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Matthew Lynch published in Diversity, Equity, Policy & Reform

Explainer: why transgender students need “safe” bathrooms

Alison Gash, University of Oregon

Bathroom safety has become the next battle for transgender students on college campuses across the nation.

Often referred to as “bathroom desegregation,” calls for safer bathrooms have inspired “shit-ins” at California Polytechnic and San Diego State, where transgender advocates asked student allies to use only gender-neutral restrooms.

Recently, “urine” blockades also confronted Berkeley students at Sather Gate, the main entrance to campus. Advocates filled plastic cups with fake urine and lined them up to greet students as they crossed the threshold into campus to protest inadequate restrooms for transgender students.

Why all the contention over bathrooms? Recent studies suggest that over 50% of transgender individuals will experience sexual assault in their lifetime (a rate that is far higher than for nontransgendered individuals), and using bathrooms could pose a significant threat of physical harm or harassment.

Fear of violence

Studies show that transgender students could be harassed, sexually assaulted or subjected to other physical violence when they are required to use a gendered bathroom.

One survey, commissioned by the Williams Institute, a think tank at UCLA, found that 68% of participants were subjected to homophobic slurs while trying to use the bathroom. Nine percent confronted physical violence.

Another study that surveyed transgender individuals in Washington, DC found that 70% were either verbally threatened, physically assaulted or prevented in some way from using the bathroom of their choice. Some experienced more than one form of such behavior.

Yet another survey found that 26% of transgender students in New York were denied access to their preferred bathrooms altogether.

Redesigning bathrooms

As a result, transgender students need to constantly weigh the trade-offs as they consider bathroom options.

As one University of Washington student articulates:

Do I choose physical safety or emotional safety? Do I choose physical health or mental health?

Universities are bringing in policies to have gender-neutral bathrooms.
Ted Eytan, CC BY-SA

So, from California to Texas, in elementary schools and colleges, administrators are considering the costs and benefits of redesigning bathrooms to accommodate transgender students.

For example, students at University of Pittsburgh can now use bathrooms that conform to their own gender identity. Arizona State University, Ohio State and Wesleyan University, among several others, have instituted policies requiring all new construction to include gender-neutral bathrooms. They are assessing how to modify the existing bathrooms to become gender-neutral single-stall facilities.

This is not limited to colleges and universities. As increasing numbers of primary- and secondary-school-aged children are identifying as transgender, public schools have become “ground zero” for fights over bathroom safety.

Miraloma Elementary School, in San Francisco, for instance, removed gendered signs from many of their bathrooms.

In fact, about two years ago, Governor Jerry Brown signed into law the School Success and Opportunity Act, requiring that all students be able to access bathrooms or locker rooms that are consistent with their own gender identity in California’s K-12 settings.

The ‘bathroom bill’ opposition

But as with other issues concerning transgender rights, some have reacted to these changes with visceral opposition.

For instance, Wisconsin, along with several other states, is considering legislation that would require school districts to only provide separate-gendered bathrooms as a way to stop local school districts from accommodating requests from transgender students.

An elementary school student in Stafford County, Virginia, was prohibited from using the bathroom associated with her gender identity after parents and politicians in the state spoke out against the student’s request.

In fact, opposition to these bathroom accommodations figured prominently in the initiative to vote down Houston’s recent antidiscrimination ordinance, which would have, like hundreds of others across the nation, prohibited discrimination in housing, gender and public accommodations on the basis of sexual orientation and gender identity, among others.

Opponents dubbed it the “bathroom bill,” framing the policy as one that would permit “men in women’s bathrooms” and would expose women and girls to sexual predators.

Consequently, the ordinance – subjected to public review under court order – failed with 61% of the voters.

This opposition exists even when transgender advocates have not only focused on their own risks but have also invoked the needs of students with disabilities, those who may need “family bathrooms” and students who have survived sexual abuse and are more comfortable with single-stall facilities.

And now, Privacy for All, a group dedicated to opposing transgender bathroom advocacy, is hoping to launch a similar campaign in California. It is currently collecting signatures to bar any public institution from permitting individuals to use bathrooms or changing rooms that comport with their gender identity.

Federal intervention has sent out mixed signals as well. On the one hand, the Department of Education issued a letter to an Illinois school district stating that denying a transgender student’s rights to access a bathroom consistent with their gender identity is a violation of Title IX.

On the other hand, a federal court rejected a transgender student’s claim that his equal rights were violated when his university rejected his request to use a locker room that matched his gender identity.

Need for safety

At this point, for most transgender students, bathroom options are limited.

Transgender students need safe spaces.
Ted Eytan, CC BY-SA

Either they have to travel quite a distance to get to the nearest single-stall gender-neutral bathroom, or change in an “alternative” locker room (often a faculty bathroom or custodial closet).

There could even be days when they go to class in their workout clothes or “hold it in.” Hence, demonstrating Berkeley students held out signs that said: “Where was I supposed to go?” or “I couldn’t hold it any longer.”

