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Matthew Lynch published in Equity, Matthew Lynch, OpEducation, Policy & Reform, Teachers December 23, 2015

Diversity: Why Classrooms Need It

School climate and school culture directly impact student success. As a result, it is particularly important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate diversity. Taking these feel-good ideals and making them a reality can be tough for educators, especially with so many other initiatives on their ever-tighter schedules.

Even diversity itself is not exactly straightforward. Not only must schools recognize diversity evident among broad racial and ethnic groups (e.g., Asian or Hispanic), but the diversity within these groups must be recognized as well. For example Chinese and Japanese students may share common cultural characteristics as a result of being Asian, but will also have distinctly Chinese and Japanese cultural characteristics that differ from each other. The same is true of Caucasian students who come from vastly different family backgrounds, even from the same neighborhoods. In the interest of treating students equally, giving them equal chances for success, and equal access to the curriculum, teachers and administrators must recognize the uniqueness and individuality of their students.

Diversity in Practice

Teachers have a particular responsibility to recognize and structure their lessons to reflect student differences. This encourages students to recognize themselves and others as individuals. It also encourages the appreciation of a diverse school population, and brings a sense of connection between disparate cultural heritages within a single school’s culture. It is certainly in the best interest of students and teachers to focus on the richness of our diversity. Recognizing and acknowledging our differences is part of treating students fairly and equally.

One reason for seeking out and acknowledging cultural differences among students is the idea that learning involves transfer of information from prior knowledge and experiences. To facilitate this transfer process, it is important to acknowledge the students’ background, and to validate and incorporate their previous knowledge into the process of acquiring new information. All students begin school with a framework of skills and information based on their home cultures. This may include a rudimentary understanding of the alphabet, numbers, computer functions, some basic knowledge of a second language, or the ability to spell and write their names. It also includes a set of habits, etiquette and social expectations derived from the home.

If a student cannot relate new information to his own experiences, or connect the new material to a familiar concept, he may perceive the new information as frustrating, difficult or dismiss it completely, believing it to be in conflict with his already tenuous understanding of the world. Teachers have the responsibility to seek out cultural building blocks students already possess, in order to help build a framework for understanding. Some educational pedagogy refers to this process as “scaffolding.” Recognition of a student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom environment. Every group of students will respond differently to curriculum and teachers must constantly adjust to be sure their methods are diverse, both in theory and in practice.

What are some easy ways you’ve found to promote diversity in your classroom?

photo credit: woodleywonderworks via photopin cc

Matthew Lynch published in Education Leadership, Matthew Lynch, Policy & Reform December 23, 2015

Academic Plateau: The Worse-Off Generation?

The great dream of all parents is that their children will grow up to have even better life circumstances than they do. Parents want their little ones to have more materially and academically – to, in essence, face more opportunities in their lives and continue to progress. In America, this desire has translated to a reality in general terms. Robert J. Gordon of the New York Times reports that a typical American was four times as “well off” in 2007 as in 1937, and eight times better off compared to 1902. He points out that these numbers of improvement have traditionally had a direct correlation with the level of education achieved. As the American public has become better educated, its quality of life has risen.

But just how far up can improvement numbers rise? At what point do Americans become so comfortable with their ways of life that they simply stop trying to achieve more?

If you look at the education system, beginning with the K-12 years and extending into the college years, it looks as if current generations of Americans may end up worse off than their parents, and potentially their grandparents too. In 1970, 80 percent of Americans graduated with an official high school diploma. That number was only at 74 percent in 2000. The numbers are climbing back up, with the Department of Education reporting that the dropout rate was only 7 percent in 2011 but the way those numbers are calculated needs consideration. Those who group G.E.D. earners in with other high school diploma recipients when it comes to graduation rates present a skewed view because long term, G.E.D. students earn around the same amount as high school dropouts.

Initiatives to democratize education, like No Child Left Behind, have actually hurt schools by placing too much emphasis on teacher performance and ignoring the learning needs of the students. Increasingly K-12 teachers have to prove themselves to onlookers and at the demise of the young people who are there to learn. Certainly factors outside the school environment can affect the likelihood that a student will earn a high school diploma. In 2011, 14 percent of Hispanic students dropped out of high school, compared to 7 percent of Black students and 5 percent of White students, proving that minority groups are still at a disadvantage when it comes to the American education system. Poverty, hunger, family dysfunction and just a general lack of educated role models play into the way these numbers add up.

