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While global communication has grown and improved by leaps and bounds in the past two decades, the same cannot be said for K-12 writing skills. A new study released by Gary Troia at Michigan State University finds that K-12 writing standards are stagnant from a decade ago, along with student writing achievement. What’s more, Troia says that nearly 25 percent of K-12 students in the U.S. are not performing at a proficient writing level. He takes aim at the Common Core standards for writing and says that though some ideas are strong, others are still not asking enough of student writing.

Any U.S. K-12 educator, in any topic area, can certainly relate to Troia’s findings and surveys have found that employers also bemoan the writing deficiencies of their workforce. So if Common Core suggestions are not enough, what is needed to truly transform the writing landscape of K-12 classrooms and learners? Here’s what I think:

Earlier computer/keyboarding introduction

Troia touches on this point in his study when he says that most schools do not comprehensively address keyboarding until third grade. Many children are learning to type, or peck out letters, on a computer keyboard long before they are tracing letters in a Kindergarten workbook. Through keyboarding, children learn spelling and reading, as well as develop their memory skills. So why are schools waiting until the third grade to maximize on this facet of early composition and phonics? Basic handwriting and traditional ways of learning to write are important, but so is the technology that supports contemporary communication. Writing curriculum should include keyboarding and generally more screen instruction at a much earlier age to capitalize on the technology that can catapult U.S. students into a higher level of writing proficiency. The ideas are there – they just need to start earlier.

More interdisciplinary focus 

Writing is not an isolated school subject; it is a skill that permeates all topics of learning. Parents, teachers, students and administrators need to stop considering writing an area of strength or weakness (much in the way we gear students towards math/science pursuits or creative areas if the talent exists). Writing is a must-have skill in the global economy and one that will be needed in some capacity for every career. We can’t let students off the hook if writing is simply not their strong suit. Writing is a skill that anyone CAN master with enough practice and its practical applications need to be emphasized in every subject area.

Remedial intervention

College is not the place where students should receive remedial help on their writing. Stronger programs need to exist as young as pre-K to ensure that no child moves forward without a firm grasp of the writing skills required. Teachers need time and resources to intervene on an individual level. Of course parental help here is also a necessity but cannot be relied upon to ensure that all students have writing proficiency as graduates. Promoting students that lack grade-level writing skills in the hopes that they will catch up only furthers the problem down the road.

It’s time to put writing on the pedestal it deserves. It is the foundation of K-12 academic success and workplace achievement. If we put writing on the back burner, it has the potential to damage every other subject area and hold our students back from their true achievement in school and life beyond the K-12 and college years. Now is the time to make writing a priority, particularly if we expect this next generation of students to lead globally.

How do you think we can collectively improve K-12 student writing proficiency?

In the not-so-distant past, public schools used to represent the most major building block in the education and socialization of students outside of the home. Young minds were molded by the teachers, administrators and friends they met in the confines of the school setting. Teachers had the ability to teach in much more isolated circumstances, even ten years ago, than they are able to do today.

With respect to the students of the past, modern classrooms are full of sophisticated youngsters that show up with a detailed view of the world formed from more than home life experiences. Instant access to knowledge from the age a child can press a touchscreen on a Smartphone and widespread socialization from as young as six weeks old in the form of childcare atmospheres mean that kids arrive at Kindergarten with less naivety than previous generations. Teachers are not handed a clean slate but rather one that is already cluttered with random knowledge that must be fostered or remediated.

Teacher Education Innovation

It stands to reason that if students are changing, teachers need to change too. More specifically, the education that teachers receive needs to be modified to meet the modern needs of K – 12 classrooms. There are policy and practice changes taking place all over the world – many driven by teachers – that address the cultural shifts in the classroom. Some that show a lot of promise include:

• Subject-specific recruiting by colleges and universities. The book Teaching 2030, written by 13 experts in K-12 classroom pedagogy, calls for education schools to stop letting in any and every education major in the broad sense of the subject area. Instead, the experts suggest that colleges become more selective to meet the demand of actual student need. Young people that are interested in teaching high-demand subject areas like mathematics, bilingual education, physical science and special education should be viewed as more valuable to institutions of higher learning. This needs-based philosophy addresses actual voids in the industry and better equips schools to meet students’ needs.
• Virtual learning options. Though colleges often get all of the attention when it comes to online learning programs, K-12 education is also shifting more toward distance learning options. During the 2010-2011 school year, 1.8 million students in grades K-12 were enrolled in some type of distance learning program. That is up from just 50,000 in the 2000-2001 school year, according to the International Association for K-12 Online Learning. This is a trend that teachers-to-be simply cannot ignore. Virtual learning is not reserved for only those that can afford it; 40 U.S. states have state-run online programs and 30 of those states provide statewide, full-time K-12 schools. The University of Central Florida is one of the only schools to offer a virtual-school emphasis for education majors that lets students apprentice with Florida Virtual School instructors.
• Continued classroom learning for administrators. Since the people at the top are generally the decision-makers, they should be required to return to the field every now and then. On the other hand, the teachers that are actually in the student trenches should be empowered to help change educational policy based on the reality of the modern classroom. The Center for Quality Teaching supports a “teacherpreneur” program that would “blur the lines… between those who teach… and those who lead.” Actionable strides toward closing the public education gap between teachers and administrators are necessary for real, effective change to take place in K-12 classrooms.

Public education in America needs teachers that are better trained to meet the needs of specific student populations, those that understand the necessary role of distance learning, and those that are willing to speak up to facilitate classroom change. Without these teachers, effective reform to meet global demand is not possible.

How have the roles of teachers changed over the years in your opinion? What is the single greatest obstacle that teachers face that stands in the way of maximum K-12 student achievement?

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

This generation of K-12 students is growing up in a society that is increasingly bi-lingual. Foreign language requirements have long been a core requirement for high school graduation and are also part of most arts-based college degree programs. Along with Spanish, languages like French and German are common options for students.

But just how “foreign” is Spanish in today’s society? The U.S. Census estimates that there are 50.5 million Hispanic people living in America, and another 3.7 who are residents of Puerto Rico. This number represents a 43 percent increase in the recorded Hispanic population from 2000 to 2010 at a rate four times faster than the rest of the U.S. population. Further, 35 million children 5 and over spoke Spanish at home in 2010. English as a second language K-12 programs have existed for decades, but maybe that program should be expanded.

Should English-speaking K-12 students be required to learn Spanish? Let’s take that question one step further: should bilingual learning be part of every U.S. classroom, no matter what the subject?

Some individual school districts have already taken the initiative to make dual-language programs a reality. The Irving Independent School District in Texas started a bilingual elementary program 10 years ago. Students can opt to learn in an environment that is taught 50 percent in English and 50 percent in Spanish. In Irving, 70 percent of the student population is Hispanic. Critics of the program cite the usual reason that my grandmother may have listed against American students learning a foreign language in school classrooms: Americans should speak ENGLISH. There is also some concern about whether each language can truly be mastered if it is sharing classroom time with the other.

Studies in language development, however, show that the more exposure young children have to all languages actually gives them a distinct academic advantage throughout life. Bilingual children are able to focus more intently on the topics at hand and avoid distractions from academic pursuits. They are also able to demonstrate higher levels of cognitive flexibility, or the ability to change responses based on environment and circumstances.

For children to truly see the full potential multi-lingualism has on learning, exposure to non-native languages should actually begin long before Kindergarten. Even children who learn their first Spanish words at the age of 5 can benefit from dual language curriculum though. Learning is learning. The more that children can take advantage of new concepts, the more in tune their brains will be to all learning throughout life. Some studies have also found that the aging of the brain is slower and the employment rate is higher in adults with bilingual capabilities. Why not set kids up for success and strengthen long-term brain health while we are at it?

The benefits to having a bilingual brain

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

Dual language programs show students a broader world view, whatever the native language of the student, and lead to greater opportunities for collaborative learning. We should not limit what children learn based on outdated principles masked in patriotism. All K-12 students should have Spanish and English fluency by graduation.