Such options have clear drawbacks and health risks. Urinary tract infections, depression and even suicide could be among them.

As a result, sometimes students see their best option as renting a house near campus so they can go home to use the bathroom.

As we mark World Toilet Day by campaigning on behalf of the billions of individuals who lack access to safe, clean sanitation, remember that among those denied access to safe bathrooms are transgender students.

The Conversation

Alison Gash, Assistant Professor of Political Science, University of Oregon

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation, Higher Education

Confessions of a MOOC professor: three things I learned and two things I worry about

John Covach, University of Rochester

We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.

On the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.

Indeed, despite the large dropout rate, MOOCs certainly end up serving a significant number of students. If the initial enrollment in a MOOC is 40,000 and only 4,000 actually complete the course, that’s still a lot of students compared to a traditional classroom. A professor teaching four courses a year in classes with 30 students each would have to teach for more than 33 years to reach 4,000 students.

It’s true that if these courses ever caught on across the culture in a fundamental way, as many have been predicting, they could significantly transform higher education.

Amid all the kerfuffle, and based on having taught several courses for Coursera over the past two years (and more than 250,000 students worldwide), I have learned a few things that cause me to both hope and worry about the future of higher education as we have known it for the last several decades.

The three things I learned

  • MOOC students are mostly older than college students

Roughly two-thirds of my students have been over the age of 25. Admittedly, I teach courses on the history of rock music, which might tend to attract older students. But my numbers are not much different from Coursera’s numbers generally.

When we think about college courses, we assume the students are age 18-24, since that’s the usual age at which one gets an undergraduate degree. There are a significant number of people out there, however, who are interested in continuing to learn later in life.

Students who take MOOC courses tend to be older and are mostly international.
Mathieu Plourde, CC BY

Continuing education courses at colleges and universities have served that public to a certain degree, but it is clear that there is more demand among older students than many might have suspected. Given the chance to learn according to their own schedule and location, many find this option very attractive.

  • MOOC students are mostly international and already college-educated

Only about a third of my students live in the United States. The rest come from more than 150 countries around the world. This percentage of international students is consistent with other Coursera MOOCs.

Interestingly, a majority have already earned at least a bachelor’s degree, with a significant number also holding a master’s or Ph.D. degree. While others are seeking skills that will help advance their careers, many of these students are learning simply for the fun of it.

Our surveys have shown that most are very satisfied with the courses – they are an older, well-educated and international cohort of students who believe in MOOCs.

  • MOOC culture is mostly a “free” culture

As with music on the web, MOOC students expect the courses to be free, or very close to it. If each of the 250,000 students who enrolled in my courses had to pay even a dollar for the course, the numbers would fall significantly – probably by as much as 90 percent.

Most people would be willing to pay only for the credential that the course offers. A course with no credential has got to be free if enrollment is going to be massive.

My courses offer a free option that provides students with a statement of completion they can print out. Many have expressed great pride in earning this modest credential: they post them on Facebook.

Two things I worry about

  • The flattening of expertise

In an online world that counts Wikipedia as a trusted resource, the expertise of the university professor can no longer be guaranteed to win the day. Scholars may argue that Wikipedia must be used with caution, but that’s not the way everyone else sees it.

Some of my students use Wikipedia and other online sources very effectively. The democratic access to information that digital technology facilitates flattens the hierarchy of expertise: a university professor’s claim to superior expertise is no longer unquestioned.

  • Alternative modes of awarding credentials

The rise of badges and certificates makes it possible for students to earn an alternative credential to university credits and degrees. Universities can argue all day long about whether or not an online course is equivalent to a traditional one, but if alternative credentials come to be acknowledged by employers as useful in assessing a candidate’s skills and preparation, and if students value them, this is in many ways a moot point.

And when older, more experienced students have a satisfactory experience with a MOOC, the validity of this form of learning and the credential it provides increases within the culture.

Finally, it is difficult to control the validity of such credentials outside of the United States. Just because some American employers may be wary of an online credential does not mean that all employers are.

  • The threat to colleges and universities

College and universities “sell” an education. The price they can charge for this product depends to a great extent on the fact that they have an almost exclusive ability to grant credentials, based partly on a culture that acknowledges that university faculty possess superior expertise.

How will the online transfer of knowledge change higher ed?
ashley cooper, CC BY

But if the culture embraces the idea that there are other valid sources of expertise, then universities are in for a severe downturn in business. This will not be the case in all areas of education, but it certainly will spell trouble in many of them.

We can no longer expect to be the only viable alternative for education and training. This is maybe not the end of college as much as the end of an educational monopoly.

Some colleges will fail.

What can be done?

Colleges and universities must work to secure their claim to superior expertise, not within the ivory tower but within the culture at large. MOOCs are very useful in spreading the word about the fantastic thinking and teaching that goes on inside of universities.

The public should know more about what we do – they need to be invited in. Schools also must make certain that the credentials they provide really are the best preparations for success, and, just as importantly, that they are perceived this way among the general public.

