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By Matthew Lynch

A balance between the right for religious freedom and respect for human secularism in the schools may, at first glance, seem to be a monumental task.  But, like most issues, respect for the perspective of our fellow humans will go a long way toward easing the tensions.

The perception among many Christian groups that public schools propagate secular humanism is more than just a superficial belief. The public school as a site of secular humanism is very controversial, with a plethora of issues that find their way into many aspects of schooling, including the curriculum.  In 1925, it was illegal to teach the theory of evolution.  After John Scopes, a biology teacher, was charged with breaking a Tennessee state law by teaching the theory of evolution to students, many states moved to have both evolution and creationism taught in public schools rather than banning the theory of evolution.

Today, efforts to have multiple views of the origin of the human race taught in public schools have not subsided. Debates take place on whether evolution and intelligent design should be taught in public schools alongside each other, or whether evolution should be taught alone. How humankind came into existence is certainly not the only issue pitting religion against secularism, but it is a prominent example of the types of issues faced.

Respecting non-religious beliefs, too

I believe that allowing students religious freedom without jeopardizing the rights of the secular students is part of ethical teaching.  In fact, the prospect of religious freedom has been accorded with newer heights post the introduction of the No Child Left Behind legislation.  The legislation clearly says that unless a school district adheres to the guidelines of the state, and does not object to the practice of constitutionally protected prayer recitation in public schools, the district is not entitled to federal funds.  This has made schools more receptive to addressing the issue of religious freedom and consequently has parents happy too.

By contrast, a number of court cases have essentially removed the religious presence from school activities where participation is expected (Engel v. Vitale; Abington School District v. Schempp; Lee v. Weisman). 

To date, extracurricular religious clubs operating in American public schools remain legal in the eyes of the law.  While a U.S. Circuit Court of Appeals did contest the decision to uphold extracurricular religious clubs in one case, the Supreme Court decided that the existence of these clubs in American public schools is acceptable. As a result, under the Equal Access Act, there is nothing unlawful in schools providing a venue for student religious groups for their meetings.

In addition, the White House has issued directives designed to settle the matter, although contention continues between those who believe public schools have become anti-religious and are promoting secularism, and those who are opposed to schools teaching a religious point of view remains.  Nonetheless, these guidelines have succeeded in finding a new common ground between religious expression and religious freedom and have done much to correct the perception that schools are hostile to religion.

The issue surrounding religious freedom in the school will persist and will always be a hotly contested subject.  However, by continuing to look for a common ground and by respecting the issue on both sides—progress will continue.

What do you think?  Are we making progress when it comes to religious freedom in public schools?

Did you know that a black male is more likely than any other group to be placed in special education classes, with 80 percent of all special education students being Black or Hispanic males?

Learning disabilities aside, black students (and particularly boys) experience disconnection when it comes to the authority figures in their classrooms. The K-12 teaching profession is dominated by white women, many who are very qualified and very interested in helping all their students succeed but lack the first-hand experience needed to connect with their Black male students.

Therefore, it is not surprising that the disadvantages that Black boys bring to their schools aren’t corrected in K-12 classrooms, they are furthered. As they get older, they are continually marginalized in their schools and societies – given less-than-adequate access to the resources that their already advantaged peers receive. While the connection between items like reading scores and civic responsibility may not seem well defined on the surface, they are related and that relationship is integral to turning the tide for Black boys in America

It has been shown over and over again that punishment for Black boys – even first-time offenders – in schools is harsher than any other demographic. Consider these facts:

• Black students make up just 18 percent of children in U.S. preschools, but make up half of those youngsters who are suspended.
• Black boys receive two-thirds of all school suspensions nationwide – all demographics and both genders considered.
• In Chicago, 75 percent of all students arrested in public schools are Black.

Schools with majority Black students also tend to have lower amounts of teachers who are certified in their degree areas. A U.S. Department of Education report found that in schools with at least 50 percent Black students, only 48 percent were certified in the subject, compared with 65 percent in majority white schools. In English, the numbers were 59 and 68 percent, respectively and in science, they were 57 percent and 73 percent.

No wonder they aren’t in college

These trends are not conducive to improving the numbers of young black men who are able to attend college. In fact, the numbers are dismal when it comes to black young men who attend and graduate from colleges in the U.S. Statistically speaking, black men have the lowest test scores, the worst grades and the highest dropout rates – in K-12 education, and in college too.  The recognition of this educational crisis has led to some strong initiatives targeted at young black men with the intention of guiding them through the college years and to successful, productive lives that follow.

