Matthew Lynch

Matthew Lynch published in Equity, list, Matthew Lynch, Policy & Reform July 13, 2015

5 Advancements in Special Education You Should Know About

It is estimated that over 6.5 million children in the U.S. have disabilities. Meeting the needs of these students poses special challenges. This is one area of education that is a priority for many people and entities. In this article, I will talk about five advancements and findings that are specifically related to special education in this country.

Special education preschoolers learn better in mainstream settings.

A study from Ohio State University found that preschoolers categorized as having special needs or disabilities learned more with at least some time in mainstream classrooms than outside of it.

“We found that children with disabilities get a big boost in their language scores over the course of a year when they can interact with other children who have good language skills,” said the study’s co-author and a teaching professor, Laura Justice.

To reach these conclusions, 670 preschool children enrolled in 83 different programs were observed and analyzed. Of those numbers, half had a disability. Classrooms with a combination of special education and mainstream students, as well as classrooms with 100 percent special education students were studied and compared.

In the classrooms where special education students were placed among more highly-skilled peers, language scores were 40 percent higher at the end of the preschool year than those in special-needs only classrooms. The study also found that the mainstream students were not negatively impacted by the presence of special needs students, and showed the same levels of improvements as previous classes with no special needs students.

According to the U.S. Department of Education, about half of the nation’s special needs preschoolers are in classrooms with higher-skilled peers, but as this study points out, all preschoolers could benefit from the inclusion.

D.C. has worked to change special education in their schools.

In 2014, the District of Columbia Council moved forward with three bills to revamp special education in the city. The bills will work together to provide more information for parents of special needs students and to speed up the process of receiving services.

Most significantly, the legislation would reduce the amount of maximum time between a referral and when an evaluation must take place from 120 days to 60 days. The 120-day mandate is the longest in the nation.

Early intervention programs would also receive extra support and resources, and the transition to adulthood classes will begin at the age of 14 instead of the previous 16. Parents would also receive more rights as a result of the bills, with the ability to be allowed to observe current or future classrooms of their children.

Charter schools would also be encouraged to develop special-needs programs with a new preference in enrollment lotteries for students that a have a disability that their school specializes in addressing.

In D.C., over 13,000 students are classified as having disabilities that impact their studies, and only one in five are proficient in reading (only one in four are proficient in math).

Bethune-Cookman University aims to create more special education teachers.

Bethune-Cookman University in Daytona Beach, Florida received a $1.25 million grant from the Office of Special Education and Rehabilitative Services through the U.S. Department of Education that will be used to launch a program called Project Child. The initiative aims to graduate 70 master level special education teachers through a fully online program to meet the growing demand for these educators.

The Council for Exceptional Children reports that there are 49 states, including Florida, with a shortage of teachers in classrooms where there are 6 million children or youth with disabilities.

According to The Daytona Beach News-Journal online, Willis Walter, dean of the school’s college of education said, “There is a critical shortage throughout the nation. And one of the ways that we’re hoping to assist with that battle is giving more students an incentive to go into the field.”

The U.S. Department of Education has raised the bar in measuring special education benchmarks.

Factors like state graduation rates and test scores will now be considered more heavily when determining which states are helping, and what states are failing, their special education students.

States that are unable to meet the new benchmarks set forth for three years or more could face losing some of their special education funding.

How difficult will it be for states to achieve the benchmarks when it comes to special education students? To put it in perspective, 41 states met the requirements of the old system. Under the new requirements, only 18 states meet the standards.

In speaking about the reason for this shift in policy, U.S. Secretary of Education Arne Duncan implied that by setting a higher bar for special education achievements, students will benefit.

“We know that when students with disabilities are held to high expectations and have access to the general curriculum in the regular classroom, they excel. We must be honest about student performance, so that we can give all students the supports and services they need to succeed,” he said.

The mayor of New York vowed to fix the special education reimbursement program.

Mayor Bill de Blasio assured state lawmakers that his administration would streamline the process of applying for and receiving aid for families with special education students who chose private school programs. Though NYC public schools do offer special education programs, some families feel that the specific disabilities and skill levels cannot be met through the public school offerings.

The mayor’s verbal commitment came just shy of the State Assembly nearly passing a law that would force de Blasio to change the system in favor of families with special education needs. The bill already passed the State Senate. Among other things, the legislation would put an end to the annual review process that forces families to re-enter their information and paperwork for reimbursement.

New York State Assembly Speaker Sheldon Silver, who spoke directly to de Blasio, says that the Assembly will pass the bill if the NYC administration falls short of its promises on the matter.

The latest bill came after a string of others with similar intent over the past three years — none of which have passed. Among the opponents to the removal of the annual review process was the New York State School Boards Association that argued that the yearly requirement is necessary since children’s needs change over time. In addition to special education families, New York City’s Orthodox Jewish Community supports easier reimbursement for private and religious school tuition for the special education students that need it.

I think that any reimbursement program outside the public school system that uses tax dollars should be subject to scrutiny, but it seems the families of special education students are facing unfair treatment. I hope that de Blasio is able to live up to his promises regarding the streamlining of this process.

I am excited to see all the efforts to improve special education in our country — special education is a necessary component of education.

Matthew Lynch published in list, Matthew Lynch, Policy & Reform July 11, 2015

2 Sex Ed Approaches—Which One Works Better?

Abstinence-only sex education

When I first saw the headline, I thought it was too ironic to be true: Texas school teaching abstinence-only sex ed suffers chlamydia outbreak.

I would’ve probably even laughed if I hadn’t realized quickly that it was not only true, but that it meant dozens of kids now had to deal with the discomfort and potential long-term harm of a sexually transmitted disease. These are kids that were clearly not practicing abstinence and were ill-prepared for real-life sexual encounters. It isn’t the fault of these kids, either.

It is irresponsible of school systems to teach abstinence-only sexual education and it should be illegal in public schools.