We also should stop thinking of higher education primarily in terms of American students between the ages of 18 and 24.

In a world that will surely introduce significant and substantial competition in many areas of education very soon, universities must act now.

Consider this: Napster, the online music store, was introduced in the year 1999. In the 16 years since, the music business has been transformed by file sharing in ways that have been quick and deep. Nobody could have predicted it then.

Higher education must be sure it is not the same kind of victim of change. Let us not fiddle while Rome burns.

The Conversation

John Covach, Director, Institute for Popular Music, University of Rochester

This article was originally published on The Conversation. Read the original article.

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

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Matthew Lynch published in Matthew Lynch, Policy & Reform

Special Education Graduation Rates Lag Behind

More than four out of five high school students graduated on time in 2014, the highest rate on record. Although some discredit the statistics validity, it’s fairly clear that obtaining a high school diploma is better than not. Though these rates are an achievement, lost in the discussion is the much lower rate of graduation for special education students.

Nationwide, only 63 percent of students with disabilities graduated in 2014, a rate of approximately 20 percent lower than the national average. In states including Mississippi, Nevada and Georgia, special needs students graduated at half the rate of their non-disabled peers. The rate for students with disabilities is lower than 60 percent in 20 states.

These depressed rates and the large gap between special needs students and non-disabled students is alarming. Particularly because it has been documented that students with disabilities who graduate are much more likely to spend their early adult years in school, preparing for work and ultimately working, when compared to those who do not graduate. Students with disabilities who obtain a high school diploma are three times less likely to get into trouble with the law than their peers who dropout.

The bright side is that research has identified what steps need to be taken in order to reach more special needs students and ensure graduation. Rates are higher in states in which disabled students are encouraged to obtain a diploma with the same requirements for students without disabilities. Interestingly, graduation rates for students with disabilities are significantly lower in states that offer alternative special education diplomas. These diplomas are emended so that students do not need to meet general education requirements.

Graduation rates for students with disabilities have improved slightly over the past few years. The increase has been attributed to increased endeavors to support students with disabilities and integrate them into general education classrooms. To continue the upswing in special education graduation rates, students with disabilities will need to be a top priority. High expectations and clear methods to reach these students will be paramount if the graduation rates are to continue to improve.

http://www.huffingtonpost.com/todd-grindal/post_10880_b_8976972.html

 

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

 

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Matthew Lynch published in Diversity, Education News, Teachers

How we should discuss racism with students?

**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 Gary Hamilton

The terrible tragedy at a church in Charleston, the circumstances surrounding the death of Sandra Bland, the anniversary of Michael Brown’s shooting, and countless acts of racially-motivated violence have once again reminded us that racism still continues today. Messages of hate and prejudice – the Confederate flag, the inequities in our systems of justice and education, and the media’s standard response to events involving people of color – continue to cause feelings of fatigue and isolation.

It is still hard for us as a country to fully acknowledge the racism that permeates the US. Especially in our schools, where we too often dodge or soften conversations about racial issues.

To bring about healing and impact change, I believe that teachers must have difficult conversations about race in order to bring about unity and understanding. We have the platform to achieve this, but we need to step away from the shadows of implicit messages. We have to speak openly and guide our students as well as each other through these challenging issues.

Teachers must be able to talk openly about racial issues.

Educators frequently engage in heated professional discussions with one another, yet when topics of race emerge we feel that we must walk on eggshells. To me, this is a serious problem. I cannot emphasize enough the importance of understanding each other and feeling free to share our cultures and histories. Our differences sustain who we are, and in order to create pathways for our students to feel accepted for who they are, we must foster these conversations.

I often find that some of my white colleagues stumble when speaking about issues that specifically affect the black community, if they address them at all. Maybe they feel uncomfortable and worry that I will place blame on them. Maybe they are unsure how to present their questions without offending me. But to eliminate the pitfalls of sugar-coated explanations or weak rationale for terrible acts of violence that occur, we need to be able to talk openly and honestly about racial issues.

How can we foster this? We can engage in controlled, passionate, solution-oriented conversations. In these conversations, we need to remember to leave our judgments at the door, to remain open-minded, and continue to demonstrate respect, even when we disagree. It is also important to assess the tone of the room, as some conversations are not ready for those who tend to play the devil’s advocate. Starting with validation can place individuals at ease and increase the likelihood of a healthy discussion. As educators, we can encourage these conversations with our students, their parents, and with one another.

Conversations about race are important to clarify generalizations.

I fear that my students may see the surveillance footage and media images of the man responsible for the Charleston attack, and think that the odious crimes against black people are perpetuated by all white people. The myriad of recent events where white police officers have abused their authority and acted with unwarranted violence towards black people keeps this belief afloat. Not having the space to ask questions openly about events such as these leads to stereotypes, fear, and hate.