What is your opinion on mandating bi-lingual education programs in the future?

Under proposed budget changes for the 2014 fiscal year, many STEM (science, technology, engineering and math) educational initiatives may no longer exist. Though overall funding for STEM programs is actually slated to rise by $3 billion, or 6 percent, consolidation of STEM education may leave specific programs out in the cold. The annual $15 million in funding for the Science Education Partnership Awards that are funded by the National Institutes of Health, for example, are not included in the proposed budget changes. Every year the awards provide over 75,000 K-12 students with informal, hands-on science education intended to spark lifelong interest in an area where America consistently lags behind other developed countries.

While the knee-jerk reaction is to blame lack of prioritization of STEM education on the Obama administration and the budget advisors on this particular project, I think the issue is much, much bigger. A report released in December 2012 called Trends in International Mathematics and Science Study showed that just 7 percent of U.S. students had advanced level eighth-grade math skills, compared with 47 percent in South Korea and 48 percent in Singapore. Further, the U.S. was ranked as 11th in fourth-grade math and 9th in eighth-grade math. American students ranked higher in reading, but still fell behind Hong Kong, Russia and Finland.

It seems that when these test results are released, there is an initial public outcry about the slipping state of the American public in science and math. Those voices quickly fade, however, content to download another smartphone app that does metric conversion or even one that is advertised to complete math homework with a few taps of a touchscreen. It is easier to utilize technology than to learn how to perform equations; it is simpler to grab produce from the grocery store shelf than to question where that food came from or what went into its production.

It would be great to blame this indifference towards STEM initiatives on the uneducated public, or the convenience of Internet technology, or even the media (why not?). The truth is that this uncaring attitude is a byproduct of academic disengagement, fueled by the way children are taught in American K-12 schools. As interactive technology becomes commonplace in classrooms, education becomes more of a form of entertainment. Yes, educators should find innovative ways to reach students with educational messages but there is a blurry line between creative learning and babysitting tactics to keep students from declaring boredom and simply not trying.

Are math, science, engineering and technology topics too complicated for the short attention spans of today’s American K-12 students – and do educators add to this problem by spending too much time trying to put on a song and dance? I think the answer to both of these questions is “yes.” This is not to say that it is the fault of educators but merely to point out that they are in a quandary made possible by screen-culture and an education system that favors standardized learning over intellectualism. By emphasizing fact memorization, and placing no priority on hands-on math and science experiences, it is no wonder that 46 percent of Americans believe young people do not pursue math and science careers because they are “too hard.” In the same Pew Research study, 20 percent of Americans said careers in science and math are “too boring.”

Clearly something is being missed along the way in our K-12 system. How can science, the intricate study of how things work with and without our known universe, be boring? How can math, the way things balance out and make our world run smoothly, be too complicated to pursue? It seems these questions just bring up even more questions and there are not enough people who care enough to seek out answers.

What factors do you think contribute to indifference in STEM education?

The face of higher education is rapidly evolving as more middle- to low-class young people find ways to obtain a college degree or technical training. The Hispanic population in the U.S. is no exception as the number of college applicants and enrollees increase every year. While these strides benefit this specific group of students, everyone stands to benefit from Hispanic higher education success.

The Numbers

The U.S. Census reports that the estimated Hispanic population in the nation is 52 million – making residents of Hispanic origin the largest  minority in the country. In fact, one of every six Americans is a Hispanic. That number is expected to rise to over 132 million by 2050 and Hispanics will then represent 30 percent of the U.S. population.  Children with Hispanic roots make up 23 percent of the age 17 and under demographic  — making future higher education legislation critical for this growing and thriving minority group.

The Issues

Young people of Hispanic origin face specific challenges when it comes to higher education. Many prospective students are first-generation Americans, or even undocumented residents, and do not have the first-hand experience or guidance from parents regarding the college experience in the U.S. Like all other ethnic groups, Hispanic youth face financial difficulty when trying to determine if college is a possibility. Many young Hispanics may feel overwhelmed by the social and financial pressure associated with college attendance and are in need of the right guidance. While higher education initiatives are changing to address these issues, only 13 percent of the Hispanic population over the age of 25 had a bachelor’s degree or higher in the 2010 Census.