Should abstinence be taught as the only sure way to avoid things like unplanned pregnancies and STDs? Of course it should because it IS the only absolute way. But that abstinence extends beyond basic sexual intercourse. Students need to understand exactly all the ways they can be harmed by unprotected sex and then given the power to protect themselves.

The argument that parents should be the only ones to talk to their kids about sexual options just doesn’t cut it because it is elitist. It only works for students whose parents have the time or concern to actually sit down with their kids and have that talk. It leaves out the many students whose parents won’t actually have this talk with their kids or the ones who will preach abstinence-only. Schools have the responsibility to educate to their best of their abilities, and let’s face it: abstinence-only sex ed fails that mantra miserably.

Starting early

Talking about sex to a classroom full of five-year-old kids is likely to make some teachers and parents uncomfortable. But that is the approach that the Netherlands is taking and it is working.

According to studies by the Word Health Organization and the World Bank by way of pbs.org, the dutch have “one of the lowest” teen pregnancy rates in the word and “nine out of ten Dutch adolescents used contraceptives the first time” they chose to have sex.

While kindergarten may seem too early for sex ed in America, starting early has its merits.

A sex education program called “Get Real: Comprehensive Sex Education that Works” targeted at middle schoolers (6th – 8th grade) reports success at reducing the amount of sexually active teens who take the course. More than 150 schools have implemented the program in Texas, Rhode Island, New York and Massachusetts.

The program focuses on accurate medical information regarding sexuality, and is designed to work in conjunction with parents as the main front for talking honestly with their kids about sexual activity. It is not an abstinence-only program, but does provide advice on encouraging kids to say “no” to sex.

According to the program site, 15 percent less girls and 16 percent less boys who take “Get Real” classes engage in sexual activity, compared with their peers. The numbers are even more impactful because the program is targeted at middle schools where students are at a higher risk for engaging in sexual activity.

A study released by New York University’s Center for Latino Adolescent and Family Health and Planned Parenthood found that by the time children reached age 21, only 1 in 5 parents had a discussion with their kids about birth control, saying “no” to sex and where to go for sexual health information.

The survey also found that nearly one-third of parents have never talked with their kids about where to go for reproductive health care.

Programs like “Get Real” are a necessity in our K-12 schools, and definitely by the middle school age. Waiting until high school means that kids have had several years of exposure to misinformation, and may already been sexually active. Age-appropriate, heath-based sex education is the right way to go — and I hope that “Get Real” spreads to more schools.

Abstinence-only education has not helped in lowering America’s teen pregnancy rate or reign in the growth of STDs among teenagers. Continuing the closed minded approach about sexual education works to the detriment of our students and we will continue to reap the benefits of the bad educational decisions we’ve made, which may be an increase rates of teen pregnancy and STDs.

Further, young men and women should have access to questions that pertain to reproductive systems but don’t directly mention sex. Topics like cancers and ovarian cysts and more should be discussed when students are still young enough to feel empowered with the knowledge.

What do you think? Should public schools be required to teach safe sex practices? How early do you think sex ed should be taught?

Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch June 29, 2015

Diverse Conversations: The Business of Higher Education

There are many people that believe higher education could be changed for the better if colleges and universities were to think of themselves as businesses and the students as the customers. In theory, higher education institutions would operate more efficiently, which could potentially make students more satisfied with the education they are receiving and lead to lower tuition costs. For this week’s edition of “Diverse Conversations,” I sat down with Amy Hillman, Dean of the W. P. Carey School of Business at Arizona State University, to discuss the “the business of higher education.”

Q: Many people believe that colleges and universities operate optimally when they adopt a business model; this is much to the chagrin of their faculty. Should institutions operate as businesses or are the objections of the faculty warranted?

A: If we consider “adopting a business model” to mean responding to market demands, then I think it’s absolutely critical for colleges to do so. Universities need to be adaptable, embrace technology and innovation, and employ unique strategies. They should examine the needs of their surrounding communities, including businesses, which can employ future graduates.

For example, here at the W. P. Carey School of Business at Arizona State University, our new master’s degree in business analytics was developed as a result of industry demand for employees with strong training in analyzing big data, and more importantly, being able to make informed decisions from that data. We have also added more leadership, critical-thinking and negotiation components to our curriculum, as employers demanded more skills in those areas.

It’s important to recognize that the job market changes. For professional schools (like business schools), failure to keep up with market conditions leads to obsolescence, and students will suffer from a lack of employability. Schools need to be nimble like an entrepreneur, able to quickly respond to changes in the business environment or actions by competing institutions. Complacency within schools results in the same problems as complacency within businesses. After all, if our profession is centered on enabling student success throughout their careers, then we need to practice what we teach.

Q: When colleges discuss operating efficiently and optimally, many employees see this as code for layoffs and budget cuts. Are they right to be apprehensive?

A: Efficiency is critical for any organization, nonprofits (e.g. universities) included. Being able to do the most possible with the resources given (efficiency) means better service — and more of it — for all involved. Apprehension like you describe, however, seems to be more a matter of trust. If employers use code words to hide what is really happening, employees will lose trust, and that’s never good. It’s not good for employees or employers.

Q: Nowadays, a lot of higher education institutions are recruiting their presidents from the business world. What do you think of this trend? Does it make sense? Especially since we know that many of these recruits end up garnering mixed reviews?

A: I was unaware of this trend with the exception of the for-profit universities, in which case, it makes sense because their ultimate goal is shareholder value creation. In the context of not-for-profit universities, this is like hiring a president from the business world to run any not-for-profit. It would take a special candidate to take what is best from the business world and apply it to universities, while still keeping the mission of education at the forefront.

Q: There are people within higher education who believe that it is overly commercial, and almost becoming a caricature of itself. Is there some truth to this? What are your thoughts?