We must acknowledge the danger of our country plunging into the abyss of racial divides. We were once and in many ways continue to be a country that treads lines of black versus white issues. We must prevent students from viewing the world through this lens by teaching them how the tainted ideology of a person can negatively impact all people. It is important to not distort the truth, but the format we use to tailor and present the truth is essential to how it will be processed.

We must remove the spotlight from the bad guy.

The spotlight should instead be shined on the inequalities within our justice system and our education system and the detrimental impact this has on minorities. It should be shined on strengthening gun control and safety laws and the increasing need for readily accessible mental health services. We need to stop focusing the perpetrators of these crimes and start focusing on systemic inequities that spur racism.

I trust that we are a nation that understands the menu for healing, but we cannot atone for ferocious acts without examining the root causes of racially-charged hate crimes. It is time that we move away from a place of fault and blame and into a place of realistic improvement for all people.

As we embrace the families whose loved ones have been lost through senseless acts of racially-motivated violence, we must recognize that history is repeating itself and that racism is still alive and well today. This truth is masked by the media and by our daily interactions with one another, where we avoid conversations about racial issues. To move forward, we need to have difficult conversations about the racism in our country. We can start these conversations in our classrooms.

___________________

GaryHamilton

Gary Hamilton grew up in the Dallas Independent School District, and is now a 5th grade special education teacher at Wheatley Education Campus in Washington, D.C.   He has been teaching for 9 years.  Gary is an America Achieves Fellow, a teacher trainer for the Flamboyan Foundation, and a Teacher Selection Ambassador for the District of Columbia Public Schools.

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Matthew Lynch published in EdTech & Innovation, Parental Involvement, Teachers

How to use safe and private messaging for your school community

**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 post by Nick Grantham

Overview

Remind (formerly Remind101) is a one-way messaging service created specifically to help teachers communicate with their school community as simply and safely as possible. Allowing students and parents to sign up via text, email or online using a unique class code, the service keeps phone numbers completely hidden so teacher-student-parent communication is 100% private and secure.

Name: Remind  – www.remind.com
Pricing: Free
Compatibility: Desktop / iOS / Android
Access: Email / Google signup
Privacy: Private (privacy policy)

How teachers can use it

1. Broadcasting your message

As the main purpose of the Remind platform and app, simple and secure messaging is the primary use for most educators. This could be an alert to students when work is due, a reminder to parents to fill in permission slips, weather information, school closures or even just a motivational quote or message for the day.

2. Send more than words

One of the huge advantages Remind has over conventional SMS is the ability to attach files to messages. As long as the attachment is less than 10MB in size, any file type can be used. Try sending an end of week happy snap of your class to parents each Friday to keep them feeling connected. Attach a map or flyer if you are messaging about an event. Even attach a pdf copy of the homework, just so parents know exactly their children are working on.

3. Archiving message history

One key safety feature of Remind is that you cannot delete messages once they are sent. This ensures there is always a clear record and trail of your messages and allows you to stand over every interaction you have made. What is particularly useful is that the system also allows you to easily download a PDF copy of every message you have made. This is extremely useful for archiving, potential legal requirements and any administrative requests.

4. Send messages from the future

Remind lets you schedule messages to be sent at any time in the future (unfortunately the past is not yet possible…). This works extremely well for setting project deadlines or dates for upcoming tests. This way messages can be created when you think of them rather than at awkward times or when you may not have the capacity to craft the message carefully.

5. One way conversation

Make sure to remember when using Remind that it is a one way communication channel. If you need to have a discussion or require feedback from parents or students, email, phone or face to face conversation may be a better option. Over time you will find that certain individuals react better to certain communication mediums, so although Remind may not allow replies, you can use it as a trigger speak or mail on a subject further.

This post originally appeared on Fractus Learning, and was republished with permission.

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

_______________

The founder of Fractus Learning, Nick Grantham is an Australian educator living and working in Dublin, Ireland. With a background in education, engineering and digital product development, Nick launched Fractus Learning in 2011 to connect people with a shared passion for technology and how it can bring education to life.

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

Ask An Expert: Dealing with a Parent’s Death

Question: When a student’s parent dies, it impacts the whole school community. How do you recommend schools handle the death with respect to the student whose parent has died, the teachers and students who are impacted and the community at large? — S. C.

Answer: Thank you for submitting your question. You are correct, a parents’ death does have ramifications for the entire school community. In this column, I will delineate how schools can handle the death with respect to the student(s) whose parent has died, the teachers and students who are impacted and the community at large. Without further ado, I will begin.

The loss of a parent is a devastating event for children, no matter the age. Children derive their sense of security from their parents, so the death of a parent can make them feel vulnerable and afraid.  In regards to their reaction to the death; this depends on the maturity level and the resilience of the child in question. Regardless of how well they take it, they will need the love and support of those closest to them in order to make it through the grieving process. The school community can help by conveying how much they care for the student and being empathetic to their loss.