But if the high school dropout rate is higher than it has been in past generations, one of the first places to look for answers is in the classroom. What can educators do to ensure the students sitting at their desks are equipped to outperform their ancestors academically and in their careers? Is there really any way to battle environmental factors and stringent teacher accountability metrics and come out on the winning side of educating America’s youth?

For the graduates of 2020 and beyond to live up to their parents dreams of a better life, a better foundation is needed in K-12 years. The flame of desire when it comes to academic achievement must be fanned in the foundational learning years. A future that is “better” than the present is one that not only has material gains, but academic ones too. At some point, having things will simply not be enough anymore. American students will need a renewed love of learning to come out ahead of past generations and that passion will need to be born in K-12 classrooms.

In what ways do you think this generation of students will be worse or better off from its parents’ generation?

Matthew Lynch published in EdTech & Innovation December 23, 2015

LMS software and the integration of technology in the classroom

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Anne Sampson

Gone are the days of strict division between school time and non-school time as well as the days when one used to quit preparing and growing after finishing college or leaving the high school classroom.

We live in a fast-paced world constantly shaped and reshaped by new discoveries and market forces. One has to be ready for the ever changing approaches, lifelong learning, along with permanent adjustments and technology updates. Technology is inextricably interwoven with our history, since the dawn of mankind – it is, actually, one of the core things that makes us humans.

Technological progress is an overarching and omnipresent process and classrooms are not and must not be exempt. Now, if we want to learn something new and enhance ourselves, we are not just restricted to conventional “black and mortar instruction” nor we’re confined to possibly mundane and for contemporary circumstances asynchronous and out-of-date manners of “one speaks while everybody else listens” method.

We should open our classrooms and work surroundings for tech devices that are beneficial up and train the teachers and educators how to create the best out of these. The use of these gadgets can revolutionize both pedagogy and work ethics, and in the long-term the very world we live in.

Generation of our grandparents was confined to the old methods of both teaching and learning and even for our parents it is sometimes hard to keep pace with new stuff coming up our way every day. But this tendency is not likely to turn. You see kids nowadays who are what is called “Digital Natives”. They are born and raised in a world were modern technology and new devices are vital parts of the environment and they find it easy to navigate through hi-techrealm. This is precisely why we have to think through, implement and integrate technology in contemporary classrooms. We have to learn how to connect students’ everyday life and educational system.

Learning Management Systems (LMS) are a great start, especially when you consider how much time an average student is spending daily in front of the screen of his or hers laptop, tablet or a mobile phone. But what are LMSs? As the name says, they are software application or web-based technology used to plan, implement and asses a specific learning process. They are made to help teachers and all kind of educators to create and deliver content, monitor student participation and assess student performance. They may have interactive features like discussion forums/threaded discussions or video conferencing. Many colleges, universities and schools from all around the world are using LMSs. Not only them, but many business companies use them for online training of their employees. Greatest asset for educational institution is that they can use LMS to offer courses to larger population of learners, besides enhancing and supporting old-school classroom teaching. Apart from delivering pure contest per se, LMSs also handle student registration, administration, analysis, they track and report.

Alright, so, LMSs are collaborative, (mostly) web based, user-oriented software products, but what difference do they make in practice, in and outside the classroom. They are definitely not (yet) complete substitution for traditional classroom setting but a supplement. They are great for universities in a world of ever-increasing demands, where facing declining or fixed budget and stuff is an everyday reality. Teachers benefit immensely from them, since they don’t have to pile documentation any more – there is no need for paper grade books, planners, attendance systems, student progress reports, different schedules (sports/arts/subject timetables/deadlines…) or print newsletters. By analyzing data generated from each connection to an LMS, teachers are able to bridge specific gaps in students learning. It also makes the process of evaluation more transparent.

Parents have instant access to their children’s grades and progress (most LMSs are fairly simple, with an interface that is easy to navigate and pleasant to look at, so they won’t be reluctant to approach it).

What is possibly most important is, what difference does it make to students? Today eLearning is a big industry that has revolutionized and changed the way we look at knowledge and skill acquisition. Learning is more flexible, more tailored and personalized and in the end – more fun. It’s not some compulsory activity that we are forced to do. We self-willingly look for step-by-step presentations, watch tutorial videos and listen to interesting lectures from universities half way around the globe.

