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Matthew Lynch published in Education Leadership, Matthew Lynch

Grading Obama’s Education Policy

A couple of weeks ago, a friend and I were discussing President Obama’s performance in the area of education — more specifically P-20 education, which begins in preschool and ends with graduate school. As is usually the case when we debate matters of education politics, the debate became quite contentious and in the end we had to agree to disagree. In response to that debate, I decided to write an opinion piece, assessing Obama’s education record. Toward the end of the article, I will issue a letter grade (A-F) denoting my assessment of the president’s level of performance in education policy.

Let me begin by saying that throughout Obama’s political career, he has continually preached the need for America to invest in education. To put it in his own words, “Countries that out-educate us today will out-compete us tomorrow.” The core of his plans for education has been to provide all students with the same opportunity to reach high levels of proficiency. In the past, disadvantaged students were not provided the same educational pathways as other students. They were not held to the same high standards as their classmates; their lower achievement outcomes were readily accepted.

The president has continually invested in and supported early childhood education. Why? Because he knows that it lays the foundation for future academic success. In a 2007 speech in Manchester, New Hampshire, Obama said, “For every $1 we invest in these programs, we get $10 back in reduced welfare rolls, fewer health care costs, and less crime.” When he became president, he put his money where his mouth was, figuratively speaking.

The American Recovery Act allocated $5 billion for early childhood programs, and $77 billion for reforms to support elementary and secondary education. On top of this, his administration provided $500 million for the Race to the Top-Early Learning Challenge. It is unprecedented for a president to show such passion and commitment towards early childhood education, while simultaneously articulating such a profound understanding of its importance.

In 2010, President Obama established Promise Neighborhood Grants to support plans that implement cradle-to-career services that are intended to improve the educational attainment and healthy development of children. The program endeavors to provide youth in Promise Neighborhoods with effective schools and well-built networks of parental and community support that will prepare them to receive an exceptional education and effectively transition to college and a career. Patterned after Geoffrey Canada’s Harlem Children’s Zone, Promise Neighborhoods are a “promising” reinvention of an existing educational innovation.

Obama’s education reform magnum opus, Race to the Top, sustains successful teachers and principals in school districts across the nation, and has led to the adoption of common K-12 teaching standards. In this competition, states receive points for fulfilling certain criteria, such as performance-based standards for teachers and principals, showing fidelity to nationwide standards, encouraging charter schools, etc. Critics argue that high-stakes testing is untrustworthy, and I am inclined to agree. If there was a component that required contestants to create alternative assessments or value added systems to replace high stakes testing, “Race to the Top” would be as advertised.

In terms of outreach to the Hispanic community, the president’s actions have been unprecedented. President Obama did an excellent job of ensuring that the Hispanic community was included in attempts to advance educational opportunities for the entire nation. In addition, he restructured the White House Initiative on Educational Excellence for Hispanics to advance educational opportunities at the P-20 level. Also, President Obama is dedicated to giving students who aren’t yet American citizens an opportunity to gain their citizenship.

In terms of college access and loans, President Obama has made higher education more affordable by doubling financial support for Pell Grants, growing the number of recipients from 6 million to 9 million since 2008. How did he do it? Obama accomplished this mostly by cutting out the intermediary from the college-loan program, which in turn freed billions of taxpayer dollars.

Beginning in 2014, first-time borrowers will only have to pay 10 percent or less of their disposable income towards loan repayments. The law also stipulates that after 20 years, any remaining loans will be forgiven. If they make their payments on time, public servants (teachers, police officers, servicemen, etc.) will have their student loans forgiven after 10 years. Also, the president increased funding for land-grant colleges. The aforementioned measures constituted the largest reform of student aid in 40 years.

Solely on his P-20 record, I will have to give President Obama a B+. The Obama administration’s education agenda began in the midst of one of the worst economic downturns since the Great Depression. Since his inauguration, President Obama and Arne Duncan aggressively tackled education reform in P-20 education. What President Obama and Arne Duncan have been able to accomplish in less than four years is nothing short of amazing.