Children must be allowed to grieve on their own timetable without feeling rushed. At the same time, you can’t allow the student to use their parents’ death as a crutch or an excuse. You don’t want them to fall into a pit of despair and pity, so of course the school counselor’s or psychologist’s services will be offered to the student. Children need access to these services both immediately after the death and for a period of time after that. With the support of the school community and their family, most of the children who lose parents go on to lead healthy productive lives.

In regards to teachers, students, and the community at large, immediately after the death they will be searching for answers and information. Schools can help them by serving as a key disseminator of information. This is very important to the process, because we all know that misinformation can sometimes run rampant in situations such as these.

Everyone will not be affected by the parent’s death in the same way, but nonetheless, the death must be acknowledged by the school community. Hopefully, your school already has an emergency team that steps in when a crisis like this arises. In the hours or days immediately after the death, your school may not have a lot of details about how the student’s parent died,  however, you still should disseminate whatever information that you have.

Make sure that you inform your staff, faculty and administrators as soon as possible. Why? Because in addition to the school itself, these are the people who will be inundated with questions from students, parents and community members. If they are out of the loop and are unable to provide these sectors with viable information, your school could end up looking unprofessional and uninformed. Use every viable communication medium that you can think of to accomplish this goal, even if the school is on break.

Also, the staff should be briefed on the appropriate way to address the situation in their individual classrooms, and how to recognize signs that the death is affecting students negatively. Students can be affected regardless of whether or not they knew or are related to the deceased parent. This may lead to anxiety or sadness, especially when children come to the realization that we all are human, even their parents. Some students may become overly preoccupied with death and the possibility that their parents could meet the same fate. Remember, students who are having a difficult time dealing with the situation should be referred to either the school counselor or psychologist.

It is not a good idea for us to believe that we are protecting students by withholding information. Like adults, students want to be told the truth. If they don’t get the truth from the adults around them, they tend to try to put the pieces to the puzzle together as best they can, which can quickly turn into myths and misconceptions. Even if you don’t know the whole truth, tell them the factual information that you possess concerning the parent’s death.

It is best to prepare a written statement to inform the entire student body about the death. Teachers can read the statement in their classrooms. The worst thing that you can do is to deliver the news over a PA system, because it is too cold and nonchalant to express the true gravity of the situation. After the news is announced, students should be allowed to freely express their feelings and ask questions. Also, teachers can use this situation as a springboard to talk about death and dying.

It is also important to remember that parents are also a part of the equation. As soon as possible, preferably via a letter home or a personal phone call, parents should be informed of the death and also of the information that has been shared with their children. It is also important to have a generic form letter that can be used in such instances. Parents will want to know the specifics surrounding the death, as well as strategies that they can use to talk to their children about the situation.

As I established at the beginning of my advice column, a parent’s death has ramifications for the whole school community. In this column, I have provided you with information that your school can use to handle a parent’s death with respect to the student whose parent has died, the teachers and students who are impacted and the community at large. At the end of the day, the golden rule in this type of situation is to “Do unto others, as you would have them do unto you, in your time of bereavement.”

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Matthew Lynch published in Ask An Expert, Matthew Lynch

New Teacher Tip: Arranging Your Classroom

As the new school year begins, most students look forward to joining their new class. The set up and layout of the classroom will determine the ease with which the children can move around the classroom. It is also important to consider your teaching style while you are arranging the classroom. Here are things you should to consider when deciding the layout of the classroom.

1. Teacher’s desk. In the traditional setting, this is one item that is generally kept in the far corner of the room or toward one wall in order to avoid the teacher’s desk being in the middle of high traffic. On the other hand, if your approach to instruction is likely to be more flexible and interactive, you might want to have the teacher’s desk closer to the students’ tables and chairs.

2. Students’ desks. The layout of students’ desks depends on the kind of interaction that you want with students. Perhaps you desire to frequently rearrange the desks, depending on the kind of lesson you are planning, provided the desks are not bolted to the floor. Here are some layout options for you to consider:

a. Students facing the front of the room—this option is best for sessions that involve direct instruction.
b. Students facing the center of the room—this layout creates a friendly environment and is best used when interaction and debate are part of the agenda.
c. Students grouped in clusters—ideal for times when you want students to work in groups or complete a collaborative project in class.

3. Overhead projector or multimedia projector screen. It is mandatory that the screen be placed at a height and angle that allows everyone to see the screen easily. Make sure you sit in each seat while others are present to determine if you can view the screen comfortably from all positions.

4. Classroom supplies. Items that are frequently used need to be handy and kept closer to the students. Items used less often can be stored in a cabinet. The pencil sharpener and trash should be kept slightly away from the students to avoid distraction.

5. Announcement board. Decorate the board to liven up the classroom, as well as to communicate with students about important events during the academic year. Consider these suggestions:

a. Make the board colorful with project work that has been completed by students.
b. Put up a “quote of the day” that is relevant, inspirational, and motivating. You may also make this a revolving duty of the students.
c. Allow students to put up pictures of places they visited on a holiday.
d. Educate your students about something pertaining to their curriculum by pinning up newspaper or magazine editorials.
e. Use another bulletin board to put up important school information, like the academic calendar, fire drill instructions, classroom rules and other such information.