Which is why college motivation within and without the black community is so vital for these young men. At this point in the nation’s history, they are in the greatest need for the lifestyle change that higher education can provide, and not just for individual growth, but also for the benefit of the entire nation.

It is clear that improving the successful admission into college and subsequent acquisition of professional degrees would go a long way toward improving the outlook for these young men in crisis.  But, change needs to start early on and involve the entire school system as well as the community as a whole.

Do you think earlier targeting when it comes to young Black men and higher education would impact the number of students?

By Matthew Lynch

A major mistake made by school reform groups is to table educational reform efforts 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 reform efforts. If we can’t commit money to our K-12 students, how can we expect them to rise above their circumstances?

The old business adage is that you have to spend money to make money – and that should be the mentality when looking at struggling schools or districts that need, sometimes costly, reform. By smartly investing the money, even just in a few key areas, schools will see a return on that reform investment in the way of more successful, higher achieving students. And really – school reform does not need to cost a fortune to make a difference.

In truth, many school reform efforts are cost-effective and can be implemented by resourceful educators. When there is a lack of money, reform is contingent upon the faith and commitment level of the faculty and staff.  Money should not be wasted on model programs and unsubstantiated trends. Reform groups will have to work diligently and efficiently to implement the chosen reform efforts properly and effectively.

So where should the money go?

When school reform is needed and schools have limited resources, spending money on curriculum can be intimidating, but it is a vital place to put money because it makes a huge impact on student outcomes. The curriculum chosen will need to be a good fit for both teachers and students. Math and reading should be the first concern, because they are the building blocks for other subject areas, as well the most frequent measure of future success. Success in these two areas bode well for success in other subjects at all grade levels.

Teachers’ professional development is a key factor for successful school reform as well. When analyzing reform 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. Another low-cost/no-cost option is to hire professors from neighboring colleges and universities to provide professional development services to your district as a form of community service or to fulfill requirements to obtain or maintain tenure.

In the end, schools operating with limited funds to support reform efforts will need to be both resourceful and creative in order to effect positive change. Forward thinking leaders, committed and imaginative teachers, and a supportive community can contribute to change that improves the educational experiences of our children.

By Matthew Lynch

Successful school systems share a number of common traits. These include: effective administrative leadership, safe learning environments, strong family and community partnerships, opportunities for increased time on task, incorporation of instructional best practices, interventions for underperforming students, continuous assessment of student achievement, and lofty expectations for all students. These successful schools exist in a number of different school environments. Schools should keep these traits in mind as they begin the school reform process.

Steps to a district level reform team

When attempting school reform, the school must first assemble the district restructuring team. Groups no larger than seven usually work best. The team can be made up of a variety of district personnel and staff. Restructuring teams normally consist of a school board member, the superintendent and assistant superintendents, principals, teachers, and other pertinent individuals.

Once the team is created, efforts must be made to assess the district’s capacity for implementing and sustaining school reform. The team must ask itself whether the district has all of the resources needed to implement and sustain a successful school reform. In extreme cases, when the district feels it is unable to coordinate its own reform effort, the team might want to consider allowing the state department of education to oversee the reform process.

Another option for schools that feel they are lacking in the area of certified and experienced reform personnel is to hire an educational consulting firm. There are many well-qualified firms that will be able to either work in conjunction with a restructuring team or oversee the process themselves. Note, however, that this can turn into an enormous job with an enormous price tag. It will require resisting the urge to compromise on any phase of the restructuring process.

The consulting team or team leader must be committed to finding and implementing innovative strategies that have the potential to effectively produce educational change. Assembling a top-notch team is simply not enough however. All of the major administrators, including the superintendent and school board, must fully support the decisions of the district restructuring team.

Remember that parents, community leaders, and policymakers must be included in the school reform process. Many parents are involved in their students’ educational plans and simply want to be informed of any changes. The reform task force will need to decide if parents and community leaders should be included as formal members of the districts restructuring team, or to simply illicit their advice and expertise as needed. When making decisions concerning what individuals will populate the task force, remember to include members have the expertise to be taken seriously within the district.