In a 21st century you need to use technology to interest and educate a 21st century student. This means keeping students motivated and since digital world is their natural environment, good teacher should find a way to make LMS use a part of their daily routine. With LMSs there will be no more lost handouts, forgotten homework assignments, catching up after missing classes or lost classes due to a bad weather.

Today there are over 600 different LMSs and you are probably familiar with some of the most famous ones, namely Moodle, Edmodo or Blackboard, but there are others to be considered. Adobe released its Captivate Prime with unified playback experience. You have very affordable Learn Dash or Upside LMS, which is well suited for small enterprises. Canvas is cheap, easy to install and fits great for small and medium size organizations. It all depends on budget and size of the organization that uses LMS. No matter which one you opt for, you and your students will be learning more and will be more engaged in a learning process, especially due to the fact that they can track their own progress. There is something in the visualization of data that helps people sort things out and act upon the realization!

Read all of our posts about EdTech and Innovation by clicking here.

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Anne Sampson is a teaching associate, freelance business consultant, tech and e-learning enthusiast, driven by innovations and positive changes in e-learning industry. When not too busy with designing learning content, she enjoys hiking and taking photos.

Matthew Lynch published in list, Matthew Lynch, Policy & Reform December 23, 2015

5 Quick Facts You Should Know About Poverty and School Funding

The current U.S. economy continues to improve, but there is one area that is still feeling the squeeze from the recession years: K-12 public school funding. Recently, the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy. In extreme cases, like in Philadelphia and Chicago, individual districts have had to tap into other money and reserves to cover the basics of public education in their areas.

These budget cuts have hit low-income schools the hardest. Here are five facts you should know about how the decrease in funding has affected low-income schools.

1. Funding to low-income Title I schools has decreased since 2010. A number of states have cut pre-K educational per student funding in recent years and many have even had to reduce enrollment numbers.
Overall, the Center on Budget and Policy Priorities found that districts collected just over 2 percent lower on property taxes ending in March than in the year before.

As we know, property taxes pay much of public education costs. While states have been cut throat in reducing spending, they have not been as vigilant in raising revenue sources through taxes and fees. This makes a dire problem even worse.

In 23 states, state and local governments together spend less per student in the poorest districts than those that are more affluent, according to 2012 federal data and reported in The Washington Post.

The differences in funding are severe in some states. Pennsylvania spends 33 percent less on the poorest school districts per-pupil than on the wealthiest. In Missouri, the differential is 17 percent.

Across the United States, states and localities spend 15 percent less on average per pupil in the poorest districts than in the most affluent, according to the Washington Post.

Poverty makes it more difficult for children to succeed in school. These students tend to have more needs than their middle-class and well-off peers.

Consider that children from poor families also are behind their counterparts on nearly every measure of academic achievement. Then look even deeper and note that children living in poverty often come to school without having had enough sleep, and without having had breakfast. They often experience family violence, abuse, secondhand smoke, neglect, poor clothing and shoes. Even though they have limited experiences in the world, they may not be able to pay for field trips and cannot pay for extracurricular activities of any kind, which could actually expand their experience base. This is the frightening reality for millions of children, and teachers are very likely to have impoverished students in their class.

Less state spending on education certainly affects the learning experience but it also impacts other areas of the economy. Unemployed teachers and administrators have less to pump back into the economy and the viscous cycle of K-12 underfunding is furthered. While unemployment is a factor in poverty for some, there are many who are employed and still live below the poverty line. A higher level of education is needed for high paying jobs that can support a family. It is difficult to support a family with a minimum wage job, even when working full-time. The conundrum is furthered when school funding is diminishing—removing one more source of hope for ending the cycle.

If we cannot fully fund our public schools how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy but now that we are in a more stable place, it is time to get back to funding what matters most: the education of our K-12 students.

How do you think we can address the intersecting issues of poverty and school funding in our public school system?

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in HBCU's, Higher Education December 23, 2015

HBCU Insights: Protecting Cheyney’s legacy

A column by Dr. Larry Walker

For nearly 180 years Cheyney University has been a beacon of hope for Black students from a variety of socio-economic backgrounds with untapped potential. Throughout their tenure students were molded by the caring hands of administrators, alumni, faculty, staff and students committed to changing the narrative regarding historically Black colleges and universities (HBCUs). Far too often, the struggles of HBCUs including Cheyney are widely publicized without acknowledging years of triumphs. The university has a distinguished history that should not be ignored. Luminaries including noted scholar and educator Leslie Pinckney Hill, 60 minutes correspondent Ed Bradley, former Montgomery County Superintendent, Dr. Paul Vance and Civil Rights activist Bayard Rustin walked Cheyney’s hallowed halls. Despite the barriers Cheyney stands at the Pantheon of HBCUs. It was founded years before the Emancipation Proclamation, withstood the Nadir and attempts to ignore its mission.