Follow these guidelines and you can be sure that the new academic year will start with a bang! Good luck!

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Matthew Lynch published in Matthew Lynch, OpEducation, Policy & Reform

The Implications of Universal Preschool

President Obama has been vocal about his belief that a publicly-funded universal preschool initiative is necessary to give American children an academic advantage before ever setting foot in a Kindergarten classroom. A poll conducted by the bipartisan team of Hart Research and Public Opinion Strategies found that 70 percent of respondents were in full support of a universal preschool plan as long as it did not contribute to the national deficit. Sixty percent of the Republicans polled supported the plan, despite its close ties with the Democratic Chief. It is clear that average Americans, despite party affiliation, are supportive of essentially extending the public school system to include preschool-aged students – but should K-12 educators be on board?

On paper, universal preschool seems like it would provide a definite boost to the K-12 academic initiatives that follow. Children with an earlier start in school settings should hypothetically have a stronger knowledge base before Kindergarten and be further developed in the social aspects that accompany the school years, and life beyond them. Common sense would dictate that adding a one-year option for preschool would lead to higher achievement throughout the K-12 journey, but the facts actually contradict this stance.

Studies of federal early education programs, like Head Start, have found that kids entrenched in academics early on show little to no academic advantages compared to kids that started school later. The positive academic impact of early education programs is non-existent by fifth grade. Further, state-based preschool campaigns in states like Oklahoma reveal no real long-term critical thinking or social advantages for the students.

The idea that setting kids in a school environment earlier than Kindergarten leads to better, smarter students is flawed – if just the results of these studies are to be trusted.

So then what is with the push for this universal preschool? Critics of the plan say it is just a way to add more education jobs, particularly since proponents want to insist that states accepting federal preschool dollars pay preschool teachers at the same rate as elementary ones.

The plan has also been accused of being a federally-funded childcare angle meant to help alleviate the cost woes of working parents along with giving kids a jump on academics. Predictably, this ruffles the feathers of constituents who are already leery of Obama’s so-called “socialist agenda” and the government having too much control over family affairs. Both claims are a stretch, in my opinion, and not the real issues that need to be discussed when it comes to the worthiness of universal preschool.

The real question that needs to be answered is whether or not starting kids earlier, across the board, will have a measurable impact on the success of American students throughout their careers. This answer comes with a host of complications though. What specific gains will constitute “success” in a universal preschool initiative? Higher standardized test scores? Better graduation rates? More graduates who go on to earn math and science degrees? Laying out a preschool plan that does not spell out any goals, or steps for achievement, is like sowing seeds haphazardly in a field and hoping something comes to fruition.

The second question should be: If implemented, how long will it take to see potential improvements? At what grade level will universal preschool benefits materialize – or at what age do educators stop hoping to see any positive impact?

Education is a right for all children but the how and when of that learning is muddy. Universal preschool may be the boost American children need to regain some academic ground on the world stage – or it may prove to be a better idea in theory than practice.What are your thoughts on publicly funded universal preschool?

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Matthew Lynch published in Equity, Matthew Lynch, Policy & Reform

Creating a Gender Responsive Learning Climate for Girls

In a responsive model of instruction, teachers seek out and include examples of achievements from both genders. While women have come a long way since the days of Dr. Edward Clarke, it is still difficult to find a curriculum that reflects an equitable picture of female accomplishments. Progress has been slow to incorporate gender-fair terminology into textbooks. Girls need to read about role models in science and mathematics — not just see pictures of women in lab coats with occasional references to females in the text.

The accomplishments of minority women, women with disabilities, local women from the community, and working class women all are important to help present a complete, realistic and equitable picture of female role models in society. It is valuable for young women to see the variety of ways in which females can impact their communities and their society, regardless of race, ethnic background or financial status. Teachers help overcome gender inequities and change present perceptions by presenting accomplishments, and experiences, of both men and women.

A balance of the particularistic and the inclusive is required. It is not healthy or productive to promote the historical female experience as completely negative — or to emphasize the struggles and minimize the triumphs — such an approach presents an unrealistic picture and may produce bitterness. Nor is it positive to emphasize men as the “oppressors” — this fosters resentment. Balance promotes equitable, respectful, and cooperative relationships with men in society.

There are many important reasons to emphasize women’s achievements. One of the most important is to build girls’ self-esteem. Blame the magazines, the movies, the models — blame Barbie — pin it on the pin-up girls, but the fact remains: girls struggle with the mixed messages about body image. Particularly impressionable adolescent girls struggle with bulimia, anorexia and the obsession with weight, and sometimes self-inflict injuries and other damage to their bodies.

Many girls who are bulimics and/or cutters have indicated that these actions are the only aspects of their lives over which they have control. Teachers lack the ubiquitous influence of the media to manipulate girls’ self-image. Advertising often pitches to the fundamental needs of the subconscious mind. Sex sells, to be frank — and while we cannot deny it, we do have some means to counter it.

