Matthew Lynch

Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers November 11, 2016

4 Tips Cash-Strapped Districts Can Use to Pay Teachers What They Deserve

It’s no secret that teachers in the United States receive little recognition and a salary below their abilities, and that their training after hire consists of professional development that rarely leads to much growth. There is also little incentive for teachers to strive to earn more because pay isn’t based on excellence, but on time on the job. This can lead to quality teachers feeling burned out, with no recourse for better pay for their efforts.

But with a little creativity, this truth can be reversed—even for districts on a tight budget.

Without further ado, here are some things to consider so that teachers can get paid what they’re worth, whether funds are abundant or limited:

1. Rethink the “teachers on an assembly line” mentality. There is a tendency for American teachers to be treated like factory workers. The No Child Left Behind program holds teachers entirely responsible for their students’ performance on state achievement tests, regardless of the many variables that influence students’ performance on these tests. For example, it is extremely difficult, if not impossible, to prepare a sixth grade student reading at a second grade level to perform well on a state achievement test. It is no wonder that standardized testing has caused schools and teachers to panic.

2. Put it into perspective: remember that school principals and other administrators receive comfortable salaries. In addition to concerns about job security, low compensation, and student performance on high stakes test, teachers must also worry about subpar principals who are overcompensated for the successes of teachers. Although administrators deserve to be fairly compensated for their work, their pay does not seem equitable compared to that of teachers. If administrators are to be compensated fairly for the job performed, then teachers, too, should be fairly compensated.

3. Prioritize paying teachers more, and question the assumption that this has to be expensive. When considering these issues, a major mistake made by reform groups is to table efforts at improving teacher salaries because the expenditure does not fit into the school budget. If children are America’s most precious commodity and the focal point of the nation’s educational system, then the lack of funding is no excuse to forgo efforts. Many school reform efforts are cost-effective and can be implemented by resourceful educators. When there is a lack of money, change is contingent upon the faith and commitment level of the faculty and staff. Money should not be wasted on model programs and unsubstantiated trends.

4. Think about the indirectly related factors that will help teachers. Considering factors such as teachers’ professional development, while at first may seem unrelated, can be a key factor for successfully improving teaching salaries as well. When analyzing budgets, it is important to set aside money to hire teachers with the ability to create and teach in-service professional development programs. The ability to train the staff and educators internally will save the school money, and will give the teacher/expert a feeling of usefulness. For instance, a teacher with 30 years of experience and a demonstrated ability to obtain amazing results from her specific teaching strategies might create a professional development seminar to share her expertise. This saves the school an enormous amount of money, and saves the administrator the trouble and cost of hiring a consultant. These savings can then be passed on to the teachers, perhaps in the form of bonuses, etc.

In the end, schools operating with limited funds to support reform efforts will need to be both resourceful and creative in order to affect positive change and strive toward equitable pay for superior teachers. Forward thinking leaders, committed and imaginative teachers, and a supportive community can contribute to change that improves the working environment of our teachers – and their salaries too.

I am sure that you also have some interesting insights on how to pay teachers what they deserve, even on shoestring budgets. So share your thoughts below in the comments.

Matthew Lynch published in Ask An Expert, Equity, Matthew Lynch November 8, 2016

Ask An Expert: Disrupting the School-to-Prison Cycle

Question: Dr. Lynch, I am a youth counselor in Philadelphia, PA. Everyday I witness the public school system fail our children. The end result is that many of them drop out and end up in prison. What can activists like myself do to end the school to prison pipeline? Nate T.

Answer: Nate, thank you for sending this question my way. Though all people are genetically predisposed, it is ultimately the environment that encompasses the formative years that shapes lives. Some of that comes from home environments, and the rest from society. Our nation’s public schools play an integral role in fostering talents, but also in building our children’s internal worth.