Cheyney is the bedrock, which other HBCUs stand upon. Thus, the universities future is inextricably linked to all HBCUs. If Cheyney continues to falter what does that say about the future of our institutions? In spite of the battle with the Commonwealth of Pennsylvania and the looming decision by the U.S. Department of Education, as a proud alumnus, I am not ready to write Cheyney’s epilogue. It is vital that the state works with advocacy groups including Heeding Cheyney’s Call to address years of systematic isolation. The institution is the oldest of the 14 state schools and plays a vital role educating Black students. Founded as a teacher’s college Cheyney can help the state and nation increase the number of Black teachers in underserved communities. In addition, the hotel, restaurant and tourism program can meet the growing need for professionals while the new science center can address the lack of Black physicians.

HBCUs throughout the United States are facing serious questions regarding their relevancy. Institutions including St Paul’s College and Morris Brown College closed or operate on a shoestring budget. Other HBCUs including South Carolina State University and Norfolk State University have faced questions from state legislators despite years of success. However, pundits do not focus on the millions of dollars in federal, state and foundation grants secured by HBCUs including Hampton, Howard and Morgan State University. Ensuring HBCUs including Cheyney continue to remain viable should include a multipronged approach, which includes feedback from members of the university family. Recently, Cheyney has taken steps to incorporate alumni and faculty concerns to develop a blueprint to solve a variety of problems. Alumni are critical to the Cheyney’s future success. As an alumnus I can speak to the passion and commitment from graduates who are prepared to fight for the institution.

Recently I had the opportunity to attend Homecoming. The annual event brings together alumni, family and friends to relive old memories, reignite rivalries and network. Students and graduates are united in their fight to protect Cheyney’s legacy. Cheyney is an important cog in the Pennsylvania State System of Higher Education (PASSHE). Without Cheyney the system would be incomplete. Forcing Cheyney to merge or close would deny students from underserved communities the opportunity to complete their post-secondary education. Moreover, the university has the capacity to address workforce needs throughout the region including developing science, technology, engineering and mathematics (STEM) majors. The university needs the state to invest, not disinvest to compete with institutions of comparable size.

Solving the problems facing Cheyney would not occur overnight but a collaborative effort between alumni, administrators, faculty, state and students could turn the tide. The issues facing Cheyney have reached a tipping point, however, the university cannot afford lose critical Title IV federal funding or capital expenditures from the state. For this reason, stakeholders should consider the following:

Resolve years of inadequate funding – the battle between the state and Heeding Cheyney’s Call is rooted in the state’s failure to abide by an agreement with the U.S. Department of Education, Office for Civil Rights. Cheyney needs critical funding to renovate and rebuild its infrastructure. Over the last few decades the university has received minimal funding to maintain buildings on campus. Investing additional resources while holding the university accountable for expenditures would change the narrative. The institution is the key to increasing six-year college graduation rates for Black and Latino students in the region.
Link Cheyney’s success to workforce needs – Allocating resources to key programs that align with state workforce needs is important. The state has to view Cheyney as a partner that could increase the number of Black and Latino residents with critical skills. Establishing a business incubator that focuses on entrepreneurship would encourage students to start a company and reinvest by sponsoring an endowment, scholarships and funding for vital programs.
Hire a change agent – Cheyney has suffered through years of interim presidents and employee turnover. Small HBCUs including Claflin University located in Orangeburg, SC and Paul Quinn College located in Dallas, TX provide a template that should be duplicated by Cheyney. Leaders including Dr. Michael Sorrell and Dr. Henry Tisdale worked with alumni to increase fundraising and the institutions international profile. Identifying a president and staff equipped to work with the state, address alumni, student concerns and raise money for Cheyney is paramount.

Cheyney is at a crossroad. The university can no longer afford to continue along the same path. Years of inadequate leadership have left the university in a quandary. However, with the support of the alumni, state and students the university can overcome the current dilemma. Failure is not an option. Losing Cheyney could start a ripple effect that impacts every HBCU in the United States. The souls of deceased alumni would not rest if the crown jewel of HBCUs fails to survive.