There is room for improvement, especially when students are still tested using antiquated assessment measures. More importantly than this, NCLB still exists in its original state and has not been amended. However, I decided to stick with my B+, because these issues cannot be laid at the president’s doorstep. Throughout his first term, President Obama has entreated Congress to amend NCLB, and he has been met with opposition and hostility.

Under Obama’s watch, the U. S. education system is experiencing something that it hasn’t experienced in ages — genuine progress. Although we have many more miles to go, we have to remember that Rome was not built in a day. The issues that continuously plague our public education system took decades to get that way and will probably take several more decades to fix. If President Obama is to engender true school reform in America, he has to bear in mind that school reform is a unicorn of sorts — an imaginary, magical creature conjured up by our subconscious desire to make sense of things. The truth of the matter is that school reform, as most people envision it, does not exist.

President Obama knows that you do not need to wait for something to be broken in order to fix it. That’s why our president always looks for opportunities to improve upon current processes, making things incrementally better as time passes. He has brilliantly applied the process of continuous improvement to our educational system; constantly striving to make things better, reevaluating how he does things, looking at the results he achieves, and taking steps to improve things incrementally. He has earned his B+.

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

Superstar Teachers – The Super Cure for Closing the Achievement Gap?

As I wrote on Wednesday, I’ve spent some time lately combing through the pages of Diane Ravitch’s book The Death and Life of the Great American School. As a public school reformer myself, I appreciate her informed, unique look at the state of the P-12 system in the U.S. Considered a liberal early in her career, she was initially a supporter of reform issues considered “conservative” today like the No Child Left Behind Act and the establishment of public charter schools. She has since returned to her roots, at least enough to call herself an Independent, and attacked some of the most popular theories for reform.

I talked about the way that schools of all types (traditional public, private and charters) game the system when it comes to accountability standards in my last post – a myth that on the surface may look like learning is truly being achieved based on predetermined standards and practices like teaching to the test. Today I want to look at another myth of the contemporary P-12 system that Ravitch also dispels in her book: the myth of the Superstar Teacher.

You are probably familiar with the concept, particularly since it is perpetuated in popular culture through movies like the classic Edward James Olmos film “Stand and Deliver” and 2012’s “Won’t Back Down.” The idea is that with the right teacher – a committed, bright, in-tune, talented teacher – P-12 problems like the achievement gap and high dropout rates will cease to exist. If only every student had a standout teacher like the ones portrayed in these shows, the very P-12 system as we know it would be transformed for the better.

I do believe in the power of teachers, both positive and negative, on their students. I train educators for a living and have written books about following “the calling” to become a teacher. I do think that teachers make a difference – but like Ravitch, I cannot put all of my faith in these “superstar teachers” to reform the education system the way that is truly needed.

For one thing, the schools that desperately need some sort of superstar saviors are often unable to attract them. In a study on urban schools and poverty released by the National Center for Education Statistics, urban administrators said that they had difficulty attracting and retaining high-quality teachers. This observation, coupled with the fact that schools with higher percentages of students living in poverty had less resources available for teaching, is a recipe for disaster when it comes to counting on these “superstars” to close the achievement gap, lift standardized test scores and increase graduation rates. These urban schools are the very places that need all of those factors to happen to improve student achievement and the long-term overall quality of life in those communities. So if the answer falls solely on strong teachers, these places are in a lot of trouble.

I also think it is unfair to count on, or to blame, teachers solely for the performance of their students. Yes, they play a role in shaping the young minds in their classrooms and yes, they should be held accountable for that. It seems to me that the root of issues in classrooms that tend to cause the most problems for students (like poverty and ill-equipped or uninvolved parents) should be the target of any true reform. Teachers come and go, moving from school to school or on to different careers. Strong programs that address equality in education and focus on social issues at the root of learning challenges are what will truly make an impact on what students learn and retain, and whether those students succeed.