When one student is causing a classroom disruption, the traditional way to address the issue has been removal – whether the removal is for five minutes, five days or permanently. Separating the “good” students and the “bad” ones has always seemed the fair, judicious approach. On an individual level this form of discipline may seem necessary to preserve the educational experience for others. If all children came from homes that implemented a cause-and-effect approach to discipline, this might be the right answer. Unfortunately, an increasing number of students come from broken homes, or ones where parents have not the desire or time to discipline. For these students, removal from education is simply another form of abandonment and leads to the phenomenon called the “school-to-prison pipeline.”

Children are just as much a product of their environments as the expectations placed on them. Parents on a first-name basis with law enforcement officials certainly influence the behavior of their children, but school authorities with preconceived negative associations create an expectation of failure too. Increasingly, educators are learning how to recognize the signs of textbook learning disabilities like ADHD or dyslexia. But what about the indirect impact that factors like poverty, abuse, neglect or simply living in the wrong neighborhood have on a student’s ability to learn? Where are the intervention programs that keep these students on academic track without removing them from the school setting?

The term “zero tolerance” may sound like the best way to handle all offenses in public schools, but it really does a disservice to students. Not every infraction is a black and white issue and not every misstep by a student is a result of direct defiance. Often students with legitimate learning disabilities or social impairment are labeled as “disruptions” and removed from classroom settings under the guise of preserving the learning experience for other, “better” students. I suppose there is an argument to be made for protecting straight-and-narrow students from the sins of others, but at what cost? Schools are the first line of defense against this early form of pigeonholing, but the community needs to embrace the concept. Students with discipline problems are individuals that need customized learning experiences to succeed academically, in the years ahead.

Matthew Lynch published in HBCU's, Higher Education, Matthew Lynch November 8, 2016

Missing Men: The Lack of African American Head Coaches in College Football

College football is arguably the most popular sport at the nation’s colleges and universities. Bringing in over $90 million annually in revenue at the highest grossing University of Texas, it is no wonder that school leaders view the football team as less of an extracurricular activity and more of a moneymaker. The revenue that is generated by college football programs only represents a small piece of the overall financial benefits. Schools with strong athletic programs, particularly in the area of football, bring in more prospective students and have larger booster groups in place.

The Facts

Not many African American head coaches at the college level have had the same success as Strong – mainly because many have not been given the chance. Of the 124 Division 1-A college football schools, only 15 had African American coaches in the 2012 season, according to an executive report by the Black Coaches Association. The Big Ten conference has seen zero black head coaches in the past 10 years.

While head coaches are the most visible, support positions are severely underrepresented as well. Only 312 of 1,018 of college football assistant coaches are black and only 31 of 255 of offensive and defensive coordinators are African American. Combined, black football coaches and support staff represent a measly 5 percent of Football Bowl Subdivision numbers.

At Division II and Division III schools, diversity is even worse. The Black Coaches Association reports that in the 2012 season, only 9 schools of 113 in these two categories had head coaches of color. These numbers exclude historically black universities.

The Problem

Despite the thousands of black college football players in recent decades, barely a handful have been trusted with leading teams. These ex-players obviously understand the game and know what college athletes face on the field — so what gives?

Part of the problem is that schools are quick to dismiss coaches of all backgrounds when immediate improvement does not take place. The most recent high-profile example was the firing of Jon Embree by the University of Colorado in November. Floyd Keith of the Black Coaches Association called the firing a “disappointment” and wished that the school had given Embree a third season to prove himself. The school pointed to a 4-21 record over the course of two seasons as the reason for the firing but critics, like Keith, say that just two years is simply not enough time to turn a team around.

Many critics are also quick to point out that white coaches with bad numbers are often still considered a hot commodity by other schools when they are on the market, whereas black coaches have historically been given just one shot to prove their talent.

It is also important to note that a college football coach does not have the same responsibilities as an NFL one. Winning is valuable to the university, but so are other aspects like graduation rates of players and team conduct. Both play an indirect role in the revenue the school is able to generate in future years by attracting new students. Yet with turnover rates of all college coaches rising every football season, a shift toward a “winning takes place on the field” mentality is evident.