Extra reform committee considerations

Prepared agendas are essential for smooth meetings and excellent communication among the team. Preparing agendas are the team leader’s responsibilities. The leader of the task force must remain patient, but a sense of urgency must be the catalyst of all meetings. Outside consultants could be considered, but are not necessary for the success of the reform. Since the team will be made up primarily of school district personnel and various other community members and parents, having an outsider on the team will give the team valuable expertise, in addition to an objective lens with which to gauge progress.

It will be helpful to determine what viable options of reform the team is able to utilize. If the reform is district-wide, each school will need to analyze its individual needs and the options available. A district-wide plan must be developed, while bearing in mind that each school will need to modify the plan based on the needs of the students. Once the system of reform is created and approved by all team members, the plan will need to be approved by the superintendent before it is presented to the school board. The same rules apply whether reform is needed by one school or by all the schools in the district.

A concern, alluded to in above comments, is the need to assess the district’s capacity for implementing and sustaining educational reform. To appropriately assess the abilities of the district or school, the leader will need to complete an inventory of the qualifications and areas of expertise the team members have. If the inventory concludes that the district or school does not have the capacity to implement or sustain the plan for reform, state takeover may be the only option.

It’s important for reform teams to work together to effect positive change – but it doesn’t happen overnight. Careful planning must be part of the plan and input from several sources for the best results to take place.

By Matthew Lynch

For how progressive Americans claim to be, conflicting messages about sex abound. Young people hear messages about abstinence until marriage alongside the messages about the importance of using protection during sexual intercourse. Ashamed to ask legitimate questions, youth often turn to their peers for information about sex instead of to their parents and other trusted adults.  At the same time, they are bombarded with sexual images from the media. With all these conflicting aspects of sex, is it any wonder the youth of today are confused?

As of today, the federal government will only fund programs that teach abstinence until marriage and one third of all American schools teach this type of sex education program. Many schools do teach comprehensive sex education, which promotes abstinence until marriage, but also address issues of protection against pregnancy and sexually transmitted diseases (STDs).  Recently, President Obama proposed ending funding for abstinence-only programs and instead funding comprehensive sex education programs, but he has not made much progress in that regard, as social conservatives seem to continue to reign when it comes to the topic.

It’s not difficult to see why the programs need to be changed, though. The rates of teen pregnancy and STDs are higher in the United States than in any other developed country and it is only getting worse.  Sexual activity among teens occurs at high rates, which suggests abstinence-only programs are not working.  In fact, these programs are woefully out of date, inaccurate and severely biased.  Sexual activity, pregnancy rates, and rates of STDs either stay the same or increase after teens have taken these abstinence-only programs.

The number of babies born to teens has decreased in recent years, but the actual rate of teenage sexual activity has increased.  Teens are demanding information beyond that offered through abstinence-only programs. Many states are willing to forego federal funding, in order to offer comprehensive sex education programs that include up-to-date and non-judgmental information.

One of the newest approaches, and one that is expected to be more successful, is the Baby Think it Over program.  In this program, students are given the responsibility of caring for a “baby” for an extended period of time.  This is a newborn infant and the computer program that goes with it makes it “cry” at regular intervals. The computer will alert the instructor if the baby has been mistreated or neglected.  This is a good program to teach students what it is like to have the responsibilities of a parent.

Other approaches include building a support system for pregnant teens and bringing the family onboard.  In this way, the negative reactions to teen pregnancy are replaced with the kind of attention that ensures the teen mother and the baby are well cared for, and that pre-natal and post-natal education and care are available. During both the pregnancy and the birth of the child, teen mothers are able to live stress-free environments with the love and support of their family. This level of support increases the possibility that the teen mother will finish high school and find the means to support herself and her baby.

By taking a “see no evil” approach to sex education, we are providing a severe disservice to our youth. More informed teens will make more informed decisions, and they deserve the chance for that.

How do you think sexual education in the U.S. can be modified to better fit today’s society?

A study entitled Hostile Hallways, conducted by the American Association of University Women (AAUW) revealed that as many as 82 percent of the students in America admitted to being subjected to some form of sexual harassment during their schooling years. Most cases involved student-to-student harassment, as opposed to teacher-to-student harassment.