What are your thoughts on the roles of teachers? Are there enough “superstars” to transform the system?

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

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Matthew Lynch published in EdTech & Innovation, Teaching Strategies, Tactics, and Methods

Many low-income students use only their phone to get online. What are they missing?

Crystle Martin, University of California, Irvine

For many of us, access to the Internet through a variety of means is a given. I can access the Internet through two laptops, a tablet, a smartphone and even both of my game systems, from the comfort of my living room.

However, this access is unequally distributed. Although nine out of 10 low-income families have Internet access at home, most are underconnected: that is, they have “mobile-only” access – they are able to connect to the Internet only through a smart device, such as a tablet or a smartphone.

A recent report, “Opportunity for all? Technology and learning in low income families,” shows that one-quarter of those earning below the median income and one-third of those living below poverty level accessed the Internet only through their mobile devices.

This leads to limited access: A third of families with mobile-only access quickly hit the data limits on their mobile phone plans and about a quarter have their phone service cut off for lack of payment.

So, what impact does this type of access have on youth learning?

What changes with a computer connection

My research has explored underserved youth’s use of technology to discover and participate in content related to their interests. Having access only through their mobile devices means that low-income families and youth do not have the same access to the Internet as those with other Internet connections.

One-fifth of families who access the Internet only through their mobile devices say too many family members have to share one device. This means that the amount of time each individual has to access the Internet is limited.

This can be a barrier to learning for young people. It can limit their access to resources to complete their homework, as well as create barriers for other learning. Thirty-five percent of youth who have mobile-only access look online for information about things they are interested in. But this goes up to 52 percent when young people have access to an Internet-connected computer.

When young people have access to an Internet-supported computer, it facilitates their learning.
leah, CC BY-NC-ND

When young people have their own access to the Internet, they have an opportunity to engage in connected learning – learning that is based on interest, is supported by peers and has the potential to offer better opportunities for the future.

A 2014 paper on the use of digital media as a learning tool highlights how learning around interests can be supported through online resources.

The paper tells the story of Amy, a participant in an online knitting community, Hogwarts at Ravelry, which combines both interest in knitting and the Harry Potter series. Amy finds inspiration in the vast knitting pattern library of the group and receiving support from others in the community. She begins to develop, design and write patterns of her own. And, as a teenager, she begins selling her patterns online.

Amy’s access to a stable Internet connection and her own dedication allowed her to dive deep into the activities of the community. Over time, it allowed her to become more active and engaged in knitting.

Another example of what youth can accomplish online comes from my 2014 research on a professional wrestling fan community, a set of forums where professional wrestling fans get together virtually to discuss the many facets of professional wrestling.

Maria, a professional wrestling fan, seeks out an online community because she lacks local support for her interest. Through her participation, she realizes her deep enjoyment of writing. She carries this back into her English class and the school newspaper. This eventually leads her to take creative writing as a second degree in college.

Maria spent hours on her computer carefully crafting her narratives while participating on the forum. With a mobile-only access, she would not have had the amount of time online, or the amount of bandwidth, required for this work. This is supported by the fact that only 31 percent of children with mobile-only access go online daily as compared to 51 percent of those with other Internet access.

How low-income youth get left behind

Mobile-only access to the Internet can create serious barriers for youth who want to access content and educational supports.

As part of my research, I have been conducting workshops in libraries located in low-income communities, using an online coding program that is not yet available on mobile devices. In one of the workshops, students needed to work on projects outside of the sessions.

Because of the limited technology access at home, the librarian held additional open hours so the youth participating in the workshop could work on their projects outside of the workshop hours. A few youth had access to their own computers, but the majority had only mobile access.