Girls must be guided to see their potential in areas other than the physical. One helpful strategy is to acquaint young girls with the accomplishments of great women, including: Phyllis Wheatley, Marian Wright Edelman, Rosa Parks, Clara Barton, Mary Shelley, Jane Addams, Shirley Chisholm, Elizabeth Blackwell, Sacagawea, Wilma Mankiller, Isabel Allende, Deborah Sampson Gannett, Dolores Huerta, Frida Kahlo, Maya Angelou, Sonia Sotomayor, Margaret Sanger, Unity Dow, Sally Ride and other women who overcame great odds to be strong and successful.

Each of these women are a standout figure in history or in society because of her hard work, her inner strength and her determination. In a society where supermodels and sex appeal are overvalued, adolescent girls must be reminded of their important inner qualities.

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Matthew Lynch published in Higher Education, International Education

How competing for students will transform universities

Duncan Bentley, Victoria University

Historically, universities were privileged institutions for the “intelligent elite”, almost exclusively male communities, where great thinkers lived and worked and passed on their wisdom to fellow scholars and their students. Imagine Oxford, Harvard and the University of Melbourne before 1960.

Today, universities remain institutions in which groups of scholars contribute to the world’s knowledge and pass it on through teaching and exchanging ideas with the wider community. The difference is they try much harder to serve as many people as they can.

Institutions of distinction

The power of the university community is that it has never been bound to an institution or a country. Many academics and their students are more closely tied to their colleagues across the world in their own discipline than to an academic across the corridor in another field.

Demand tends to follow prestige.
Aleksandar Todorovic / Shutterstock.com

Traditionally, groups of scholars have banded together to compete in the race for new knowledge. They have not based their work on their institutional affiliation.

Universities, on the other hand, bundle their best groups together and claim a reputation. This has been the major driver of distinction and competition for universities and is reflected in the different world rankings.

Reinforcing this approach to competition is that student demand continues to follow elite status in the different rankings. This means that countries building their university systems are increasingly entering the “brain race”. Elite scholars are attracting lucrative incentives and contracts, similar to elite sport.

New competition

In Australia, competition will continue to transform universities. Australia has followed the world in democratising university education. The last 50 years has also seen a significant increase in the scope of degrees offered, particularly as universities have incorporated training for the growing number of professions.

Uncapping of places following the Bradley Review of higher education led to a significant growth in demand and university revenue. As the rate of growth has slowed, universities have sought to maintain revenue by trying to attract different types of students using a range of delivery methods.

While different university groupings exist, it is difficult to see much difference other than in positions on the research rankings. Many universities have regional presence. All universities are trying to “innovate” and this includes different levels of online delivery. All universities are working internationally.

Many universities were, until relatively recently, polytechnics or technical colleges and the pecking order among universities and therefore the demand from students largely reflects the research rankings, which favour the established elite.

The student experience: a new way universities compete
Nils Versemann / Shutterstock.com

Newer universities are therefore trying to re-invent the student experience and to develop links with industry and specialised degrees to generate the revenue they need to maintain their relative positions. Revenue pressure has increased as international student demand remains inconsistent and government funding for domestic places does not maintain pace with university ambitions.

New competition is also entering the field. TAFEs and private providers don’t need to research and they get more money for degrees than they can get from vocational qualifications. Degrees are also normally longer, which provides a more secure revenue stream from each student recruited. New entrants make more money too, as they generally have a lower cost structure than universities.

Add to this the fact that some 87% of the workforce in Australia is employed in the services sector, where a bachelor degree is increasingly becoming a base requirement for a job. It is an attractive market in which to operate.

Universities have responded by partnering with TAFEs and private providers to access markets or improve their productivity in ways they cannot achieve on their own. It makes sense to provide curriculum, quality assurance and a degree for a fee, and let the TAFE or private provider focus on teaching students who might not otherwise have gone to university. The results are often as good or better for the student. It provides a new revenue stream for both parties.

Specialise to succeed

As growth in demand for universities slows, particularly outside Queensland and Western Australia, competition for students will heat up. The lowest tier of universities will have to focus on only highly specialist areas of research, simply for lack of funding.

All universities are likely to look to improve their productivity so that they have sufficient funds to maintain their world-leading research. Those who succeed will be those that get rid of unnecessary costs and drive new opportunities to increase their revenue.

How will competition develop? Increasingly, universities and higher education providers will follow the example of the scholars in a global market. They will specialise in what they do well and partner with anyone who is like-minded and can help them compete effectively in their race for achievement. For most universities their goal will remain excellence in teaching and learning and research for the betterment of humanity.

Competition will continue to transform universities. Some may lose the battle and fail, while others may partner to achieve higher rankings. The real winners are likely to be the students – and the elite scholars and teachers.

The Conversation is running a series on “What are universities for?” looking at the place of universities in Australia, why they exist, who they serve, and how this is changing over time. Read other articles in the series here.

