tend to request. We find that parents making requests in high-poverty schools place less value on student satisfaction than those in lower-poverty schools. Conversely, parents in high-poverty schools value a teacher’s ability to improve student achievement considerably more than parents in lower-poverty schools.

At the end of the day, it is really about producing academic achievement in the population of children the teacher is responsible for.   

Don’t try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.

There is a brilliant child locked inside every student.  

Marva Collins 

All children can learn. Stephanie Saul of the New York Times is reporting on the cynical operation of for-profit charter schools in the article, Profits and Questions at Online Charter Schools which describes how the dreams of some children are being hindered.

By almost every educational measure, the Agora Cyber Charter School is failing.

Nearly 60 percent of its students are behind grade level in math. Nearly 50 percent trail in reading. A third do not graduate on time. And hundreds of children, from kindergartners to seniors, withdraw within months after they enroll.

By Wall Street standards, though, Agora is a remarkable success that has helped enrich K12 Inc., the publicly traded company that manages the school. And the entire enterprise is paid for by taxpayers.

Agora is one of the largest in a portfolio of similar public schools across the country run by K12. Eight other for-profit companies also run online public elementary and high schools, enrolling a large chunk of the more than 200,000 full-time cyberpupils in the United States.

The pupils work from their homes, in some cases hundreds of miles from their teachers. There is no cafeteria, no gym and no playground. Teachers communicate with students by phone or in simulated classrooms on the Web. But while the notion of an online school evokes cutting-edge methods, much of the work is completed the old-fashioned way, with a pencil and paper while seated at a desk.

Kids mean money. Agora is expecting income of $72 million this school year, accounting for more than 10 percent of the total anticipated revenues of K12, the biggest player in the online-school business. The second-largest, Connections Education, with revenues estimated at $190 million, was bought this year by the education and publishing giant Pearson for $400 million.

The business taps into a formidable coalition of private groups and officials promoting nontraditional forms of public education. The growth of for-profit online schools, one of the more overtly commercial segments of the school choice movement, is rooted in the theory that corporate efficiencies combined with the Internet can revolutionize public education, offering high quality at reduced cost.

The New York Times has spent several months examining this idea, focusing on K12 Inc. A look at the company’s operations, based on interviews and a review of school finances and performance records, raises serious questions about whether K12 schools — and full-time online schools in general — benefit children or taxpayers, particularly as state education budgets are being slashed.

Instead, a portrait emerges of a company that tries to squeeze profits from public school dollars by raising enrollment, increasing teacher workload and lowering standards.

Current and former staff members of K12 Inc. schools say problems begin with intense recruitment efforts that fail to filter out students who are not suited for the program, which requires strong parental commitment and self-motivated students. Online schools typically are characterized by high rates of withdrawal.

Teachers have had to take on more and more students, relaxing rigor and achievement along the way, according to interviews. While teachers do not have the burden of a full day of classes, they field questions from families, monitor students’ progress and review and grade schoolwork. Complaints about low pay and high class loads — with some high school teachers managing more than 250 students — have prompted a unionization battle at Agora, which has offices in Wayne, Pa. http://www.nytimes.com/2011/12/13/education/online-schools-score-better-on-wall-street-than-in-classrooms.html?emc=eta1

The Illinois Online Network has a good synopsis of the pros and cons of online education at Strengths and Weaknesses of Online Learning  K-12 for profit schools exhibit many of the deficiencies of other for-profit schools. See, For-profit colleges: Money buys government, not quality for students, https://drwilda.wordpress.com/2011/12/12/for-profit-colleges-money-buys-government-not-quality-for-students/

Technology can be a useful tool and education aid, BUT it is not a cheap way to move the masses through the education system without the guidance and mentoring that a quality human and humane teacher can provide. Education and children have suffered because cash sluts and credit crunch weasels have destroyed this society and there is no one taking them on. They will continue to bleed this society dry while playing their masters of the universe games until they are stopped.