Young people who have computer access create may better projects.
Jeff Werner, CC BY-NC-SA

The youth with computer access at home created more complex projects. This was partly because they had more time to develop, modify and problem-solve their projects. But it was also because the coding program was available to only those with computer access. These youth also seemed to develop a deeper interest in coding potentially due to this greater level of exposure.

Need for better understanding

What becomes evident from the data from “Opportunity for all? Technology and learning in low income families” and from the examples from research is that having access to the Internet only through a phone can have an impact on young people’s access to learning opportunities.

Designers, educators and researchers need to be aware and continually create more equity through mindful decision-making.

Amanda Ochsner, a postdoctoral researcher at the University of Southern California who studies how underrepresented groups of young people engage with games and digital media, argues that when designers and developers take the time to understand young people’s digital lives, they are ultimately able to make better tools. As she said to me:

In offices where the most recent models of laptops, tablets, and iPhones are abundant, it’s far too easy for those of us who develop educational tools and technologies to misjudge the technological realities of the young people the education tools and technologies are designing for.

Just how young people access online, in other words, matters – a lot.

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

The Conversation

Crystle Martin, Postdoctoral Researcher , University of California, Irvine

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

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Matthew Lynch published in Diversity, Equity

Epidemic of rights abuse fails black kids across the US

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

Noelle Witherspoon Arnold, University of Missouri-Columbia

As the world grapples with the containment of diseases such as Ebola, there is another epidemic that demands attentive responses, policies, and actions. It is one of grave proportions regarding the violation of basic civil and human rights in black communities across the United States. These violations end all too often in abuse, incarceration, and death.

Recent events in Ferguson after the death on August 9 of 18-year-old Michael Brown at the hands of white police officer Darren Wilson in the suburb of St Louis, Missouri, have brought this crisis into sharp focus.

There is no way to discuss what has happened in Ferguson without addressing systemic structural and institutional racism. This includes the politics of poverty that presents the poor as complicit in their own deaths, missed educational opportunities, and economic ceilings.

In Brown’s case, insinuation and innuendo suggested he had stolen goods from a store and was a “thug”. At the same time, a narrative regarding education developed that labelled Brown as yet another black, unmotivated student.

In fact, he managed to graduate from a high school with one of the highest rates of poverty, unequal resources, and violence in Missouri – all of which contribute to low student achievement, little social mobility and economic stagnation. Often these conditions reproduce cycles of generational poverty that are felt in Ferguson and other poor communities of colour. Despite this, Brown’s family indicated he was headed to college with aspirations of starting his own business.

What to tell the kids

Even though President Barack Obama gave a stirring speech on race in 2008, America still cannot talk about it. Having a black president has made race more visible, but no less difficult to discuss, particularly with our children and students. This failure has created a new generation of victims and violators.

In new research about educational inequity at Ferguson, University of Pennsylvania researcher Shaun Harper notes:

As is typical in moments of racial eruption in the US, there will be an inclination to swiftly move on – to treat Ferguson as an isolated, unfortunate event that came and went. I suspect that few P-12 [school] teachers there or elsewhere across our nation even know how to talk with children about what happened in the St Louis suburb and the larger implications of this tragedy.

In fact, one school district in Illinois has banned talk of the issues in Ferguson even though research has shown that black students personalise racism even when it is not personally happening to them. This stands in contrast to encouragement by teachers and politicians to discuss other tragedies such as 9/11, which spawned whole curricula on the subject. Students and educators deserve the truth.

In the case of the Ferguson-Florissant school district and others like it, Harper says that: “Ferguson had structural problems that systematically disadvantage black families and youth long before a white police officer killed an unarmed black teenager.”

Rebalancing inequalities in schools

Even as educational scholarship explores issues of social justice, there is little movement by those who create education policy in ameliorating inequities for those who have not been well served in schools. There must first be racial and cultural sensitivity, relevance, and awareness of institutionalised racist practices in schools.

Second, teachers must be trained with a commitment to understanding and creating diversity, inclusive practice in schools, and a fostering of social relations across cultures. In addition, there must be continual dialogue and supportive, safe spaces in which youth and communities can process what happened.