Read all of our posts about HBCUs by clicking here.

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Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers December 23, 2015

The Two Types of Interviews New Teachers Should Be Prepared For

It’s a good idea to prepare for interviews before you’re called for one. Being prepared for the interview creates a favorable impression on your potential employer and will considerably reduce your stress levels before the interview.

When applying for a teaching position, you may encounter two types of interviews:

1. Online Interviews
An online interview is typically a preliminary set of screening questions. The online interview usually must be completed before being called for an in-person interview.

When completing an online interview, it is important that you take your time, proofread, and double-check that you have filled everything out correctly. You don’t want a minor mistake you get in the way of moving forward toward your dream job!

2. In-Person Interviews
An in-person interview is a face-to-face interview with an interviewer or team of interviewers. In-person interviews may be conducted by one or more administrators, a team of teachers, a combination of teachers and parents, or any arrangement of these.

Irrespective of the type of interview panel, it’s imperative to make a good first impression. A good interview suit is an excellent place to start. Interviewers also look for self-confidence, enthusiasm, poise, the ability to think and act quickly, appropriate grammar and a well-developed vocabulary, as well as clear and confident speech and diction.

The impression you make is often created by your personality traits, manners, and appearance, some of which may not be under your direct control. However, you can be prepared to answer questions typically asked by interviewers. Thoroughly research the school, making a visit to the school and speaking to experienced teachers who have been working at the school for a number of years. Prepare a series of questions to ask these teachers to allow you to get a good idea of the school environment as a whole. Familiarize yourself with the school goals, missions, and activities by browsing their Web site and by searching in local newspapers or at the local library. Apply your research findings to the questions typically asked by interviewers.

Matthew Lynch published in Diversity, Equity, list, Matthew Lynch December 23, 2015

Bilingual Education: 5 Reasons Why Starting Early is Important

This generation of K-12 students is growing up in a society that is increasingly bilingual. Foreign language requirements have long been a core requirement for high school graduation and are also part of most arts-based college degree programs. Along with Spanish, languages like French and German are common options for students. But is high school early enough to learn another language? There are actually more benefits to learning a second language much earlier, even as early as kindergarten. Here are 5 reasons it is important to start bilingual education early:

Simply put—fluency is easier to come by when you learn earlier.

It generally takes 5–7 years to be proficient in a second language. Second-generation Hispanic children raised in the United States usually learn to speak English very well by adulthood, even though three-quarters of their parents speak mostly Spanish and are not English proficient. However only 23 percent of first-generation immigrants from Spanish-speaking countries—those that began learning later in life, say they speak English very well. Pew Hispanic Center statistics have shown that 88 percent of the members of the second generation—those children that were introduced to English at an early age, described themselves as strong English speakers. This phenomenon should apply to children who speak English as their first language as well. In other words, U.S. students should be introduced to a second language at a young age in order to be fluent by adulthood. In fact, I believe that all K-12 students should have Spanish and English fluency by graduation.

Bilingual children have an academic edge.

Studies in language development show that when young children have more exposure to all languages at an early age, it actually gives them a distinct academic advantage throughout life. There is often an argument that students should first master the English language before branching out to others – but why can’t both be taught simultaneously? Bilingual children are able to focus more intently on the topics at hand and avoid distractions from academic pursuits. They are also able to demonstrate higher levels of cognitive flexibility, or the ability to change responses based on environment and circumstances.

There are cultural benefits that come from learning other languages.

The children who come from English-speaking homes can lend their language expertise to friends from Spanish-speaking homes, and vice versa. Contemporary communication technology has eliminated many global barriers when it comes to socialization and even doing business. It makes sense that language boundaries should also come down and with help from our K-12 education system.

Dual language programs show students a broader world view, whatever the native language of the student.

A bilingual brain is a more powerful brain.

Children who learn their first second-language words at the age of 5 can benefit from dual language curriculum. Learning is learning. The more that children can take advantage of new concepts, the more in tune their brains will be to all learning throughout life. Some studies have also found that the aging of the brain is slower and the employment rate is higher in adults with bilingual capabilities. Why not set kids up for success and strengthen long-term brain health while we are at it?

It leads to greater opportunities with collaborative learning.

Dual language programs show students a broader world-view, whatever the native language of the student, and lead to greater opportunities for collaborative learning. We should not limit what children learn based on outdated principles masked in patriotism.