A: I would guess that this line of thought is aimed at the new and highly visible for-profit companies selling education. They have very large marketing budgets and opportunities to sometimes portray themselves in ways that don’t necessarily reflect the ideals of nonprofit universities.

As the world of higher education evolves, we need to keep the lines of communication open with both our employees and our other constituents, to create a shared vision. Big changes always seem daunting to some, but if we have a shared vision and shared goals, then we can also share a sense of accomplishment as we achieve those goals.

For example, a decade ago, the W. P. Carey School of Business became one of the first business schools to enter the relatively uncharted waters of online education from quality, traditional universities. By utilizing the same stellar faculty members in our other highly ranked MBA programs, as well as a phenomenal technical team, we have risen to the top of the offerings out there. In fact, this year, our online MBA program was ranked No. 2 in the nation in U.S. News & World Report’s first-ever numerical online-MBA ranking. Faculty and staff across the board took pride in this achievement.

Q: What current trends do you see in higher education, as it pertains to how it does business? How about business innovation?

A: Beyond the increased demand for specialized master’s programs like the business-analytics degree I mentioned above, another growing trend is that of offering interdisciplinary degrees. The business world has long recognized that true innovation comes from working across functional silos. Employers are telling us they need employees with the skills to bridge the gaps between engineering and marketing, between sustainability and finance, and between legal and strategy, as examples.
This is one reason the W. P. Carey School introduced new interdisciplinary undergraduate degrees five years ago wherein a student can get a B.A. in business with a concentration in areas including communications, global leadership, legal studies, public policy or sustainability. These interdisciplinary degrees marry the knowledge from the business toolbox with broad-based thinking in other areas.

The need for interdisciplinary thinking is also the reason we have so many dual degrees. All of our master’s degrees (MBA, M.S. in Information Management, M.S. in Business Analytics, Master of Accountancy, Master of Taxation, M.S. in Management, Master of Real Estate Development) can be paired with graduate degrees in architecture, engineering or law. This is also the reason we have strong partners like the Mayo Clinic, which sends M.D. students to the W. P. Carey School to get advanced degrees, including our MBA, while they are still in medical school.

Q: As far as the “the business of higher education,” what will it look like in the future?

A: Like other businesses, the business of higher education will continue to evolve. For example, I think the talk about MOOCs (massively open online courses) is overblown.

A similar situation happened in the media industry in the early days of the Internet. Despite all the fuss about free content, The Wall Street Journal was one of the first media websites to step up and charge for access. As they say, “Content is king,” and that worked out for the newspaper.

While MOOCs may be good marketing for colleges and universities, they have no clear business model. That doesn’t mean business schools can ignore them, but rather, as with any technological improvement, we can embrace them in a way that furthers our value propositions.

Well, that concludes my interview with Amy Hillman. I would like to thank her for consenting to this interview.

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

Matthew Lynch published in Equity, Higher Education, Matthew Lynch June 15, 2015

Leading Successful HBCUs: Part II

Here is part II of my interview with President Bynum, during which he continues to dispense expert advice on how to lead successful HBCUs.

Q: What do you think is the most important strategy for HBCU’s who are experiencing difficulties, but are looking to right the ship?

A: If we’re true about who we’re serving, first and foremost, we’ve got to find a way to become more affordable for the students we are serving. HBCUs still serve a majority of the black population. The income levels of the families the students are coming from are not at the point of Caucasian-Americans. We’ve got to make sure, if we’re serious about serving that base as well as, of course, reaching out to other races, we’ve got to make sure we’re affordable. That’s first and foremost.

We’ve got to do some different things in order to make the institution more affordable. Let me give a quick “for instance.” In terms of coming in the door as a new president and speaking with the commissioner of the Mississippi Institutes of Higher Learning, Dr. Hank Bounds, the decision was “What is your number one problem? Do I sink money into the budget or to build buildings or do I sink money into making the education more affordable?” The immediate and the easy decision was we’ve got to make the education more affordable. We’ve got to make sure they have access. I can have nice, pretty buildings, but if the price tag is a detriment and it’s keeping students away, then I’ve defeated the purpose.

What we’re trying to do is maintain affordability. We’re looking to keep the tuition rate at Valley flat for the next couple of years. That’s so that, knowing the region we’re in and knowing the student population that is most likely to attend, we’ve got to make sure that affordability is first and foremost.

The other thing, as I mentioned before, is we’ve got to learn to shift with the times. There are a myriad of different things going on in higher ed. We’ve got to provide access to higher education, maintain relevant programs students can immediately use to join the workforce, and of course, we’ve got to make some information technology enhancements in terms of what students are able to do while they’re on the campus and in terms of wireless access and other Internet access, as well as online education, which I mentioned earlier.

And we’ve got to figure out a way to grow our enrollments because, again, the competition is quite steep.

Q: What financial insights can you offer to HBCU administrators? Are there particular strategies that you have found to be effective in raising funds, for instance, growing grass roots support, boosting enrollments or growing endowments?

A: I’m just getting started, so I won’t say a whole lot about fund raising, but there are some key points. The first is we’ve got to be very good stewards of what we do currently have.

Unfortunately, HBCUs, because of our lack of infrastructure in some of the key areas, specifically development and advancement, we haven’t done as good a job in terms of tracking gifts and thanking people for the gifts that they do already give. You would be surprised, of course, what a letter will do in terms of encouraging a person to continue to give; whereas, if a person doesn’t receive acknowledgement, they’re likely to be a one-time donor only. That’s the first thing. We’ve got to be very good stewards of the resources that we currently have.

The second is we’ve got to produce happy students. We’ve got to make sure we’re getting back to our foundation – our roots – and really nurturing students. I know we’re no longer in loco parentis like we used to be. But HBCUs have a history and we’ve got to get back to that nurturing environment where we’re producing happy students. There are too many students who are leaving HBCUs who are mad. They’re mad because processes and procedures were not in place or people did not treat them with the respect they thought they deserved based on the investment they were giving.