Solutions

The statistics are indisputable when it comes to underrepresentation of African Americans in all levels of college football coaching. With so much being said about this issue, not much in the way of problem solving has arisen. Colleges and universities would do well to take a cue from the NFL when it comes to hiring minority coaches. Established in 2003, the Rooney Rule requires NFL teams to interview at least one minority candidate for all vacant head coaching positions and other executive football operation spots. After just three seasons, the Rooney Rule lead to an increase of 22 percent in the number of African American head coaches in the NFL and those numbers rise every season. A similar rule only makes sense in a college athletic setting, especially since so many other aspects of higher education use affirmative action programs to bolster diversity and opportunity.

Another possible option is for schools to set up coaching mentorship programs for minority players that show leadership potential. An even better approach would be an NCAA-sanctioned program that seeks out talented players and gives them some exposure to coaching and maybe even a certificate program. These earmarked players could then begin working their way through the coaching ranks sooner and have a common knowledge base.

All changes need to be initiated by the NCAA, college athletics governing body. For a real dynamic shift to be felt across the board, every school needs to have the same diversity opportunities and rules as all the others. It is not enough to wish that more schools took a closer look at African Americans to fill head football coaching spots; an overarching game plan needs to be in place for true change to occur.

Matthew Lynch published in Education Leadership, Matthew Lynch November 3, 2016

The Impact of Emotional Leadership

Emotional Intelligence (EI) in leaders enhances thoughtful choices and unselfishness in their followers. As a result, leaders who are able to identify and manage their emotions and those of others develop sincerity and helpfulness among their followers. The expression of emotions is a vital component of charismatic leadership, and is linked to the leader’s ability to inspire and motivate followers through the emotional contagion process; that is, shared feelings encourage cooperation among everyone involved.

It has also been shown that the expression of positive emotions has a positive impact on groups. However, there is a lack of research on how leaders express negative emotions such as disapproval, anger, and disappointment, and how this expression affects group performance. One practical suggestion is that skilled and controlled expression of so-called negative emotions is important for leaders, so as to avoid decreasing workers’ motivation, or building up resentment and resistance.

Since practiced emotional expressiveness is necessary, effective expression of the leader’s negative emotions requires skills in expression, emotional control, and emotional sensitivity so as to gauge how these negative emotions are received by followers. There has recently been considerable interest in the role of emotional sensitivity, which is the ability to “decode” emotions in the work setting. In some of the research studies, measures of emotional decoding skills have been used as a substitute for emotional intelligence. Other studies have examined the notion of emotional “eavesdropping,” where leaders decode followers’ emotions even when they are not intending to convey them directly. Emotional eavesdropping involves an acute awareness of follower’s body language, tone of voice, and other unspoken indicators to understand their true feelings.

The reason there has been so much interest in emotional decoding is that there are a number of measures available for researchers to study. Also, it makes sense to study the ability to “read” others’ emotions in the workplace. Although effective leaders must possess good skills in emotional control, especially during crises, individuals who are particularly good at controlling and masking their emotional expressions usually seem distant and aloof.

Any imbalance in the possession of emotional and social skills is linked to poorer psychosocial adjustment in teams and, therefore, to poor leadership. In summary, we find that, across most of the research, emotional intelligence improves effectiveness in organizational settings. Effective leaders must make serious efforts to detect, analyze, and understand the feelings of their followers. As a part of this effort, leaders must also be careful of how they express their own emotions to their staff. A thoughtful leader will listen to their followers concerns, and speak with care and conviction about their own.

Matthew Lynch published in Diversity, Education Leadership, Higher Education, Matthew Lynch October 30, 2016

Diverse Conversations: Building the largest diverse campus in the nation

The University of Central Florida may not immediately be associated with being the premier institution of higher education in its state, but that’s all part of its underdog appeal.

In the past two decades, the University of Central Florida has tripled its enrollment numbers to 63,000 students this fall, quietly becoming the largest undergraduate institution in the country. UCF has one of the most diverse college campuses, too. With community college partnerships, UCF boasts a thriving first-generation college alumni and is also expected to reach Hispanic Serving Institution status (at least 25 percent of the student population of Hispanic heritage) in the next few years.