By implementing bilingual options even younger, K-12 students stand to benefit long-term – both academically and in life. There really should be no reason why these students are not introduced to a second language as early as Kindergarten.

What do you think about introducing dual-language to early elementary-school aged children?

Matthew Lynch published in HBCU's, Higher Education December 23, 2015

Report: wealth gap in higher education growing

According to a report by Moody’s Investor Service, Americans colleges and universities are developing a wealth gap problem.

“One third of all assets held by colleges and universities” is with the country’s 10 wealthiest universities.

A few on the list include Harvard, Texas, Stanford, Yale, MIT, and Duke. Of the top ten, three are public universities. The rest are private.

Harvard, perhaps the nation’s most prestigious university, is also the country’s richest. In terms of wealth, Harvard is stout with $42.8 billion. That’s almost $10 billion more than the University of Texas, which comes in second.

The report also states that the country’s richest schools “capture the bulk of charitable gifts flowing to higher education” to the tune of 60 percent.

But one of the more interesting portions of the study lands with how many schools collect their revenue. The collection of tuition and student fees at the country’s top 20 private educational institutions has a median of 15 percent. That number jumps to 46 percent for public colleges.

Moody’s report concludes that because of the recovering economy and stock market, university endowments for the country’s wealthiest schools have aided in their increased wealth.

This report almost models how certain collegiate sports are fashioned. As power is concentrated in just a few NCAA conferences in sports like football and basketball that host big name schools like Alabama, Ohio State and USC, many kids will forgo opportunities at smaller schools in an effort to compete at larger, more competitive universities.

That example is a small sample size compared to the grand number of colleges and universities that many students have to choose from, but attracting the best and brightest to one’s campus is always easier when money flows as freely as spring water.

Matthew Lynch published in Matthew Lynch, Policy & Reform December 23, 2015

3 Things That Barack Obama Did For P-20 Education in 2015

When Barack Obama assumed the presidency, he was confronted by a nasty set of problems in P-20 education. High student loan debt, lack of affordable early-childhood education options, and everything in between were put in the President’s lap and have been issues he’s addressed in both terms.

Given the nature and sheer number of challenges, his administration has done a great deal to foster positive change and progress. In a bid to build upon his already stellar record on education, Obama implemented a number of education reform initiatives in 2015.

Obama gave $1 billion to Native American Education. President Obama’s budget request included $1 billion for American Indian schools next year, with millions of those dollars dedicated to restoring crumbling buildings and connecting classrooms via broadband Internet.

Administrative officials said the President was inspired to increase funds to better serve this population partially after last year’s visit to the Standing Rock Sioux reservation. He and the First Lady traveled to North Dakota and met with young people who shared how drugs, violence, and poverty impact their lives.

The federal government reported that around one-third of Bureau of Indian Education schools were in poor condition last year. This has forced students to learn in classrooms that fail to meet health and safety standards.

The BIE oversees 23 states and serves over 40,000 children in nearly 200 schools.

In addition to renovations, Obama’s budget included funds to expand broadband access at BIE schools, expand scholarships for post-secondary education, and help tribes deliver their own education programs.

Young people in Indian Country are some of the most at-risk in the United States. Many grow up in communities suffering from poverty, unemployment, and substance abuse. More than one-fifth of Native Americans over 25 never earn a high school diploma. Of those who attend college, only 39 percent earn a bachelor’s degree within six years.

I can only imagine the impact $1 billion will make on the Native American community, which is in such dire need of resources. Students do not deserve to have roofs caving in on them—they deserve to attend school and get an education in dramatically better conditions. I think Obama’s proposed funds could support some big changes in Native American education, changes that will lead to improved high school graduation rates and hopefully end the Native youth crisis.

Obama announced $240 Million in STEM funding. President Barack Obama used the spotlight of the 5th annual White House Science Fair to announce $240 million in Science, Technology, Engineering and Math (STEM) funding, which will come from private businesses, foundations, and schools.

Calling the National Science Fair “the most fun event of the year,” the President praised the sophistication of the projects presented from scientists as young as kindergarteners. He emphasized the need for society to keep pushing STEM initiatives, through vocal and financial support, and said that this generation of students will “define the contours of the 21st century” through their advancements.