That’s why that student-centered approach I’m talking about bringing to Valley is so important. We’ve got to produce happy graduates. When student are happy, they recruit for you in terms of bringing other students to the institution. They talk very positively about their own institution. That shows when they’re on the job in their specified work career. And then, of course, they’re in a position to give back. They’re more apt to give back if they’re happy. We’ve got to make sure of that.

In terms of endowment, that’s got to be a major focus of HBCUs because of state funding, we’re simply not going to get more. As you know, state institutions are pulling back on the amount of funding they’re giving to higher institutions. As a result, we’ve got to make sure that our endowments are growing, as well as our enrollments are growing. What the state systems are saying is, “As a state, we’re suffering for lack of income. We can’t continue to give more.” Therefore, we’ve got to come up with different revenue streams. For institutes of higher education, enrollment is the primary revenue stream, but again we’ve got to continue to try and build our endowments so that there is some longevity for the institution as well as some monies that are continuing to repeat themselves each and every year.

Finally, we’ve just got to think about producing, as I said, those happy graduates. We’ve got to get HBCU graduates to pound their chest more and be proud of the institution that they graduated from when they’re on the job, when they’re in the workforce doing some great things. We need them putting those Valley license plates on their cars, or whatever institution they graduated from. Really showing off their degrees in their offices and homes and workplaces, showing the kind of pride that we need in our own institutions.

We see plenty of that, but we need even more. I need Valley grads who are putting Valley flags on their cars and not Mississippi State or Ole Miss flags on their cars. I know that doesn’t happen very often, but we need to pound our chests and be very proud about the institutions that we’re graduating from.

Q: What do you think is the future potential of HBCU’s? What trends might they capitalize on in order to continue to bring value to the higher education community?

A: I truly believe HBCUs will be around for a long time. The trend HBCUs can build on are maintaining the public square, the quality educational programs and to become more self-sustainable. What we’ll probably see, realistically, because of what is happening in the government with Pell and PLUS Loans, the competition, what you’ll probably see is a series of mergers and closures. You’re going to see the survival of the strong, and HBCUs are going to be around for a long time. I just think we’re probably going to see, over the course of the next 25 to 50 years, either some consolidations or some closures of those who simply aren’t able to compete with some of the large institutions. HBCUs as a whole, there will be a group of HBCUs around for a very, very, very, very long time.

Q: What advice would you give someone who has recently been appointed to their first college/university presidency?

A: Actually, I’m going to do two things. I’m not sure if you’ve seen Dr. Charlie Nelms, who recently wrote an article for the Huffington Post. If you would, when you get an opportunity, pull up that article. It was November 18 when they published it. The title of the article is “An Open Letter to Recently Appointed HBCU Presidents.” He did a good job. A lot of what I would offer in terms of advice, Dr. Nelms very succinctly offered in that particular article.

But what I would say in addition to what Dr. Nelms has in that article is, first and foremost, respect the institution that you’re coming into. When you are coming into an institution, you need to be as clear as you possibly can get in terms of what you’re coming in to — the history, the tradition, the region, the area, the finances. Learn as much about that institution as you can.

What happens, unfortunately, is too many folks just want to be a president. One of the things I’ve always prided myself on is trying to only apply to those institutions for which I think there is a good fit. I’ve actually only applied to a very few. That’s the main thing. You have to respect the institution that you’re going to lead and because many of us simply want to be a college president simply to say they were a college president, it wasn’t the best fit. They didn’t have the respect for the institution that really should have been there from day one.

That’s what I would say. Make sure the institution you’re going into is the right, correct fit, and that you have a great deal of respect for that institution and the history and tradition of that institution. One of the first things you can do, of course, is turn people off when you come in with a bunch of ideas that shows disrespect for that history and tradition and culture. I’m always very mindful as I’m doing things early on.

As I mentioned earlier, the One Goal, One Team, One Valley, that came internally. I didn’t need to ask people to learn something new. What I chose to do was elevate something that already existed within the culture. That’s important to respect.
The second thing is to be approachable and to be accessible. Don’t get me wrong. Obviously the work in the day of a president is too busy to entertain anybody and everybody who wants to talk. But what happens, as I’ve mentioned to other folks before, the job of the president is to get out and about and to become the number one cheerleader for that institution.

What I’ve found and what you will find, if you are out and about and the number one cheerleader for the institution, is some of those conversations that people want to have with you in the office, they can have with you while you’re out and about, when you’re at a ball game, when you’re at an event in the community. If that person needs to talk to you, they’ve got you. When you’re accessible and visible, they’re able to do those things.

The other thing I think, of course, is really bearing good fruit early on here at Valley is to be transparent. There’s a lot of information, and HBCUs have been historically bad about this. We hoard in the top levels all kinds of information that people need to know. People need to know the financial situation of an institution. They need to know the enrollment situation. They need to know what you’re facing so that decisions that they make and the additional work they do is in line with what’s happening, the vision for the institution. Transparency is something that HBCUs are notoriously bad about.

I’m very proud to say that I learned from one of my mentors and it’s already bearing all kinds of fruit here at Valley. People are being presented with information that was before inaccessible to them or they didn’t know about. We’re saying, “This is the real story. This is the real deal. This is what we’re facing. This is what we’re up against. We need everybody to put a paddle in the river and we need everybody be paddling as fast as they can and as hard as they can in the same, unified direction, so that we can move the institution forward.” It’s hard to do that when you don’t have the information. Transparency is one of those things I would definitely encourage new presidents to be and to do.

Q: How about an individual who aspires to become a college/university president one day?

A: One of the main things is to find a mentor. Find someone who is already in the role, who has been in the role or who aspires and has a realistic opportunity.
I wasn’t in a hurry to be a college president. I wanted to make sure, first and foremost, that I had the skill set that I would need once the opportunity came, and then of course, as I mentioned earlier that it was the right fit. Again, don’t be in a hurry. The fit and being prepared for all that the role is going to throw at you is important.