Overall, UCF has a racial/ethnic minority enrollment of around 45 percent. I spoke with UCF’s Chief Diversity Officer Karen Morrison about the great strides this rapidly growing public university is making in the state of Florida, and beyond.

Question: How does being in a metropolitan setting influence diversity?

Answer: At UCF we like to talk about being “of the community” not just “in the community.” Orlando is very diverse and one of the fastest growing metropolitan areas in the U.S. That growing, changing community contributes to UCF’s diversity and effort to build an inclusive culture.

Q: How is UCF finding ways to make college affordable for minorities and other under-served populations?

A: We continue to hold our tuition and fees at very affordable rates and are listed in US News and World Report’s Top 50 most affordable in the nation. We have regional campuses that allow working students to pursue degrees in their own communities.

Q: How hard does the university work to bring in diverse populations?

A: UCF has grown to the largest undergraduate institution in the country by making college affordable, accessible and a rewarding experience. We have grown our student services for under-represented populations and developed pipeline programs in local schools to encourage minority students to pursue college and professional careers. We have a Veterans Resource Center, LGBTQ+ Center, Multicultural Academic Support program, and many other initiatives to help students achieve their collegiate goals.

Q: What minority mentorship programs are in place at UCF?

A: There are many – some are college based, some offered by the Student Development and Enrollment Services Division, and one offered by our office called Legacy. Here are a few of those programs and their descriptions:

First Generation Program – This program assist first generation students by providing guidance and resources to promote their self-esteem, confidence and academic achievement at the University.
Brother to Brother Program – B2B is intended to increase the retention and graduation rates of multicultural and first generation males at UCF. Workshops, rap-sessions and social events are planned in order to help this population become academically successful.
Multicultural Transfer Program – Multicultural Transfer Students with a healthy entry to university life, where they can take advantage of opportunities to network and learn strategies that will help alleviate the cultural stress of acclimating to a new environment.
Knight Alliance Network – Provides Foster Care alumni students with a healthy transition to become successful students here at UCF. This program will demystify the college experience, assist you with navigating through the university landscape, and help you prepare to succeed here at UCF and anywhere thereafter.
College Prep Day – College Prep Day is a day dedicated to helping Multicultural and/or First Generation students better understand the steps necessary for admission into a college or university.

Q: Talk about the importance of diverse faculty members at UCF.

A: Under our new Provost we have established programs to specifically recruit minority faculty and we have just instituted a cluster faculty program that encourages interdisciplinary teams and hires. Last year UCF hired some 200 faculty and we are working to hire another 200 this year. The Provost’s office offers hiring incentives by paying the first few years’ costs of a minority faculty hire.

I’d like to thank Ms. Morrison for her time and for giving more insight on the ways diversity is helping the lives of students and faculty at the University of Central Florida. I look forward to the many great things this university will continue to do in coming years.

Matthew Lynch published in Diversity, Higher Education, Matthew Lynch October 30, 2016

Diversity in College Faculty Just as Important as Student Body

In order for colleges and universities to truly prepare students for the real world, these places of higher learning need to cultivate diverse populations. There is a lot of attention placed on the changing face of college students but I feel that for college campuses to truly remain effective long term, diversity in faculty needs to be a paramount concern.

Why is Diversity Important on College Campuses?

Student bodies are no longer composed of primarily male, white students. Some estimates show that half of America’s current workforce now passes through college first and 75 percent of students in high school spend at least some time studying in a higher education setting. That number is up from an elite four percent in 1900. What’s more – the numbers of college students from low-income and minority families continues to rise. More Americans from every color and creed are now earning college educations so college faculty should reflect that. While students can certainly learn from people outside their own sex, ethnicity and belief system, faculty with similar backgrounds provide stronger role models.

Diversity in faculty should not only be sought out for the students’ advantage though; the college legacy as a whole benefits when many different perspectives are represented. Yes, it is important to have diversity in student populations but those groups are temporary college residents. Faculty members have the long-term ability to shape the campus culture and make it more in sync with the rest of the real world.