It’s no secret that President Obama is a big proponent of STEM learning and initiatives. Since the start of his first term, he has pushed for higher accountability in schools where these subjects are concerned and has looked for ways to funnel funding towards them—schools with strong STEM programs, for example, see more

Race to the Top funding. Keeping up with other countries when it comes to STEM initiatives is a priority for the President, and he sees long-term economic value in encouraging students today.

I’m interested to hear more about the specifics of this funding, though. What programs will it specifically fund? Will some of it go to scholarships? We know that young women tend to lose interest in STEM learning around middle-school age. Will some of the funding address this growing concern? Computer coding is also an area that is rapidly advancing in demand. How will these funds help bridge that gap?

Where would you like to see some of this $240 million in STEM funding applied?

Obama administration released a testing action plan for K-12. President Obama is determined not to allow the moniker of “lame duck” to stick to him. In 2015, Obama and the Department of Education released their Testing Action Plan, which aims to reduce the burden of tests that many students are tasked with taking.
While Obama has little recourse in scaling back how often states tests its students, his administration can at least provide an outline. Part of that outline includes having schools “send parents written notice” if students exceed a two-percent cap of classroom time that they may spend taking tests.

The whole point of this initiative is to utilize additional ways to measure student success as opposed to just testing. Included in the action plan are ways that schools may determine “how well students are learning and schools are functioning” by using “portfolios, projects, technology-supported assessments, students surveys,” etc. It’s still assessment, though, instead of just teaching and letting students learn—something that critics argue is sorely lacking in P-12 classrooms today.

In addition to the cap on testing and student measuring tools, the administration stated that it will be more flexible with federal standards when it comes to teacher evaluations. How that flexibility will look remains to be seen, but if they are willing to go easy on testing, then teacher evals may see similar variety.

On his way out of the White House, Obama is attempting to untangle the legacy of No Child Left Behind and create a new path and perhaps leave a presidential legacy on education.

Did I miss anything? What would you add to the list?

Matthew Lynch published in Higher Education, Matthew Lynch December 22, 2015

Bobby Jindal wanted more education cuts in Louisiana

Higher education in Louisiana faced cuts this past year after the state faced a multi-million dollar budget shortfall.

It could’ve been worse (way worse) for education though. Governor Bobby Jindal reportedly wanted to cut over $600 million from higher education but was rebuffed by leaders in the state legislature.

In speaking with the press this past week, Jindal notes that he was upset that lawmakers didn’t cut from the state’s higher education fund.

To close the state’s budget shortfall, lawmakers used money from the rainy day fund. Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Nola.com notes that the move saved many schools from being reorganized.

“The Louisiana Legislature voted overwhelmingly last week to draw down around $28 million from the rainy day fund to cope with a midyear budget shortfall. The move allowed public colleges and universities to avoid reductions in the current budget cycle — though the outgoing governor said he would have preferred more reductions.”

Against his will, Jindal compromised and went along with what the legislature wanted. Since Jindal’s terms as governor is up in January, he spoke about the need to reduce the size of the state’s government, which is why he wanted to cut higher education funding.

On the inverse, Governor-Elect John Bel Edwards says that he wants to increase the budget for higher education, which will undoubtedly appease education leaders in the state.

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers December 21, 2015

Enrolling in a College of Education: What You Need to Know

Becoming an educator begins, of course, enrolling in a college of education. Whether you’re starting your pathway to becoming a teacher straight out of high school or are changing careers after many years of working in another field, to become a teacher, you need a degree from a college of education.

Usually, university students apply to schools of education during their sophomore year and formally enroll in a bachelor-level teacher training program beginning in their third year, after completing other college course work. Requirements for enrolling in a college of education differ among colleges and universities and from state to state. You’ll need to see your advisor for details. In general, in order to receive admission to most colleges of education, you’ll need to meet these three requirements:

You’ve completed your university’s General Education requirements (or the equivalent thereof); you have an AA degree from an approved Community College, or transfer from another university.

You have an overall GPA of 2.5 or above.

You’ve successfully passed all three areas (Reading, Writing, and Mathematics) of the Praxis I Skills Test or its equivalent.

If you don’t meet all these requirements, don’t fret! In some cases, students who don’t meet a college of education admission requirement may be assigned an “education pending” status. After meeting all college admission requirements, students complete a “change of major” request to change from “education pending” to their intended major.

Once you’ve been admitted to a college of education, the enrollment process will proceed with class selection. The course work for preparing to be a teacher involves two stages:

Core courses

The core courses are the basic classes required for most college students before declaring a major and entering a specific field of study. These classes typically account for 30% to 40% of a bachelor’s degree.