Federal Initiative

The Obama administration recognizes the rapid growth of the Hispanic community, specifically as it impacts higher education, and has put several pieces of legislation into motion including the DREAM Act. First introduced in the U.S. Senate in August 2001, the Development, Relief and Education for Alien Minors Act was designed to reward children in good standing that came to the country illegally. Temporary residency is granted for a six-year time frame for young people that seek out higher educational pursuits with an option for permanent residency after completion of a bachelor’s degree or beyond.

The bill went through several iterations before President Obama announced in June 2012 that his administration would stop deporting undocumented immigrants meeting DREAM Act criteria. While this legislation applies to more than Hispanic immigrants, they are the group that stands to benefit the  most from its enactment. With no fear of deportation, Hispanic youth with higher education aspirations are free to pursue them and work toward a better individual and collective future.

What’s Ahead?

Increasing higher education opportunities for Hispanics has obvious positive benefits for the demographic itself, but the influence will be felt even further. Think of it as a ripple effect, where the Hispanic community represents the initial splash and all other ethnic groups feel the impact too. The Obama Administration has made known its goals to make the U.S. the leader in college degrees earned in proportion to population. In order for this goal to be met, Hispanics (specifically those of Latino descent) will need to earn 3.3 million degrees between now and 2020. The economic success of geographic areas, specifically urban areas, is directly affected by the number of college graduates that study and stay there. In states like Texas, this is an especially poignant point where a one-point college graduate rate increase can result in $1.5 billion more in annual economic activity for cities like San Antonio. Without the help of Hispanic youth, these numbers are difficult, if impossible, to achieve.

Legislation like the DREAM Act is just the start of changing the culture of higher education to be more welcoming to Hispanic youth. Individual colleges and universities must also step up and offer academic and financial aid programs with specific Hispanic needs in mind. The future achievements of higher education in the U.S. are dependent upon the inclusion and success of Hispanic students and the same is true of a stable economic climate. The sooner that federal and state initiatives, along with colleges and universities, embrace these inevitabilities, the better.

Question: I am considering taking an accounting job with a district that has year round schools. Since I am unfamiliar with the concept, I would like to know what the benefits and drawbacks are. Me and my husband have 3 school aged children, and we want to do what’s best for them. Virginia S.

Answer: Virginia, first of all, congratulations on the job offer. I know that it must be difficult for you and your husband to consider exposing your children to something that is unfamiliar. In this column, I will explain the benefits and drawbacks of year round schools, which will help you make a more informed decision concerning your job offer.

Many school districts around the country are in fact working toward extending the school year. As far as the benefits of year round schools, the shift in the time designated for teaching and learning helps students achieve more by minimizing summer learning loss, allowing for innovation and implementation of creative programs, and providing the time needed to assist children who need extra help.

Research seems to back up these claims, as it shows that time may be the most essential resource of the education system. However, it is important to recognize that merely  extending the school year is not a panacea for improving student performance. It is necessary to utilize the available time in the best possible manner. If educators fail to convert the available time to quality teaching and learning time, the increased school year will not improve student performance.

While I have pointed out the many benefits of a longer school year, there are also some drawbacks. The major drawback is the assumed detriment to family structure. American families have become accustomed to the traditional long summer vacation. Parents may find it difficult to schedule vacations and family reunions. This concern is not to be dismissed, as it is important to children’s development to spend quality time with their families.

Childcare could also become a concern, particularly if multiple, shorter school vacations were scheduled throughout the year, at times when parents are working. Extracurricular activities are another dimension of schooling that can be negatively influenced by year-round schooling. Teachers managing extracurricular activities have observed difficulties adapting these activities into a year-round schooling schedule.

Another area of concern when adapting to year-round schooling schedules is its effect on the administration. School administrators have sometimes found it difficult to deal with licensure and contractual issues of the teachers when working out schedules for year-round schools. It can also be difficult to plan the optimal use of school buildings. Of course, a serious issue is finding ways to best leverage this new, extended school year to increase quality instruction time. In short, year-round schools require the administrative blocks of schools to keep working throughout the year, which increases the administrative burden.