Females were in a worse position, with 1 in every 4 girls reporting that she had faced sexual harassment; with boys, it was 1 in 10 cases.  The nature of harassment inflicted on female students ranged from being made the victim of sexual jokes, to unwanted physical attention, to being subject to attempts to lift skirts or snap bras. For male students (although many of these issues were applicable to female students as well), the spreading of sexual rumors and challenging other boys’ sexual orientation was a common form of sexual harassment.  Lunchrooms, hallways, school buses and playgrounds were the hot spots for these forms of harassment.  Since the study was conducted and its results made public in 1993, schools have made serious efforts to curb this menace that may have once been viewed as simply “kids being kids.”

Defining sexual harassment

Deciding what falls under the label of sexual harassment and what doesn’t is very subjective.  The actual definition of sexual harassment reads “unwanted and unwelcome sexual behavior which interferes with your life.”  This wording lends itself to some interpretation and ambiguity in terms of schools’ responses. A six-year old boy was suspended for sexual harassment in North Carolina 1996 for kissing female classmate on the cheek. On the other hand, there are serious cases such as Davis v. Monroe County Board of Education where a fellow student of a fifth grader started groping her to “get in bed with her.” The school failed to take any action against him despite repeated complaints from parents.  Quite understandably, putting cases of alleged sexual harassment into clear-cut categories is not possible.

Today, sexual harassment between students is even more widespread because of the viral nature of the internet and sexting. A photo that a young man sends his latest crush can quickly become fodder for a school-wide joke when it appears on a social media account or is texted to a large group of other students. It is also much harder for students to get away from harassment because their school lives follow them more closely than ever outside classroom hours, due to technology. It is also difficult to know where a school’s jurisdiction ends when it comes to harassment between students that takes place outside of school hours.

The problem of sexual harassment in schools is persistent.  Schools can act more responsibly on the issue by formulating proper and specific sexual harassment policies and providing special training programs for teachers, students and other administrative staff.  Seeking the support of parents is also beneficial. The challenges around implementing sexual harassment policies are made even more difficult because students shy away from reporting incidents, for fear of suffering additional consequences or being ridiculed.  The solution is to create a safe environment in the school so that such instances of harassments simply do not take place and the students feel secure, although this is often easier said than done.

Parents – at the ones who are actively involved in the lives of their students – can also take a stand by teaching their children to avoid sexual objectification and joking of all types. It will take a large cultural push to really implement change but the next generation of K-12 students deserves a harassment-free experience.

How do you think we can reach students with a no-sexual harassment message?

By Matthew Lynch

In order for school reform in the U.S. to be successful, we must recruit, train, retrain, and fairly compensate teachers. School districts continuously engage in the complementary processes of recruiting and retaining teachers. The strain on school budgets impacts the ability of school districts to hire and sometimes to retain high quality teachers. There are steps that every school and district can take, however, to strengthen its staff no matter what the financial situation. But first, a look at patterns that impact the staffing of teachers.

Teacher Entry, Mobility, and Attrition

The highest proportion of new teachers in any given year is female, with White women accounting for higher numbers than women in ethnic minority groups. There is evidence, however, that in the early 1990s the number of new minority educators increased. No matter what their gender or ethnicity, teachers show a similar trend in high turnover and drop-out rates, both in their early years of teaching and when nearing retirement, producing a pattern related to age or experience.

Higher attrition rates have been noted in Whites and females in the fields of science and mathematics, and in those who have higher measured academic ability. Location of teaching position also impacts mobility and attrition rates. Most studies show that suburban and rural school districts have lower attrition rates than urban districts. Public schools, on average, actually have higher teacher retention rates than private schools. Not surprisingly, higher salaries are associated with lower teacher attrition, while dissatisfaction with salary is associated with higher attrition and a waning commitment to teaching.

Compensation and Working Conditions Impact Retention

Entry, mobility, and attrition patterns discussed above indicate that teachers are looking for increased salaries, greater rewards, and improved working conditions. Educators tend to transfer to teaching or even non-teaching positions that meet desired criteria. Higher compensation results in lower attrition. These findings suggest teacher recruitment and retention is dependent on the desirability of the teaching profession in relation to other opportunities. The inherent appeal of teaching depends on “total compensation” which compares the total reward from teaching, both extrinsic and intrinsic, with possible rewards determined through other activities.

Schools with high percentages of minority students and urban schools are harder to staff, and teachers tend to leave these schools when more attractive opportunities become available. Certain factors, which can apparently be influenced by policy change, may affect individuals’ decisions to enter teaching, as well as teachers’ decisions to transfer within or leave the profession.