Dr. Wilda says this about that ©

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U.S. education failure: Running out of excuses

13 Dec

Education tends to be populated by idealists and dreamers who are true believers and who think of what is possible. Otherwise, why would one look at children in second grade and think one of those children could win the Nobel Prize or be president? Maybe, that is why education as a discipline is so prone to fads and the constant quest for the “Holy Grail” or the next, next magic bullet. There is no one answer, there is what works for a particular population of kids

Jay Mathews of the Washington Post is reporting in the article, U.S. school excuses challenged about a new book by Marc S. Tucker, “Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems.” In his book, Tucker examines some of the excuses which have been used to justify the failure of the American education system.

Here are some common excuses for poor U.S. performance and why Tucker thinks they are wrong. I also have included commentary from Brookings Institution scholar Tom Loveless, an expert on PISA.

  1. Our scores are lower because so many of our children are from immigrant families speaking different languages. Tucker says “the reading performance of children without an immigrant background in the United States is only marginally better than the performance of all students. It turns out that Canada, New Zealand, Australia and Hong Kong, all with percentages of immigrant students equal to or greater than the United States, all out-perform the United States in reading.” Loveless says Tucker needs to prove that immigrants in those countries are as poor and culturally deprived as U.S. immigrants.
  2. Our suburban kids do fine, but our national average PISA results are dragged down by urban schools that serve low-income students. In fact, Tucker says, the U.S. suburban average is only slightly above the average for all developed nations in the Organization for Economic Cooperation and Development, which sponsors PISA.
  3. If top-performing countries had to educate as many disadvantaged students as we do, they would not perform as well. PISA has results for what it calls “resilient” students, those who are in the bottom quarter of an index of economic, social and cultural status but who score in the top quarter of the PISA achievement measures. The higher portion of students like that in a country, the theory goes, the better its schools are doing in educating the students who are most difficult to teach. The percentage of resilient students in the United States is below the PISA average. Twenty-seven countries, including Mexico, are ahead of us. Loveless wonders if this says anything besides “countries that score higher than us score higher than us.”
  4. If we spent more on education, we would have better results. In fact, Tucker could find only one OECD country, Luxembourg, that spends more per pupil than we do, even though we score only average in reading and below average in math and science. The key factor, he says, is what we spend the money on. If we measure teacher compensation by how much teachers are paid compared to other professions requiring the same years of education, only three OECD countries pay their teachers less than we do.
  5. If we emphasize reducing class sizes, our students will do better. The PISA data shows otherwise. Countries that give higher priority to raising teacher salaries than reducing class sizes have better achievement rates than countries like ours that do the opposite. Loveless says he is sympathetic to this argument and the previous one, but would like to see evidence of causality.

http://www.washingtonpost.com/blogs/class-struggle/post/us-school-excuses-challenged/2011/12/10/gIQANIqmmO_blog.html

There are certain elements that successful schools share.

The Wisconsin Department of Education has a good guide about successful schools. Chapter One, Characteristics of Successful Schools , lists key elements:

Chapter 1 describes the seven characteristics that comprise a successful school. Briefly, they are:

  • Vision: having a common understanding of goals, principles and expectations for everyone in the learning-community
  • Leadership: having a group of individuals dedicated to helping the learning-community reach its vision
  • High Academic Standards: describing what students need to know and be able to do
  • Standards of the Heart: helping all within the learning community become caring, contributing, productive, and responsible citizens
  • Family School and Community Partnerships: “making room at the table” for a child’s first and most influential teachers
  • Professional Development: providing consistent, meaningful opportunities for adults in the school setting to engage in continuous learning
  • Evidence of Success: collecting and analyzing data about students, programs, and staff

Like, unhappy families, failing schools are probably failing in their own way.

Happy families are all alike; every unhappy family is unhappy in its own way.

Leo Tolstoy, Anna Karenina, Chapter 1, first line
Russian mystic & novelist (1828 – 1910)

It seems everything old becomes new once again, although a relentless focus on the basics never went out of style.

Good Schools really are relentless about the basics.

Dr. Wilda says this about that ©

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