At the end of the day, you have to compare and contrast the benefits and drawbacks of year round schools with your families situation. Do the benefits outweigh the drawbacks or vice versa? I hope my column will assist you and your husband in making an informed decision. Good luck, and let me know how it goes.

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

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

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

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

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

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

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

A new report shows that for the second year in a row, American high schoolers are on track to reach a 90 percent graduation rate by the year 2020. Research for Building a Grad Nation:Progress and Challenge in Ending the High School Dropout Epidemic was conducted through a collaboration of researchers from Civic Enterprises, John Hopkins, Alliance for Excellent Education and American’s Promise Alliance. In order for graduation rates to reach the lofty 90 percent goal,  there needs to be an increase in graduation rate of 1.3 percent every year.

The report cites more streamlined paths to graduation as part of the reason the rates are rising. Issues outside of academics are also mentioned in the report.

“The barriers that block the path to graduation and preparedness go beyond the classroom. They often involve multiple, interconnected challenges — such as poor health, hunger, bullying, and housing insecurity,” the report reads.

These problems, though far from solved, are being addressed through better social programs in school districts and the report even hints at universal healthcare as a boost to the grad rate numbers. As more students get the help they need outside academic constraints, more will be able to take the next step and earn a high school diploma.

The report also breaks down some of the disparities between students. While minority groups still tend to have lower graduation rates (76 percent for Hispanic students, 68 percent for African American students, and 85 percent for White students), the grad rate gap is closing. Since 2006, graduation rates for Hispanic students have risen 15 percent and for African American students, the rates have risen 9 percent.

Rapidly changing technology continues to make its mark on K-12 learning. Last fall the New Media Consortium Horizon Report released a report that details six up-and-coming technologies in the next five years for K-12 classrooms. Let’s take a closer look.

Horizon #1: In the next year, or less.

Mobile learning. Tablets and smartphones in the classroom are no longer a matter of “if,” but “when, and how quickly?” Administrators and educators can tap into the convenience of mobile technology in the classroom and the potential for student learning adaptation. Over half of school administrators say there is some form of mobile technology in their classrooms and that they plan to implement more when it is financially feasible. School districts should keep in mind that the purchase of mobile devices for K-12 use is only one piece in the learning puzzle. There must be funding for teacher training and maintenance of the devices too.

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

Horizon #2: Within two to three years.

Learning analytics. This evolving concept in K-12 classrooms is different from educational data mining in that it focuses on individual students, teachers and schools without direct implications to the government. Learning analytics is the education industry’s response to “big data” that is used in the business world for improvements and redirection of focus. Learning analytics essentially show students what they have achieved and how those goals match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.

Open content. The rise of MOOCs, or massive open online courses, in terms of college learning is having a trickle-down effect on K-12 education. The idea that all the information that exists on any given topic already exists, and does not need to be re-created or purchased, is gaining steam among K-12 educators. Within the next three years, expect more shared content available to teachers and to students. Open textbooks, resources and curricula are not the only benefit of an open content push; shared experiences and insights are also valuable teaching tools.

Horizon #3: Within four to five years.

3D printing. Also known as prototyping, this technology will allow K-12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications. The STEM Academy has already partnered with Stratasys, a leading 3D printing company, to start integration of the technology in programming classes.

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

In coming posts, I will take a closer look at each of these technologies and their implications on K-12 learners. Which do you think will have the greatest impact?

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

Question: I am an 8th-grade Social Studies teacher and want to discuss the Trayvon Martin tragedy with my students, but I am having difficulty coming up with ideas. I especially want to touch upon the topic of racial profiling and the part that it may have played in this tragedy. In addition, I want my students to develop a sense of social justice, but I also want them to learn that in America, you are innocent until proven guilty. Do you have any suggestions?