Lower turnover rates among beginning teachers are found in schools with induction and mentoring programs, and particularly those related to collegial support. Teachers given greater autonomy and administrative support show lower rates of attrition and migration. Better working conditions, intrinsic rewards, and higher salaries remain the most compelling elements of concern to teachers. The traditional system, whereby teachers are paid based solely on their years of experience and level of education, has caused many critics to claim that it does not promote good teaching, or is not as fair as other systems that pay based on performance, ability in certain skills, or willingness to teach in areas of high need.

Proponents of the traditional system argue that teachers’ experience and education are crucial indicators of their performance, and that because of its open and fair assessment it is the only logical choice. To reach an optimum balance, educators and policymakers have created numerous methods for revising how teachers are compensated, each seeking to adjust teacher incentives differently.

As the scientific evidence on these methods’ effectiveness is extremely limited, it is difficult to choose among them. Historically, implementing any pay reform, let alone directing a critical study of one, can be a demanding issue. A number of ambitious and interesting reforms have folded, often within a few years, under opposing political pressure or from fiscal restrictions. Attempts to study the few surviving reforms have yielded little usable data to date.

Establishing Pre-service and In-Service Teacher Policies

Literature on the influence of preservice policies on teacher recruitment and retention are limited, however there are two important points that should command attention of school districts. One of the recommendations of the National Commission on Teaching and America’s Future in its report, What Matters Most: Teaching for America’s Future was that teachers be licensed based on demonstration of knowledge and skills.

This edict led states and teacher education programs to require teachers to pass a battery of tests before they exited teacher education programs and/or before they were licensed by states. These actions resulted in a reduction of the number of minority students entering and completing teacher education programs. Therefore school districts seeking more diverse teaching staffs will see a limited number of minority candidates available for recruitment.

A second pre-service teacher policy to which districts should attend is the difference between candidates completing traditional teacher education programs and those completing alternative route programs. Teacher candidates completing alternative route teacher education programs tend to be older and more diverse. Further, they tend to have higher retention rates than candidates completing traditional programs. Recruiting teacher candidates from these programs could address both the needs for more diverse teaching staffs and the desire to retain good teachers.

Districts wanting to retain their best teachers should strongly consider what matters to teachers who remain in their teaching positions. Mentoring and induction programs tend to matter to inservice teaches, as does class size, autonomy, and administrative support. It is also interesting to note that state accountability practices also impact teachers’ decisions to remain in their positions.

Financial circumstances notwithstanding, districts have control over some of these issues. They should consider publicizing situations favorable to inservice teachers, as a tool for both recruitment and retention. As districts develop their reform agenda, they should put at the forefront a vision for the type of teaching force needed to support their plans for reform, and use empirical studies as a guide to recruit and retain teachers.

 By Matthew Lynch

Apart from the Fourth Amendment, the most important amendment pertaining to student rights is the first one.  The Free Speech Clause prohibits any new law that might curb students’ freedom of speech. While the Bill of Rights have been around for quite some time, the first high-profile case involving students’ rights when it comes to free speech erupted in 1969 in the landmark Tinker v. Des Moines Independent School District case.

It involved the sensitive issue of the conflict in Vietnam.  Certain students decided to put forth their objections to the war by wearing black armbands.  This apparently was not received well by school authorities, and they decided to take the strict action of suspending any student who wore a black armband.  The case made it to the Supreme Court and the school district was ruled against. It was a groundbreaking ruling, and the school’s stand was criticized outright.

The Court did make some concessions when it comes to what schools can and cannot allow when it comes to free speech, citing that the right to free speech could be exercised, as long as it did not disrupt the educational process in any way.  Any protest or activity that interfered with normal school activities, or disrupted the peace of the school, even in the slightest manner, can be curbed lawfully.

Since that ruling, there have been other cases to hit the courts where students claimed infringement on their right to free speech in school settings. In the 1988 Hazelwood School District v. Kuhlemier case for instance, the court ruled that school administrators have every right to control and check the content published in school sponsored newspapers and magazines. The justification given was that these form a part of the curriculum and everything that could possibly influence students deserves to be scrutinized by school authorities.