Teacher education courses

These courses focus on training you to be a teacher. At this point, you’ll select elementary or secondary education as your major and also choose your subject area.

When planning out your schedule, you’ll need to make sure you take all the classes required by each stage in addition to whatever electives you choose for your particular specialization. Elementary education teachers must teach a variety of subjects but have an area of concentration for which they must have a specific number of credit hours. For example, an elementary education major with a concentration in reading might need at least 15 credit hours in reading courses. Other areas of concentration include art, language, literature, mathematics, music, physical education, science, social studies, English as a second language, or specific foreign languages. Secondary education majors include grades 7 through 12 and require a specific major for the area. The courses you take in the teacher education program are specifically designed to teach you everything you need to know before teaching.

In addition, you must keep in mind that teachers must usually take and pass two Praxis exams in order to earn their degree and receive licensure.

Praxis II

This exam is a more focused test that specifically tests your subject area knowledge. Passing this test certifies you to teach and designates that you are highly qualified to do so.

Praxis III

This exam measures your performance as a new teacher in a classroom setting, mostly during the first year of teaching. It may include direct observation and structured interviews.

As long as you plan from the start, enrolling in a college of education and successfully garnering your teaching credentials will be easily achievable goals. Know your milestones, and plan your roadmap accordingly.

Matthew Lynch published in Equity, Matthew Lynch, Policy & Reform December 19, 2015

2 Ways That Language Instruction Shined in 2015

In today’s global world, it is important that students leave high school knowing more than just one language. Several innovative school districts in the U.S. are making this a reality by ensuring that their students learn a second language.

Maryland districts add Spanish immersion at three of its elementary schools. Prince George County in Maryland is working hard to immerse young students in foreign language. Three schools in the county started formally offering Spanish immersion as part of an expansion option for children this school year.

Mariluz Mendez, a kindergarten teacher at Cesar Chavez Elementary School, said that some of her students who have never spoken a foreign language before her class are now reading books in Spanish.

Executive Director of the American Council on Teaching of Foreign Languages Marty Abbott explained that the number of school districts that use a foreign-language immersion model rises each year. Spanish is the most commonly taught foreign language in U.S. schools, and Chinese is seeing a significant increase.

Gina Bowler and Delores Millhouse, two parents who did not have children in the public schools last year, lobbied for Schools Chief Kevin M. Maxwell to add Spanish immersion to the district’s list of offerings.

Bowler wants to give her daughters all of the advantages available to other children. She believes fluency in multiple languages will give students “many advantages in their academic lives, their professional lives, and their personal lives.”

Right now, kindergarten classes in each of the three participating elementary schools enjoy the new offering. Subsequent grades will be added each year. The district also offers Chinese immersion at a few schools.

I fully support Maryland in its decision to offer Spanish immersion in its kindergarten classes. Research points to benefits such as greater understanding, tolerance, and appreciation for other languages and cultures. I anticipate and hope that we will see an increase of language immersion programs throughout the U.S. in upcoming years.

NYC expanded dual-language programs. The New York City Education Department plans to expand dual-language programs offered in the city’s public schools.

Schools Chancellor Carmen Farina stated that 40 dual-language programs in elementary, middle and high school levels would be created or expanded for the 2015-2016 school year. As of June, there were 150 dual-language programs in the city. The new dual-language program will receive a $25,000 grant to prepare for the implementation and $1 million in federal funds.

The programs will primarily be in Spanish, but there will also be some in French, Haitian-Creole, Japanese, Chinese, and Hebrew. The programs will aspire to teach students to read, write, and speak in two languages. Half of the students will be English speakers and the other half will already speak the second language in the classroom.

Dual-language programs have been spreading around the United States as school districts strive to prepare students to compete for jobs in a globalized, multilingual world. The methods used in each school vary. For example, some teachers may teach half of the school day in English and half in another language.

Beyond the job prospects and global advantages, education experts say that dual-language programs can also attract middle-class families to attend poorer schools they may otherwise evade.

I think this shows that New York City is using its multicultural community to its advantage. Dual-language programs promote a positive school culture and can help close the achievement gap. I anticipate we will see students from a range of backgrounds attend schools that offer dual-language programs as more and more parents recognize the importance of bilingual education.

Can you think of any other stories that we missed?