Answer: Thanks well-articulated question. As readers may know, George Zimmerman, a neighborhood watch volunteer, admitted to killing Trayvon Martin, an unarmed 17-year-old African American male, on February 26, 2012 in Sanford, Florida. It is important for educators around the country to be prepared for the multitude of questions and comments that they may get from their students. Although the death of Trayvon was a senseless tragedy, educators can use it as a teachable moment.

In this column, I will provide teachers with a variety of strategies that they can use to illustrate the dangers of racial profiling and explore the part that it may have played in Trayvon’s death.

In my opinion, the topic of racial profiling should not be discussed prior to grade six, because although younger students have the ability to understand the concept, they may have difficulty understanding it in its historical context. (Do, however, use your own judgment about whether the topic is appropriate for your students. Keep in mind that teachers of grades five and below can begin discussing the concepts of diversity, bias and prejudice in order to prepare students for more advanced topics such as racial profiling, genocide and human trafficking.)

Next, I will discuss some basic strategies that can be used to teach the topic of racial profiling to students in grades six and up. You will need to modify these strategies in order meet the developmental and intellectual needs of your students. Alternatively, you can use my strategies as a blueprint for creating your own.

Regardless of what strategy you use, begin with an overview of racial profiling and discuss why it is controversial. Throughout United States history, there have been many high-profile cases involving the unfair treatment of people of color by police officers and citizens. These include Adolph Archie, New Orleans, 1990;  Rodney King, Los Angeles, 1991; Abner Louima, New York City, 1997; Amadou Diallo, New York City, 1999; Sean Bell, New York City, 2006; and Henry Louis Gates, Cambridge, 2009. Each of these men was either killed, severely assaulted, or unfairly treated by police officers in the last quarter century.

Examine how America has responded to each of these cases. This will help your students analyze the topic of racial profiling in historical context. Teachers must make sure that they avoid making amateur connections between the famous cases of racial profiling that have occurred throughout history. This way, students will learn that each atrocity has its own identity and characteristics. Also, explain to students that despite the overwhelming outcry for justice in the Trayvon Martin case, Mr. Zimmerman is innocent until proven guilty.

Now let’s talk about some strategies teachers can use. One strategy would be to use an outstanding piece of literature to illustrate the concept of racial profiling. One great title is Black Like Me, a 1961 nonfiction book by journalist John Howard Griffin. Griffin was a white man who with the help of his doctor, darkened his skin so that he would look like a black man. The book describes his six-week experience traveling through the racially segregated south as a black man. Have your students read the book over a six-week period. Students will learn how radically different the same man was treated when his skin color changed from white to black. You can use the book to illustrate and discuss how bigotry and bias, which are factors in racial profiling, can manifest themselves in the actions of others.

Another strategy would be to begin class by making a shocking announcement to your students. The school has decided that since the color black is a known gang color, anyone who wears black to school will be suspended indefinitely. To heighten the effect, draft a student and ask him or her to pretend to be the victim of “racial profiling.” Since s/he will be wearing black, tell the student that s/he is in violation of school policy and must report to the principal’s office to be disciplined.

Use this activity as a springboard for discussion. Be sure to ask students questions such as: How was this simulation similar to racial profiling, and how was it different? Have you ever been profiled? If so, describe the experience. What did you learn about yourself and about others? What was your biggest surprise during this experience?

I would finish the lesson by illustrating constructive actions taken by people and entities in response to racial profiling. Students will learn that throughout history, there have been individuals who have spoken out against racism and risked their lives to stand up to the perpetrators of these deleterious acts. As a final activity, ask students to create an action plan that details what they plan to do to combat racial profiling and promote social justice in the world.

For homework, ask your students to create a political cartoon that represents their thoughts and ideas on racial profiling. Alternatively, have your students interview family members and friends concerning any occasions on which they were racially profiled. Students can then write a detailed narrative that delineates the interviewee’s personal experiences.

The Trayvon Martin tragedy is placing a spotlight on the dangers of racial profiling, but teachers must also do their part. Racial profiling in America is a very controversial subject that although emotionally and mentally draining for teachers and students, is nonetheless important. If you follow the guidelines discussed above, your students will become social justice advocates in no time.