I mentioned finding a mentor. I had very good mentors throughout my career, from Dr. Doris Walker Weathers at Clark Atlanta University, to the best mentor I had, Dr. Ivory Nelson, who was president of Lincoln University. Find someone that you are able to share that future desire with and then ask that person. Ask that person if they would be willing to share insights that you are not going to gain unless you’re actually sitting in the chair.

Before I took the job at Lincoln, I asked Dr. Nelson point blank, “Sir, I want to be a college president. I have other offers, but I’m going to the college or university whose president says they are willing to mentor me and prepare me to do exactly what they’re doing.” Dr. Nelson accepted that and did it for nine years, really sharing the business of higher education with me and explaining, “When you made that decision, what went into making that decisions? What did you consider? What did you take into account? What did you have to look at?” Those things you will never know until you’re sitting in the chair, he actually helped explain those to me during those nine years.

Now, when I make decisions, I know what to take into account, who to take into account, all of those things – who to call, who to give an advance notice to before I actually make that decision. That tutelage of being able to sit at his feet those nine years was huge.

The last thing I would say is any time you get an opportunity to take advantage of one of these programs for presidential hopefuls, whether that’s the Harvard program or the ACE program, or numerous others offered by different associations. Make sure that you take full advantage of those.

In my case, I looked at two slices of the pie: student affairs and enrollment management. Of course, being a president, you’ve got to look at the entire pie. The one I had the opportunity to go in was the NAFEO Kellogg Leadership Fellowship Program modeled after the year-long ACE program. They give you an exposure to people who sat in the chair and had been in the job and could provide you some insights that will help you to avoid some of the pitfalls early on during your office tenure. That’s extremely important, as well.

This concludes our interview. Thank you President Bynum, for your insight and for taking the time to do this interview.

Read all of our posts about HBCUs by clicking here.

Matthew Lynch published in Matthew Lynch, Policy & Reform June 4, 2015

Why The U.S. Education System is Failing: Part I

Once upon a time, enthusiasts designed a formal education system to meet the economic demands of the industrial revolution. Fast forward to today and, with the current global economic climate, it seems apparent that the now established education system is unable to meet the needs of our hyper-connected society – a society that is in a constant state of evolution. This blog series aims to examine the problems preventing the U.S. education system from regaining its former preeminence. I would love to hear your reactions to each piece. Without further ado, let’s begin.

Lack of parental involvement. Of all the things out of the control of teachers, this one is perhaps the most frustrating. Time spent in the classroom is simply not enough for teachers to instruct every student, to teach them what they need to know. There must, inevitably, be some interaction outside school hours. Of course, students at a socio-economic disadvantage often struggle in school, particularly if parents lack higher levels of education. But students from middle and upper class families aren’t off the hook, either. The demands of careers and an over-dependence on schools put higher-class kids at risk too when it comes to the lack of parental involvement in academics.

School closures. It’s been a rough year for public schools. Many have found themselve on the chopping block quite literally. Parents, students and communities as a whole feel targeted, even if school board members are quick to blame unbiased numbers. There is no concrete way to declare a winner in these cases, either.There is no formula for determining right or wrong. There are times when a school closing is simply inevitable but communities should first look for other solutions. Instead of shuttering underutilized public schools – icons of the community – districts should consider other neighborhood uses. Maybe a community center. Maybe adult education classes. Maybe a cooperation agreement with a local college that opens up the building for paid courses. Maybe even a health center, or location for other district office space. Closing public schools should not be a short-sighted procedure. The decision should look beyond immediacy, and 10-year plans. The decision should focus on the only investment that really matters: a quality public education for all our nation’s children.

Overcrowding. The smaller the class, the better the individual student experience. A study by the National Center for Education Statistics found that 14 percent of U.S. schools exceed capacity. At a time where children need more attention than ever to succeed, overcrowded classrooms are making it even tougher to learn and tougher still for teachers to be effective.

Screen culture. I am an advocate for technology in the classroom. I think that by ignoring the educational opportunities that technology has afforded us puts kids at a disadvantage. That being said, screen culture overall has made the jobs of teachers much more difficult. Education has become synonymous with entertainment in many ways. Parents are quick to download educational games as soon as kids have the dexterity to operate a touch screen, and with the best of intentions. The quick-hit way that children are learning academics before and during their K-12 careers makes it even more difficult for teachers to keep up in the classroom setting, particularly since each student’s knowledge base and technological savvy varies.

Lack of diversity in gifted education. The “talented and gifted” label is one bestowed upon the brightest and most advanced students. Beginning in early elementary grades, TAG programs separate student peers for the sake of individualized learning initiatives. Though the ideology is sound, the practice of it is often a monotone, unattractive look at contemporary American public schools. District schools need to find ways to better recognize different types of learning talent and look beyond the typical “gifted” student model. The national push to make talented and gifted programs better mirror the contemporary and ever-evolving student body is a step in the right direction. Real change happens on a smaller scale though – in individual districts, schools and TAG programs. That progress must start with understanding of the makeup of a particular student body and include innovative ways to include all students in TAG learning initiatives.

Well that is the end of part of on my series. Stay tuned for par II and remember to comment.

Matthew Lynch published in Equity, Higher Education, Matthew Lynch June 2, 2015

Diverse Conversations: Analyzing the Intersection of Higher Education and Immigration Reform

Immigration reform has been a hot button issue in the United States for decades. Earlier this year, the Obama administration, along with members of the Republican Party, outlined a plan for comprehensive immigration reform. When they sit down to work out the details, it is critical that higher education finds its way to the center of the discussion. A college education is a virtual prerequisite for securing the American dream and currently it is an option that is off the table for more than one million undocumented students. In order to learn more about the intersection of higher education and immigration reform, I sat down with Luis G. Pedraja, Provost and Vice President for Academic Affairs at Antioch University in Los Angeles.