The Conversation

Duncan Bentley, Deputy Vice-Chancellor, Victoria University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers

Are Bilingual Programs Worth the Extra Effort and Expense?

The debate on the best way to educate ELL students continues, with little promise of a clear-cut way to proceed emerging anytime soon. Meanwhile, the diversity of languages spoken in U.S. schools continues to expand. Languages include Spanish, Hmong, Urdu, Arabic, Russian, Chinese, Polish, Korean, Tagalog, and Swahili…and that doesn’t cover everything! Achieving the goal for all students to obtain a satisfactory level of learning is often compromised by the cultural, social, and language differences among various groups. The inability to provide the best approach for the learning needs of ELL students places them at greater risk of falling behind.

The original enthusiasm for bilingual programs has diminished, and these programs are now criticized as ineffective. Support for the immersion model has also declined, and initial supporters now believe ELL students simply aren’t learning English quickly and thoroughly enough. They now suggest that the immersion program does not facilitate ELL students’ ability to cope with American culture, not only in school but also beyond school boundaries. The slower learning curve experienced by ELL students in immersion programs may plague them for the rest of their lives.

This belief is based on research suggesting that Hispanics who were enrolled in bilingual programs from the 1970s through the 1990s have earned less money on average than Hispanic students educated during the same period in an English-only setting. Hispanic high school dropouts who were in English-only classrooms are also fewer in number and more likely to return to school later. Immersion makes it difficult for the teacher to provide support for all students’ needs. In the case of a complex assignment such as a research paper, language and usage are challenging even for fluent students. The further complication of using a second language puts ELL students at a serious disadvantage if they don’t have special support. The immersion method of teaching has yet to establish itself as an effective program for minority students.

Supporters of the transitional and developmental models insist that students taught at least some of their core academics in their native language can better keep pace with their English-speaking peers. According to research studies, transitional instruction in both the native language and English helps students learn English more quickly and effectively. Transitional instruction helps students become more literate in their native language, which in turn improves their ability to learn English.

An issue that complicates the education of the ELL learners is the lack of training among teachers and the apparent lack of urgency on the part of states to ensure highly qualified ELL teachers. Most states have no requirements for new teachers to demonstrate competency in ELL instruction. And most states do not have incentives for teachers to pursue a license or endorsement in ELL instruction. Regardless of the model chosen, qualified teachers are necessary for quality programs.

Bilingual programs—are they helpful or harmful? Please leave your thoughts in the comment section below.

 

 

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Matthew Lynch published in Higher Education

4 ways university professionals can boost student success

**The Edvocate is pleased to publish this guest post on stealth assessment as a 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 post by Anica Oaks

Students sometimes need a little extra help, encouragement or advice to succeed at college. Not all students have the same levels of skills and motivation when they come to class and complete their assignments. University professionals, including professors, teaching assistants and staff, can do a number of things to help boost students’ success. The following are some of the best strategies for improving the performance of students who may need a little extra help.

Provide Clear Guidelines for Success

In order to succeed, students must have a clear idea of what’s expected of them. They should be aware exactly what counts towards their grade in each class. In some classes, exams and term papers are the main criteria. Other classes require a certain amount of class participation. Students should be told precisely what percentage of their grades depend on which factors.

Encourage Students to Communicate With Professors

Some students who need extra help may be reluctant to ask for it. When students are having a problem, they should be encouraged to communicate with their professors. If students don’t initiate this communication, it’s up to the professor or faculty adviser to do so. If someone is performing poorly in a particular class, he or she should make an appointment to speak to the professor during office hours.

Help Students Find the Right Schedule and Curriculum

Many students have busy schedules, often balancing work, school and family commitments. Not all students can realistically attend classes full-time. Students who take more classes than they can handle often burn out or don’t do as well as they should in any of their classes. In some cases, part time study is more appropriate. Another solution for students facing time restrictions is an online degree program. Helping students identify the most practical and convenient way to study can help them succeed.

Make Student Services Easy to Access

Many students can benefit from counseling, career guidance and other college services. They may need to talk to someone about personal or academic issues that they can’t discuss with their professor, parents or friends. Colleges usually offer a wide variety of services through professionals with a master’s in higher education program, but students are not always aware of how to access them. Some students may feel reluctant to seek help. That’s why it’s important to assure students that there’s no shame in seeking help and that their sessions will be completely confidential.

Success in college requires a healthy partnership between students, professors and others, including deans, faculty advisers and counselors. Students may need some special encouragement to access the resources that are available to them on campus. It’s important for university professionals to closely monitor students and identify what kind of help they may need.

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Anica is a professional content and copywriter who graduated from the University of San Francisco. She loves dogs, the ocean, and anything outdoor-related. She was raised in a big family, so she’s used to putting things to a vote. Also, cartwheels are her specialty. You can connect with Anica here. If you are interested in becoming an educator, Anica suggests that you check out a master’s degree in higher education from Abilene Christian University.

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