How Diverse are College Campuses Today?

The short answer is “not very.” A report from the National Center for Education Statistics found that full-time faculty on college campuses heavily favors white candidates (at just over 1 million) over black (not even 100,000), Asian (86,000) and Hispanic (under 60,000) faculty. These numbers may not mean much out of context however, so let’s take a closer look at why they matter.

While nearly 30 percent of undergraduate students around the nation are considered minorities, just over 12 percent of full-time faculty are minorities. That number drops to around 9 percent for full-time professors of color. Though half of all undergraduate students are women, roughly one-third of full-time professors are women. In 1940, the number of women faculty was at 25 percent, showing just how slowly this particular minority group is climbing. The numbers are going in the right direction, but not quickly enough.

So, What’s the Problem?

Faculty positions are extremely competitive. Colleges and universities often value professors that have publishing ability, or a strong past of publication, over actual teaching methods. This is not to say that there are not women and minorities with high qualifications but rather to point out that sometimes sex and race are simply not part of the hiring equation. Facts and figures on a resume are tangible ways to show what a particular candidate can bring to the job. It is more difficult for higher education decision makers to gauge the benefit of a person’s background or life experience on the students that pay good money to learn at a particular institution.

That being said, many colleges are stepping up their diverse hiring games. Schools like the University of California, Harvard and the University of Washington both study faculty diversity issues and try to piece together the most well-represented group of educators possible. Even Historically Black Colleges and Universities are trying to bring in students and faculty members outside the traditional population, especially since the original mission of those schools has changed. Certainly there are strides being made but in order to best serve each generation of college students, the push for faculty diversity needs to continue on an upward path.

Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch October 29, 2016

Projecting False Truths: The 4.0 GPA at an HBCU vs. a PWI

Note: Today’s op ed comes to you courtesy of George M. Johnson, an advocate for change in Higher Education. He is the Former Director of Student Accounts at Virginia Union University and counsels students properly preparing for college. He has been published in HBCUDigest.com and blogs at iamgmjohnson.com. Follow him on twitter @iamgmjohnson

Yesterday, a tweet from @Med_School12 took Social Media by storm that stated “A 4.0 at a HBCU is not equivalent to a 4.0 at a rigorous PWI. Sorry, but it’s the truth”. Immediately twitter swarmed this tweet as the thousands of retweets with comments ranged from a question mark to all out fury. I too, took my frustrations out tweeting how my multiple degrees from HBCU’s have in no way made me less that of a person who received their degrees from a PWI. After the initial shock and awe of the situation, I decided to sit down, gather my thoughts, and really think about what she actually wrote.

The tweet, although less than 140 characters is much layered in contradiction and furthermore should have been sold as her opinion not truth.

Issue 1: What differs a PWI from a Rigorous PWI

At first read, the tweet all but diminishes the worth of attending an HBCU in comparison to going to a PWI. But upon further analysis, she actually does compliment and offend all in the same sentence. Based on her teeth, she agrees that a 4.0 at an HBCU is equivalent or better than that of one from a normal PWI, just not a rigorous PWI. So the true question that needs to be answered is “what is a rigorous PWI”. Is it a top 20 ranked college? Is it a private school as opposed to a public school? Is it based on the college’s endowment? Either way, the determination of what makes one college rigorous compared to another is purely subjective to the student that attends. Some students probably thought Harvard was easy as compared to those who may have struggled at Rutger’s. There is no true way of determining the “rigors” of one college over another.

Issue 2: Is the statement based on where you were educated or where you teach?

This is one I had to think about. Let’s say the PWI is made up of 5 professors that all were educated at HBCU’s. The school they are being compared to is an HBCU that is made up of 5 professors that were all taught at PWI’s. There is probably no need to go any further as you can probably see where I am going with this. The statement does not take into account the people that are actually doing the instruction. Based on the statement, your professors could have come from community college and HBCU’s, but as long as they are “worthy” enough to teach at a “rigorous” PWI, the learning will be greater. But if you attend an HBCU with all professors with Harvard Education, your learning will not be equivalent because the perception of the HBCU as a whole is less than the standard. The patriarchy and privilege in that statement alone is disappointing.