Q: How does the lack of legal immigration options affect the college prospects of the children of illegal immigrants and their futures?

A: Children of illegal immigrants face limited prospects, greater financial burdens, a lack of support networks, and fear. While some states allow undocumented students to attend state institutions, pay in-state tuition, or provide some level of state financial aid, many states bar them from even enrolling. In addition, they cannot receive federal financial aid, loans, or work-study money. Because of their status, most of them will not find substantial employment that will allow them to pay tuition. Unless they receive scholarships, the majority of private universities will be out of reach. The few who do attend colleges most likely will have to work several low paying jobs to cover living expenses and tuition while they attend classes, often preventing them from full-time studies. In addition, they must cope with the constant fear of deportation for them and their families.

Q: By taking the option of attending college off the table for millions of immigrants, it seems that we are going against the values and principles upon which this country was founded. What are your thoughts?

A: Our country was founded on the principle that all are endowed with three basic rights: life, liberty, and the pursuit of happiness. The sole crime of the undocumented is the pursuit of these basic human rights. Most of these students came as children, some as infants, brought by parents hoping for a better future and the need to survive. Their economic woes often resulted from unfair trade, economic exploitation, and conflict—at times due to U.S. and European trade practices and politics. These children did not choose to break any immigration laws. Most were educated in our schools. Some were even born here, but unable to obtain birth certificates out of fear. They do not always have options to return to their home countries, where they no longer fit or have ties. Thus, they are trapped, victims of circumstances, with limited future prospects for education, gainful employment, and economic survival. To penalize them for actions over which they had no control would be akin to giving a ticket to everyone riding in a car.

Q: How should immigration reform address this?

A: I would like to challenge our political leaders to make education a path to citizenship. While broader reform is necessary, making higher education in particular a path to citizenship can benefit not only undocumented students, but also our nation. Let me elaborate. First, although the majority of undocumented students are already fluent in English and can function in American society, a higher education will ensure it and quiet some critics. Second, the attainment of a higher education degree will demonstrate their work ethic and abilities to be productive members of society. Third, education as a pathway will enable these students to seek gainful employment and contribute to society. Fourth, we train a large contingent of foreign students that eventually take their acquired skills abroad; an education pathway will keep highly skilled and talented individuals in the U.S., contributing to our economic development. Finally, research shows that individuals with some college education tend to earn more than those without. This will enable them to have greater purchasing power and contribute more to taxes. Current research indicates that undocumented laborers pay taxes, but because of the level of employment they can attain, their tax contribution is not as high as other groups.

Q: How does the reluctance to pass immigration reform affect the U.S. economy?

A: Studies indicate that close to 65% of job openings in the next five years will require at least some college education. While many countries invest in education as a way of strengthening the economy, it is one of the first items we tend to cut. Currently, only about 40% of the population attends college. This is creating a gap that will have a significant impact on our economy, leading to the erosion of the middle class, increased unemployment, and lower purchasing power. To strengthen our economy and leadership in the world economy, we need to be increasing access to education and encouraging more people to attend college to ensure a skilled workforce in our country.

Barring undocumented students from attending college only aggravates matters. First, it prevents the students from obtaining better employment that will increase their purchasing power and tax contributions. As a result, these young men and women will have a grim future, with limited prospects of finding better jobs. In addition, they will be more vulnerable to exploitation and abuse. Second, by not having sufficient skilled labor within our country, we risk that industries will be more drawn to relocate research and production to other countries, again lowering our GDP and our economic power. Instead of exporting talent to other countries, we should be importing individuals who will contribute to our economic growth. To some extent we already bring talented and skilled laborers to our country from abroad, so why not grow our own who already share our values? Third, by educating these men and women, they will be able to attain better employment and bear a greater portion of our tax burden, which will be necessary to sustain our aging population. Fourth, these students can be “ambassadors” to other countries, serving to bridge our interests and values to those of other nations and cultures.

Our failure to pass immigration reform ultimately cripples our economy by preventing us from keeping skilled individuals in our country and from bringing those with skills that we might be lacking. Immigrants are economic drivers. They do not take jobs from Americans; they often serve as the backs upon which America is built and often do the work that most of us are unwilling to do.

I would like to thank Dr. Pedraja for participating in this interview and for his insightful commentary on the intersection of higher education and immigration reform.

Matthew Lynch published in EdTech & Innovation, Matthew Lynch, Policy & Reform May 10, 2015

Computer Science in K-12 Classrooms Needs to Catch Up

It’s estimated that in the next decade the number of computer science jobs in the U.S. will outnumber qualified people by 1 million. That’s 1 million jobs for the taking that Americans will miss out on because of inadequate skill sets. Despite this, only 10 percent of K-12 classrooms have computer science programs. So what gives?

The Problem

Traditional subjects like English and math receive a lot of play time in K-12 classrooms and they are considered “building blocks” for other subjects, like computer science. So when a high school senior decides to seek out a college degree in English, or mathematics, he or she has a general idea of what to expect in the classes that follow. The same can be said for arts-based topics, like the visual arts or music. Feasibly a young person accepted to college for those topics has had several years of training in it and plans to build on that base knowledge.

The same is not necessarily true for computer science majors. If only 10 percent of schools are teaching computer science courses (and we don’t know how extensive those programs may be), then it’s a safe bet that many of the kids entering those college classes have no idea what to expect. Or even worse – young people who may show promise in computer science never realize their potential because there is never a primer class to alert them to it. Despite its prevalence in the “real world,” computer science classes on K-12 campuses are not much changed from a decade or two ago.

There is also the slow nature in which K-12 schools, especially public ones, adopt new technologies. Classroom computers are nothing new but the science behind today’s careers is constantly evolving. It is difficult for classrooms to find the resources to keep up with the changing face of computer science. In some cases, by the time a particular technology is obtained or curriculum purchased, it is already on its way out the door as being considered cutting-edge. It can feel overwhelming, and frustrating, and this red tape keeps technology from reaching students’ hands in a reasonable time frame.