The case involved a newspaper published by the journalism class at Missouri’s Hazelwood High School.  The articles published discussed issues such as divorce and pregnancy; content school authorities determined was inappropriate for high school students. Authorities also feared that the fictitious names used in the articles were not enough to guard the privacy of the students whose opinions were published, and lives discussed in the newspaper.  However, the students who were involved thought differently, and believed that the discussion of such topics was appropriate for students of their age. The students did not win this particular free speech fight.

So how should schools proceed when it comes to free speech rights?

While the First Amendment without a doubt endows students with freedom of speech, this does not mean that they can behave in any manner they please.  It is very much within the jurisdiction of the school authorities to prevent or prohibit students from indulging in certain activities that may potentially pose a threat to a school environment conducive to learning.

Take the Tinker case. The school was denied the right to prevent students from wearing black armbands as a mark of their protest, but at the same time, they were free to suspend or take suitable punitive action against students who acted in a manner that disturbed the positive learning atmosphere.  If a student was caught indulging in activities such as igniting political commotion or voicing his or her opinions in a manner that disrupted teaching and learning, he or she could justly be suspended by the school and the law made every provision for that to occur.

Similar decisions were made in the case of the Bethel School Dist. No. 403 v. Fraser in 1986, and the Jones v. State case in 2002.  The former dealt with the court upholding the suspension of a student who delivered a nominating speech that involved comments of a sexual nature about a fellow student.  Similarly, in the latter case, the court took the clear stance that students’ use of fighting words and threats was prohibited in schools.  The category included racial epithets, lewd and offensive speech, immature conduct or true threats that could possibly lead to harming another person.

Exercising free speech is not just limited to student behavior. It in fact extends to the realms of student newspapers, plays and literature.  While students do enjoy their due rights, teachers have some control.  The following falls within the school’s authority when it comes to curbing freedom of expression that may be disruptive to the learning environment:

• Teachers or school authorities are required to collect concrete proof against students indulging in indecent speech, potential disruption or other unacceptable activities before taking action against them.
• Students must be provided with due process when any sort of punishment is involved.
• The banning of indecent, inappropriate and unacceptable material is acceptable by the school in cases where it contradicts the mission of the school.
• School authorities have the final word on deciding the time and place of the distribution of certain materials.
• The school newspaper must be run subject to legally defensible guidelines.
• The nature of the school newspaper must be decided beforehand.  If it is decided to be an open forum rather than a curriculum-based letter, the students ought to be provided with due rights to express their opinions.
• A well-established procedure for reviewing newspaper submissions ought to exist to make the process smoother.

In the end, schools must decide what parts of free speech are inalienable rights of the American K-12 experience, and which things are detrimental to the learning experience for all. It’s a fine line but one that is a privilege to even deal with in our democracy.

What “free speech” actions do you feel are inappropriate for K-12 students?

By Matthew Lynch

Personal histories and records exist for every student who attends, and every teacher who teaches, at a school.  This history, in the form of school records, test scores and the opinion of teachers and mentors, can have a huge impact on a student’s future. In some cases, it is on the basis of these assessments about an individual’s potential and overall disposition that life-changing decisions are made about them.

These histories could determine what colleges they attend, the privileges that they are allowed, or even the jobs that may eventually be able to attain. It’s important, then, for these records to be maintained properly and justly and be void of impartial or biased content.

School records and who should have access to them was first realized in the 1970s when instances of parents and students being denied access to them came into the spotlight. The passing of the Family Educational Rights and Privacy Act (or the Buckley Amendment, as it is popularly known) by the U.S. Congress in 1974 was the first federal piece of legislation that expressly addressed what students could and could not access.

The Act makes clear who may have access to a student’s records and who may not. The move was largely beneficial for parents who were previously denied access to records that were very likely to affect their children’s lives.  The Act made it mandatory for schools to share all information about students with their parents, when requested.  It also required schools to explain or interpret the recorded observations to parents, with the failure to do so resulting in federal funds being denied to the school. At the same time, the Act serves in the best interests of teachers.  It clearly denies parents the right to inspect a teacher’s or an administrator’s unofficial records.

The Buckley amendment applies to all schools that receive federal money.  The act has been a promising step in ensuring transparency in dealing with and handling student’s records.  Aspects of the Act, such as the confidentiality granted to both parties, and fundamental fairness, make it stand out as a reformative measure in ensuring the right to privacy for individuals wanting to be educated.