Issue 3: The final issue, which was also my initial reply, “whose truth”?

In this age of social media, people are very quick to make accusations, assumptions, opinions, and poorly executed statements and claim that they are truth as if some actual research had been done. Her claiming that the PWI she is attending is rigorous for her is “her truth”. This should not be generalized and projected on others as a factual statement about the university that she attends. My truth is that I have never attended a PWI, and any statement made about the rigors of one would solely be my opinion. And to play devil’s advocate, there are many people whose truth is that they attended a PWI and an HBCU and found the HBCU to be more rigorous than the PWI. That statement vice versa is someone else’s truth.

Living in the age of social media can be quite fun and intriguing, but it can also be dangerous when we begin spreading our truth’s as facts and making them the beliefs of others. Rather than arguing if a 4.0 at an HBCU is equivalent to that of a 4.0 at a PWI, we should be praising and commending anyone that receives a 4.0 at any institution of Higher Education. For that takes “rigorous” work.

Read all of our posts about HBCUs by clicking here.

Matthew Lynch published in EdTech & Innovation, Matthew Lynch October 28, 2016

Trends in Tech: How Schools Can Access the Future, Now

Technology has been changing the way teachers instruct and the way classes are held. It will introduce some interesting changes in the future of education. What does the future hold? Consider some up-and-coming possibilities:

Holography

Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level.
Virtual Reality

Experiential education has been used as an instructional method for years. Field trips have always been a way to introduce students to real-world issues, and to experience what they have learned and studied from books. Technology using virtual reality has introduced new levels of experiential education. Virtual 3-D worlds allow students and teachers to visit places that would have been impossible to visit without it. They can go to space, deserts, or foreign countries without physically traveling there.

Bring Your Own Device

Bring your own device (BYOD) initiatives represent a reversal from schools’ original stance on mobile devices. Instead of asking students to put smartphones or tablets away during class time, teachers and administrators are starting to encourage those devices in public school settings. Integrating the technology that students already own and use is an affordable approach to digital forms of learning. Of course, not every student has access to a personal mobile device, but this change of mindset shifts learning control from school officials to the hands of the student user.

Natural User Interfaces

In its simplest definition, a natural user interface (NUI) uses the body’s movements to provide outcomes. In the consumer market, examples of NUIs include the Nintendo® WiiTM, Xbox KinectTM, and the iPhone virtual assistant, Siri. The potential in the field of K–12 education is still being realized but will certainly lead to developments in the next half-decade. Students who are blind, deaf, or have physical disabilities or autism can better learn through use of this still-evolving technology.

Personal Learning Environments

With a focus on allowing students to choose resources, often through electronic formats, personal learning environments (PLEs) provide individual learning that fits students’ own style and pace. If implemented correctly, students will be empowered to create their own learning futures and reflect on the way these tools impact academic and life success. For public schools to completely embrace this philosophy, cloud computing and mobile device technology needs to be in place. PLEs need to be portable and easily accessed to really provide an academic advantage.

The Internet seems to have changed the preeminence of the printed page. When doing a research project, students rarely use a book to look for information. It’s more difficult and takes more time than using Internet tools, where you can go to a specialized Web site using a search engine and read only what’s relevant to your search. All of the books needed for school can be carried virtually, using a tablet computer, an e-reader, or similar reading device, or using smartphones. The advantages of carrying hundreds of pages in your pocket (with instant access to millions more) instead of carrying a heavy bag full of books are evident.

Cloud Computing

When it comes to greater educational collaboration, cloud computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent, and teacher-to-student applications. By using a common location, academic expectations can be better accessed, along with actual student work. Instructors can also share learning materials and experiences through the remote opportunities that cloud computing provides.

Learning Analytics

An evolving concept in K–12 classrooms, learning analytics essentially show students what they have achieved and how those goals match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.