The Solutions

To meet the computer science job demand, K-12 schools will need help from outside partners. This could come in the form of area businesses willing to donate needed technology to make more classes happen or curriculum partnerships with groups like Code in the Schools. If every computer science classroom tries to re-invent the wheel, a lot of time and resources are wasted. So asking for help is the first step.

There also needs to be a larger focus on computer science at a younger age. This does not just mean computers and mobile devices available in K-12 classrooms but should include lessons on the “how” of the technology. The site Code.org has basic coding activities for children as young as Kindergarten – so teachers should be taking advantage of these resources. Waiting until middle or high school is simply too long to wait to spark an interest in K-12 students in computer science.

Finally, special attention should be paid to getting young women interested in computer science learning. Research tells us that girls are just as adept as boys at learning STEM topics, computer science included, but their interest tends to drop off in late elementary or middle school. Knowing this, educators should make sure girls are exposed to the same computer science learning as boys and encouraged through organizations like Girls Who Code. It may still take a generation to get to the point where young women feel completely comfortable seeking out computer science opportunities, so in the meantime support systems need to be there.

What solutions would you suggest for the lack of computer science in K-12 classrooms?

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch April 17, 2015

Life Skills, Cloud Technology and Branding: K-12 Trends for 2014 — Part I

Even though the traditional K-12 calendar is over, the summer is a time for reflection and goal-setting for educators. The year 2013 has certainly seen a lot of advancement in pedagogy and technology in the classroom, but 2014 is poised for even more changes. While every district, school and individual classroom operates in its own way, these are some sweeping trends that will impact K-12 education across the board.

Today I look at three of those trend in the first part of this three-part series. I’m interested to hear your thoughts on these trends in the comment section as well.

Life skills. Public schools have always been more than places for book learning and have been a socializing agent too. Now even the most elite, expensive school systems are recognizing the need for training students beyond academics. It is no longer assumed that parents in middle- or high-class homes will bridge the gap between academics and real-world applications – schools are expected to shoulder that responsibility.

As a result, it seems that educators everywhere are placing greater focus on “life skills” and how they relate to well-rounded students. From the public Eugene School District in Oregon to the $26,000-per year progressive, private Wildwood School in Los Angeles, a rise in emphasis is obvious in areas like integrity, curiosity, problem-solving and interpersonal skills. Schools are not just teaching the skills out of social responsibility; parents have come to expect them as a normal part of the K-12 learning experience.

Movement to the cloud. As technology becomes more customized within classrooms, educators will continue to look for ways to access vital classroom information outside its walls. Cloud computing and storage make it possible for everyday lessons to be revisited from home, for parents to follow along more easily and for teachers to access their files away from their desks. The convenience offered through cloud applications mean that every member of the educational team can work seamlessly toward the same goals without boundaries or having to wait on each other.

Schools are just one industry jumping on the cloud bandwagon. Experts predict that by the end of 2015, the cloud market will be globally worth $180 billion, with 50 million physical servers in the world. Unlike technology developed specifically for classroom use, cloud applications are facing mass adoption in 2014, making it a more affordable and convenient technology for K-12 use.

School branding. There is a lot of talk of “school choice” these days. With more than 2 million students enrolled in charter schools and 16 states with private school choice programs, the days of settling on school because of geography (or paying a hefty premium to avoid it) are past. As a result, competition for students is on the rise and a type of branding is taking place, even at public schools. Consider it school team spirit – on steroids. It is not enough to simply claim education in vague terms as a reason to attend a particular school. Schools must “prove” their worth in the broader educational marketplace.

Expect educators to band together and come up with niches or specialties that set their schools apart in some way. In the case of magnet schools, a specialty is often already established – but there is still room for even more customization of a particular school’s brand or identity in its area. Schools will continue to flock to social media as tools for outreach and will become more invested in community events that feature that particular school as an integral part.

Are you seeing these trends take shape at your own schools?

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch April 16, 2015

Diverse Conversations: Is Higher Education Worth It?

Recognizing the trends of higher education is important for those of us who are involved in it on a professional level. But what are the trends? Today, I’m speaking with Yvonne Tocquigny who is CEO of Tocquigny, a company that specializes in brand management and development for colleges and universities.

Q: To provide some context, what are the principle reasons for the rising cost of attendance for higher education and are costs going to continue to rise in the event that no one in higher education takes steps to curb them?

A: Costs are being driven by the fact that higher education is increasingly competitive. Schools are competing for the best teachers, so the cost of acquiring top talent continues to rise. Schools are also competing for the best students. Students no longer look primarily at the educational benefits of a school in their assessment. They consider the experience the school provides them as students. If you compare the experience of attending the University of Texas at Austin, for example, in the 1980s to the experience today, you would see a drastic difference. Today, the University has all the amenities a student could ask for. The ability to offer students the lifestyle experience they want is extremely expensive. At some point, it will become too expensive to offer increasingly luxurious amenities and excellent teachers at a cost that a middle class American can afford.

Q: Based on your experiences in higher education, do you think the value of education is still allowing a viable return on investment and if so (or if not) why?

A: In my experience the cost of an education usually provides a viable return on investment, particularly if that investment can be made up front and without going into major debt by acquiring student loans. Of course, some degrees provide a higher ROI than others, and students who care about this return may choose a career path that leads to a job that will provide a higher salary. It is becoming more of a luxury to follow one’s heart and pursue learning for the sake of learning. This gets to the critical point of disagreement among educators, some of whom believe that an education is valuable for its own sake in bettering the individual and culture as a whole, vs. those who believe education should prepare the individual for a specific career or trade.

Q: What, if anything, is being done or being considered to start curbing the cost of college attendance and what can students and parents do to help ensure the return on investment for college attendance?