Here is how the FERPA Act empowers parents and guardians and puts them in a better position than they were previously:

• Parents and guardians can inspect their child’s school records.
• The Act ensures that information about students under 18 years of age cannot be passed on without parental consent.
• Parents have the right to challenge the accuracy of information at any point in time and to request a hearing to contest such information.
• A legal route to get corrections made in children’s school records and to place a statement of disagreement in student regards too is now open to parents.
• Parents can single-handedly decide who can access the information about their child.
• In cases where parents find any discrepancies, they can always file a complaint with the U.S. Department of Education to seek relief in the civil courts.

It is important for schools, parents and students to realize the importance of what is contained in teacher and student records, while still having reasonable access to both.

By Matthew Lynch

What students desire from their school experience is not necessarily what their parents and members of the larger community want them to learn or experience. Only a small percentage of students come to school with an overwhelming desire to learn. Many attend school on a daily basis because that is simply what they are supposed to do. That doesn’t mean they don’t end up finding subjects they enjoy, but American students do not make the active choice to begin attending school.

So teachers come to the table already behind, in some ways. Not only is it the job of educators to teach, but they must also find ways to make the learning process enjoyable and desirable to students who didn’t make the choice to be in the classroom in the first place. With authentic lessons and inquiry learning, educators can clear this hurdle, though. Here are a few ways how:

Seek feedback. To assist in motivating students, schools could put out a survey asking them what they want to learn, what they have already learned, and what the teacher could do to make learning more exciting. With the stress of standardized tests, it might be difficult to take the time out of the day to distribute the survey, but every effort should be made to do so.

Create safety. Students are more prone to become engaged in assignments when the teacher has created a safe and inviting learning environment. Students want to work in an educational environment where a teacher’s expectations are explicitly outlined. In order to be successful, students must be given the opportunity to engage in activities just above their abilities.

Prioritize learning. It may seem like a smart idea to entertain teachers to motivate them, but solid learning is always the best path. The teacher also has an obligation to create a teaching environment that promotes learning. This means, for example, that teachers should not embarrass students for a wrong answer or a below-standard test score—nor should they allow other students to make fun of wrong answers and below-standard test scores. We need to make sure that the debate on the quality of American schools focuses on the academic practices directly affecting student learning.

Strive for equality. Schools are not only concerned with test scores, but are also concerned with equality. All students should be considered equal, regardless of their age, race, religious beliefs, sexual orientation, cultural beliefs, and ability levels. If all students feel they are being treated equally, then they will be more motivated to work. Students will feel intrinsically motivated to learn when they feel respected by teachers and the staff, and will work harder to achieve the goals that teachers and schools have outlined.

Consider outside support systems. Student-teacher and family-student relationships also influence intrinsic motivation. In order for students to perform well in school, they will need to have the proper support system both in school and at home. Most students are only interested in performing for the people that matter most to them. If these people do not hold education in high regard, then the student will not hold education in high regard either.

When students are in the elementary grades, they will usually perform for their parents and for their teachers with little to no resistance. Once students develop social networks, parents and teachers are quickly replaced by peers. Adolescents are prone to peer pressure and succumb easily to their peers’ suggestions and viewpoints. It is important for high school teachers to create strong student-teacher relationships, in order to more effectively motivate the students to remain engaged in behaviors that lead to positive academic achievement and outcomes.

Encourage collaboration. It is also important for teachers to create and support opportunities for students to collaborate with others. Schools and teachers that create the high levels of student engagement understand the possibilities learning group collaboration affords. Teachers can also provide opportunities students to collaborate with students in other countries. Collaboration among students in and outside the classroom will have to be closely facilitated by the teacher. If carried out appropriately, outcomes for this strategy can be very positive for all students concerned.

The Importance of Motivated Students

Student engagement is one of the potential indicators of the effectiveness of a school. Educators and administrators have to concentrate their efforts on activities that engage students in order to foster academic achievement. If they do not, they will have a room full of students who are either academically disengaged or who are merely giving the impression that they are academically engaged. Students are less likely to pay attention when they are on board with what is being taught.

If students complete a task they feel is boring, then they do so to comply with the teacher’s directions, and not because they are intrinsically motivated to do so. In too many instances, students operate from a point of extrinsic motivation, sadly to include the motivation to avoid being singled out or to incurring the teacher’s wrath. If the classroom is devoid of fun and excitement, students will not acquire the love of learning, leaving them less likely to move on to higher education.