The “wronged” parties – in this case black communities – should be involved in school curricula and policy. Although the concept of social justice remains a somewhat inchoate idea, the black community has a long history built around the constructs of advocacy, justice, and social change in schools and communities.

A history of abuse

Ferguson is only the newest failure of the larger society to substantially address these issues. Growing up in Birmingham, Alabama, I know something about the impact of race and racism that manifests as a right to protest, demonstrate and protect oneself from harm. I recall an eerily familiar scene of 1960s: water hoses, now juxtaposed against current images of bullets and tear gas. These were crimes against humanity in heavy-handed shows of militarised force against those who dare to be wounded, fatigued, angered, and have the audacity to shine a spotlight on violence.

Brown’s funeral on August 25 drew a crowd of more than 4,000 to not only say goodbye, but also to show solidarity amid cries and tears for justice and restoration. Similarly, thousands attended the funeral of 14-year-old Emmett Till, who was lynched in 1955 Mississippi. Brown’s tale also has overtones of another St Louis period of unrest in 1968 at the unjust killing of another black man, Dr Martin Luther King.

And in this latest experience of déjà vu, the results are the same: the stripping of worth and humanity, the devaluation of the black life, and the criminalisation of youth of colour.

More than anything, Brown’s death has dispelled the myth of a post-racial world and revealed just how real racism is. It seems that “democracy requires hard work that we seem less and less willing to do”, a point argued by Yale law professor Stephen Carter his book Civility. Some would rather dehumanise and shame the victim of colour through misrepresentations, half-truths and outright lies than get down to that hard work.

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Noelle Witherspoon Arnold is the associate Professor, PK-12 Leadership & Policy at University of Missouri-Columbia

This article was originally published on The Conversation.

Read the original article.

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Matthew Lynch published in Equity, Higher Education

Why many smart, low-income students don’t apply to elite schools

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Carol Miller

It’s taken me a few days to respond, but when I went home the other day, the first thing my husband said to me when I got home was, “Did you listen to NPR today?  They were talking about Guidance Counselors.”

(Of course, before I could respond to his question, I had to correct him by saying, “You mean School Counselor.”)

But, I didn’t hear it, and I had to pull it up on the NPR website to listen.

You can listen to it here, or read the transcript here.

The basic premise of the report is that many low-income, high achieving high school students don’t apply to elite colleges because their “guidance counselors” steer them towards less expensive options. While NPR reports that recommending colleges is not always on the uppermost thoughts of many counselors due to high caseloads, they do state that  “guidance counselors may not have gone to selective colleges themselves.” and that your guidance counselor might not know “for a low-income high achiever, Harvard or Yale could be free.”

What NPR fails to report is that, while many low-income, high achieving students may be able to attend elite schools at a significant cost reduction, school counselors may not be privy to the net worth and financial backgrounds of each of our students.  In addition, when talking about different college options with students, we listen to their needs and concerns.  While Harvard or Yale might be free, transportation costs to and from these schools are not.

In addition, there is no magic wand that can guarantee a student’s acceptance into a college where the chance of admittance can be less than 10%.  Do we want students to apply to dozens of colleges on a chance that they will be accepted?  I know I want students to apply to a variety of colleges, but I also want them to apply to schools that would be considered reach schools, target schools and safety schools.  So throw a Harvard or Yale in the mix (because I DO know that the ivy league schools have a “no loan” program for students under a certain family income–I have encouraged a few to apply to Cornell), but also apply to a few state schools and also a few more small private schools that would have great financial aid packages with generous grants and fewer loans.

I also want students to think about the fact if they are majoring in Biology, Psychology, or Physical Therapy, that they will need more than 4 years of college.  I also want them to think about how they need to consider their indebtedness upon graduation.  I have seen more students come back to me with $60,000 or more in college loan debt by going to “elite schools” which they are then unable to pay back.