A: The first thing that students and parents can do is to be prepared for college. A high percentage of freshmen who are admitted each year don’t have the skills to succeed in college. This creates a need for remediation, which is another expense for parents and for the schools. Low student persistence is aggravated by the fact that students are not prepared to succeed. Many schools are struggling to put student remediation programs in place to address the persistence problem. This is a growing issue for many schools, students and parents.

Q: What strategies do you think might develop in the future? How do you think the cost of attendance may, in fact, be curbed?

A: Online learning and MOOCS will provide innovative ways for schools to cut costs by curbing the cost of labor (the #1 cost for most schools) and amortizing their investment in the best teachers. This will have to be balanced with the need to continue to convince students that the value of an online course from their school is somehow superior to that of a less expensive institution. Many people believe that in a few years, one will be able to acquire online learning through Amazon. So schools will have to do more over time to define the value of a degree from their particular school. They will have to become more efficient at attracting the right students to their school. The students who will succeed and graduate with a degree are the best prospects. It will be better business for a school to focus on attracting the right students as opposed to as many students as possible.

We would like to thank Yvonne for sitting down with us.

Matthew Lynch published in Higher Education, Matthew Lynch April 6, 2015

Why the U.S. College Landscape Still Needs HBCUs

It’s no secret that Black, and other non-white, students in the U.S. have always faced an uphill struggle when it comes to education. Even today, the achievement gap between white students and their peers of color is wide – with the latest National Assessment for Educational Progress report What are now called HBCUs were at one time the only route many young scholars could take to obtain a college degree and elevate their lifestyles. This is not to say that these HBCUs were second-rate; the education received at these establishments has always rivaled that of institutions without the same label, producing such graduates as Thurgood Marshall, Toni Morrison and Spike Lee. Traditionally, HBCUs have also had a strong alumni presence, with the great minds of the graduates giving back to the institutions that taught them so much.

What was once a role built of necessity has slowly disappeared, however. The Civil Rights Movement, affirmative action initiatives and more recently, the popularity and legitimacy of online degree programs, have all chipped away at the core reason HBCUs were developed in the first place. Declining enrollment has unsurprisingly led to a domino effect, reducing the resources available to students on-campus, and making the HBCU experience less attractive to students choosing between a plethora of higher education options.

There are standouts, of course – HBCUs whose reputations have sustained them through the changing landscape of Black college education in the U.S. Atlanta liberal arts powerhouses Morehouse College, often referred to as the “Black Ivy League,” and Spelman College continues to attract the top talent in the country to their programs. Morehouse boasts an 83 percent freshman retention rate while Spelman is the largest producer of black graduates that go on to medical school (of ALL U.S. colleges).

For every Spelman or Morehouse, however, there is a Saint Paul’s College, forced to close its doors in 2013 after an unsuccessful merger attempt and unsustainably low enrollment figures. Atlanta’s Morris Brown College filed for federal bankruptcy protection after finding itself $35 million over its head.

Not surprisingly, these headline-grabbing instances and others like them have called HBCUs to the table. Are these colleges still a necessity in the growingly accepting and diverse American culture? Do these colleges help their students reach graduation effectively? Why, when considering all the other educational options available to students of color, should an HBCU be chosen? Are these schools still relevant?

Despite the struggles of some HBCUs, I think that these institutions are actually more relevant than ever – and for a larger pool of students than ever before. Instead of closing the door on these schools or questioning their relevance, the educational community should be encouraging them to remain open, and for more reasons than one.

Safe havens for students of color

Though traditionally “white” schools now accept students of color, they often do not do enough to ensure that those students, particularly first-generation college attendees, have the resources to make it to graduation. With some exceptions, retention, mentoring and cultural programs often do not exist on non-HBCU campuses. Though subtle, racism still exists on non-HBCU campuses too. HBCUs have always provided more than the curriculum in a textbook, or the expertise of the professor in the classroom. They have been safe havens for young adults, struggling with the demands of a college education and to rise above the insidious inferiority complex society places on them. HBCUs don’t just include students of color out of obligation; HBCUs encourage, strengthen and celebrate Black and other minority students. Even though “times have changed,” HBCUs still remain pillars of holistic creation of students who succeed not only academically, but in every aspect of their lives.

How HBCUs can stay relevant

For HBCUs to keep their doors open, and their educational offerings relevant in an increasingly competitive higher education market, they need to keep one foot grounded in tradition and the other pointing forward. By “tradition,” I do not mean that they need to hold on to the exact practices of the past, or foolishly cling to a culture of exclusion, but I believe the purpose of HBCUs should remain steadfast: providing student-centered experiences with strong academic backgrounds.

While it is certainly impressive to make “top” lists in academic areas, HBCUs have a secret weapon when it comes to student retention, graduation rates and lifelong success and it lies outside what is in the textbooks. Can HBCUs survive without strong academic performance, and a competitive staff of the leading scholars in the nation and world? Of course not. But I’d argue that even with those things, HBCUs cannot survive without remaining grounded in the student-focused, “under our wings” mentality that have always made them a different sort of college education – one that is fulfilling on many levels beyond what is printed on a transcript.

HBCUs should also continue to embrace a spirit of diversity, particularly outside its traditional student body demographic. Black students should not make up the entire student body – or even a majority of it. Students from all ethnic and socioeconomic backgrounds should be welcomed in. The first-generation college students looking to elevate their family status. The student immigrants who are still assimilating into U.S. culture. The underdogs from every race, creed and color who need that extra bit of encouragement in a close-knit environment to accomplish their educational aspirations. It is this pool of students who have the highest potential to be innovators and to step outside their comfort zones to build a better future for themselves and our country. HBCUs can play that pivotal role in getting these students to that point.

So while the historical part of HBCUs should stay in the past, the future of these institutions of higher learning depends on leading through a diverse example that puts student needs above all else.