3-D Printing

Also known as prototyping, 3-D printing technology will allow K–12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications.

Virtual Laboratories

These Web applications give students the chance to perform physical science experiments over and over, from anywhere with Internet access. As in a physical lab, the performance of the student will determine the results of the experiment. While not a replacement for all in-lab exercises, the virtual version can provide extra practice and guidance. There is no pressure to “get it right” on the first run, and mistakes are allowable because the technology lends itself to no-cost repetition. It also may prove a smart solution to rekindling the American public’s interest in the scientific.

While some of these technologies are still in the realm of the hypothetical, several of them are available now. Check out local science groups, maker-fairs, and other tech-savvy gatherings for ideas and inspiration on bringing the future to your students, now.

Matthew Lynch published in Matthew Lynch, Policy & Reform October 27, 2016

Why The US Education System is Failing: Part IV

In thinking about the future of education in this great nation, we are inspired by innovation and simultaneously dejected by the slow implementation in many K-12 educational settings. While colleges and universities seem to implement new practices, policies and technologies at a fast pace, K-12 institutions are relatively sluggish. This is not only a disservice to students, but also problematic for the economy at large. Better access to top-notch education starts before Kindergarten – not after a high school diploma has been earned. In the final part of my series, I continue to examine the problems hindering the US education system from being all that it can be.

Year-round schooling. does it work? The traditional school year, with roughly three months of vacation days every summer, was first implemented when America was an agricultural society. The time off was not implemented to accommodate contemporary concerns, like children needing “down time” to decompress and “be kids.” The system was literally born out of economic necessity. In fact, the first schools that went against the summers-off version of the academic calendar were in urban areas that did not revolve around the agricultural calendar, like Chicago and New York, as early as the mid-1800s. It was much later, however, that the idea as a whole gained momentum. Overall, year-round schooling seems to show a slight advantage academically to students enrolled, but the numbers of students are not high enough to really get a good read on it at this point. What does seem clear, however, is that at-risk students do far better without a long summer break, and other students are not harmed by the year-round schedule.

The Achievement Gap. Earlier this month, the U.S. Department of Education released student performance data in its National Assessment for Educational Progress report. The data is compiled every two years and it assesses reading and math achievements for fourth and eighth graders. This particular report also outlines differences between students based on racial and socioeconomic demographics. The data points to the places in the U.S. that still struggle with inequality in student opportunity and performance, otherwise known as the achievement gap. The achievement gap will likely always exist in some capacity, in much the same way that the U.S. high school dropout rate will likely never make it down to zero. This doesn’t mean it is a lost cause, of course. Every student who succeeds, from any demographic, is another victory in K-12 education and it benefits society as a whole. Better recognition by every educator, parent and citizen of the true problem that exists is a start; actionable programs are the next step.

School security. In theory, parents and educators would do anything to keep students safe, whether those students are pre-Kindergartners or wrapping up a college career. Nothing is too outlandish or over-the-top when it comes to protecting our kids and young adults. Metal detectors, security cameras, more police presence in school hallways, gated campuses – they all work toward the end goal of sheltering students and their educators, protecting some of the most vulnerable of our citizens. Emotions aside, though, how much does school security really increase actual safety? Do school security efforts actually hinder the learning experience? It sounds good to taut the virtues of tighter policies on school campuses but is it all just empty rhetoric? Given the fact that state spending per student is lower than at the start of the recession, how much should schools shell out on security costs? Perhaps the best investment we can make to safeguard our students and educators is in personal vigilance. Perhaps less reliance on so-called safety measures would lead to higher alertness.

Assistive Technology. A key to improving the educational experience for students with disabilities is better accommodations in schools and continued improvements in assistive technology. Assistive technology in K-12 classrooms, by definition, is designed to “improve the functional capabilities of a child with a disability.” While the word “technology” automatically conjures up images of cutting-edge electronics, some assistive technology is possible with just simple accommodations. Whether high-tech or simple in design, assistive technology has the ability to transform the learning experiences for the children who benefit. Assistive technology is important for providing a sound education for K-12 students with disabilities but benefits the greater good of the country, too. Nearly one-fourth of a specific student population is not being properly served and with so many technological advances, that is a number I believe can drop. Assistive technology in simple and complex platforms has the ability to lift the entire educational experience and provide a better life foundation for K-12 students with disabilities.