NPR fails to report that public schools have so many mandates for course requirements these days, with Common Core testing, Regents Exams, or State Exit Exam requirements, that school counselors do not have opportunities to  talk to students about these college awareness fundamentals.  Class time is a hot commodity, and is not given away by teachers easily.  Even at the middle school level, I struggle to find teaching time to talk about the things not covered in ELA, Math, Science or Social Studies but are important none-the-less.  Bullying, study skills, healthy behaviors, kindness, compassion, and college awareness are topics that are needed but not easily incorporated into the school day.

While I regularly listen to NPR, I was bothered by this article.  I would like those at NPR to know that first of all, I am a school counselor.  I am NOT a Guidance Counselor.  I am so much more than a paper pusher and a signer of transcripts to go on to colleges.  I am a teacher, a motivator, a cheerleader, and a coach.  I have inspired many low-income, high achievers to believe that college is an option.  I have taught them to understand financial aid packages, and what to look for on a college tour.  I have refused to give up on them and have helped them set goals.  I have encouraged them to take AP classes and helped to find them scholarships to cover the AP exam fees.  I have written letters to prestigious schools on their behalf carefully describing all the things that school would be missing if they didn’t accept my student.  I have given sound advice, but most importantly, I listened to my students, respecting their decisions, their values, and their goals.

I would like NPR to join me in helping to educate others on the important work of school counselors, and the need for school counselors in the lives of students.  We need smaller student caseloads and time with students.  We need an increased awareness of the importance of college planning and social emotional learning in the school day, as it can not be an afterthought to the Common Core and Teacher Evaluation System.  Our programs should be as developed as any other class curriculum, as we teach important life skills. This last report did not highlight the strengths of School Counselors.  I know, however, that every day, we do great things for these great kids.  It’s really unfortunate that you did not get the chance to see it.

This post originally appeared on The Middle School Counselor, and was republished with permission.
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Carol has organized School Counseling Conferences for several years in Central New York through TACA and has presented at these conferences on College Admissions, Best School Counseling Programs, and Sharing Counseling Resources. She is a member and past President of the Tompkins Area Counselor Association, and  a member of NYSSCA and NACAC, and NYSACAC. Carol is a mom to three sons, a crafter at heart, and a soccer and basketball coach in her free time.
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Matthew Lynch published in Diversity, Education News, Teachers

How we should discuss racism with students?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Gary Hamilton

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

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

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

Teachers must be able to talk openly about racial issues.

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

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

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

Conversations about race are important to clarify generalizations.

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

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

We must remove the spotlight from the bad guy.

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

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

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

___________________

GaryHamilton

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

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Matthew Lynch published in Policy & Reform, Teachers

Student surveys: Measuring what tests cannot

Student surveys are being viewed by an increasing number of school officials, policymakers and researchers as the most effective tool currently available in measuring social and emotional goals for schools and their students. Qualities such as student-teacher relations, student engagement and growth mindset are not only being examined, but incorporated into accountability systems. This means that along with test scores and graduation rates, student state of mind will come into play when rating schools.

Researchers are convinced that students’ attitudes regarding learning, their skillfulness in working well with others and ability to self-regulate and persevere account for more than half of their long-term success.

Students will now be able to rate themselves on important indicators of achievement, such as social awareness and self-management. It has been documented that short, 20 minute surveys, in addition to teacher reports can accurately predict test scores, GPA, suspension and attendance outcomes.

Several school districts have joined forces with Panorama Education, a for-profit startup to analyze and administer these school surveys. With Panorama’s tools, schools are able to ask questions about what they deem important. Guidance is also provided by the company on which type of questions are backed by the best research. Access to questions other school systems have asked and what they have done to improve results is also provided.

Many school leaders find these non-academic factors crucial and are searching for means to document their progress. Increasingly, schools are viewing the academic component and standardized test results as only a fraction of the puzzle.