As this series has argued, there is not one factor to blame for public education underachievement but rather a collection of influences that undercut the cultural importance of broad-based knowledge. To reach better outcomes, we must peal back the layers of policy and perception to their cores. Through careful analysis of the present state of K-12 public education in America and its problems and issues, this series has advocated for reform that will benefit future generations of students and citizens. Hopefully the right people were reading.

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

Matthew Lynch published in Matthew Lynch, Policy & Reform October 27, 2016

3 Reasons Not to Adopt Year-Round Schooling

I have long been a proponent of year-round schooling. In the past, I have often discussed why I feel that teachers should get behind the push to support year-round schooling and how more consistent time in the classroom will lead to higher student performance, boosting teacher accountability ratings and accommodating a much more streamlined education process. But is it really worth up-ending the school system as we know it?

Let’s look at some reasons to be concerned about changing from our traditional summers-off calendar to a year-round schooling model.

1. It could end up being more expensive.

The summer months are typically the highest ones for energy consumption. In fact, the average electricity bill for homeowners in the summer months goes up 4 to 8 percent. Having empty classrooms in the summer months means less money going out to air conditioning and prevents other warm-weather costs from hitting school utility budgets. It may seem like a minor point, but an increase in utility bills for one-quarter of the year really could hurt schools’ bottom lines.

2. The children won’t have enough down time.

Some childhood development experts believe that particularly when it comes to younger students, time off in the summer months is a vital component of healthy development. The argument follows that kids are not designed to spend so much of their time inside classroom walls and that the warmer, pleasant weather of the summer provides a perfect opportunity to get outside and experience childhood.

There’s a big problem with this argument, though. It’s that most children these days are not spending their summers frolicking in fields of flowers or running around their neighborhoods, hanging out with other kids.

The days of kids spending their summers outside, communing with nature and getting plenty of exercise, are long gone. A recent Harvard University study found that school-age children tend to gain weight at a faster pace during the summer months than during the school year, a fact attributed to more time spent in sedentary activities like watching television or using mobile devices instead of being outside or participating in active pursuits. Now, not only must K-12 students relearn the academic items, but they must also shift their mentalities from less-active, sedentary ones to sharp, alert learning models – and teachers face the brunt of this responsibility.

The American Academy of Child and Adolescent Psychiatry reports that by the time children graduate from high school, they will have spent more time watching television than in classrooms. What’s more – children who watch an excessive amount of television generally have lower grades in school, read fewer books and have more health problems. While some children visit summer camps, or attend child care when school is out, others stay at home, inside, with not much else to do than watch TV or play games on electronic devices. This is especially true for kids who are middle-school age or higher and are able to stay home alone when parents work. The “down time” of the summer months is really just empty time, often void of anything academically or developmentally advantageous.

3. There might be some scheduling issues caused by the calendar change.

For parents with children of different ages and in different schools, a year-round schedule could present serious scheduling issues. This argument assumes that schools would actually adhere to different time off schedules – something that seemingly could be adjusted so that all schools within a particular district or geographic area were on the same schedule. There is also the child care debate that says it would be difficult for working parents to find babysitters for one or two weeks at a time every few months, as opposed to three months straight in the summer. Again though, the market adjusts with demand and it seems to me that child care centers and camps would offer programs when students needed them. Just because those programs are not available now does not mean they would not exist when families were willing to pay for them.

The most common arguments against year-round schooling seem like a stretch. They reek more of the fear of change rather than actual concern. They are based on ungrounded assumptions and are simply not strong enough to stand against the reasons we should adopt a year-round schooling model here in the United States.

What arguments against year-round schooling do you hear? What ones do you agree with?