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Matthew Lynch published in Diversity, Equity, Matthew Lynch

Black Boys in Crisis: Is Punishment Too Harsh?

It’s no secret that Black boys are considered the trouble makers of society. In America’s prison systems, black citizens are incarcerated at six times the rates of white ones – and the NAACP predicts that one in three of this generation of Black boys will spend some time locked up. Do these numbers tell the true story though? Are Black boys inherently more dangerous than their white and Hispanic peers – or are they the products of racial profiling and a society that sets them up to fail?

In the first part of this series I looked at the connection between low reading ability and a lifetime of struggle for Black young men in the U.S., but today I want to focus on a non-academic area that impacts this group in childhood: punishment that begins in K-12 classrooms.

Troubling Stats in Schools

Nearly 75 percent of all schools in the U.S. report at least one violent incident in their schools each year, but that number rises to 82 percent for schools with a majority of Black students. Though Hispanic boys are the most likely to be involved with gang activity at school, it is certainly an issue for Black boys too – with 31 percent of students nationwide reporting seeing Black gang activity in their schools. Violence is just one part of the criminal side of K-12 hallways, though. There are also higher numbers of non-violent crimes, like theft, in schools where more students are Black than any other race.

All of that being said, there still IS violence in schools where Black students are the minority, and committed by non-Black students. Yet, over and over again statistics show 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.

Also troubling is the fact that not all of the Black boys taken from their schools in handcuffs are violent, or even criminals. Increasingly, school-assigned law enforcement officers are leading these students from their schools hallways for minor offenses, including class disruption, tardiness and even non-violent arguments with other students. It seems that it is easier to remove these students from class through the stigma of suspension or arrest than to look for in-school solutions.
Minnesota civil rights attorney Nekima Levy-Pounds writes that “it is a continual affront to the human dignity of black boys to be treated as second class citizens within the public school system and made to feel as though they are not welcome in mainstream classroom settings.”

In Minneapolis, for example, an Office for Black Male Student Achievement has been created within the public schools to address the specific challenges that face young black males face when navigating the public school system. It appears that the effort may just be smoke and mirrors, however, as only $200,000 has been dedicated to it – which amounts to just $28 per African American boy.

School-to-Prison pipeline

School suspension, and certainly arrest, is just the beginning of a life considered on the wrong side of the law for many Black boys. By 18 years of age, 30 percent of Black males have been arrested at least once, compared to just 22 percent of white males. Those numbers rise to 49 percent for Black men by the age of 23, and 38 percent of white males. Researchers from several universities concluded earlier this year that arrests early in life often set the course for more crimes and incarceration throughout the rest of the offender’s lifetime.

Turning our backs on the misbehavior of our K-12 youth doesn’t teach them a lesson, or lead to lives that are changed for the better. It only simplifies the present, paving the way for a future of crime and other misbehavior. In order to change the troubling trends of Black men and crime, we first need to address the way Black boys are disciplined in K-12 schools and look for better solutions to suspensions and arrests.

photo credit: Elliott Fusy-Pudal via photopin cc

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Matthew Lynch published in Equity, Higher Education

What can be done to improve the success of black male students?

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:

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?

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Matthew Lynch published in Equity, Higher Education

Why Are Girls Surpassing Boys in College Achievement?

By Matthew Lynch

Nationally, over 57 percent of college attendees are female when public and private school stats are combined. Females have been consistently edging ahead of their male classmates since the late 1970s when the percentages flip-flopped. Aside from all-female schools, there are others that have marked disproportionate numbers. Pacific Oaks College in Pasadena has nearly 96 percent females in attendance, and the University of Tennessee Health Sciences Center in Memphis has over 93 percent. At Indiana University Northwest, located just outside Gary, 67 percent of the student population is female.

These statistics beg the question: What are K-12 educators doing wrong when it comes to preparing young men for a college education?

It Starts before College

According to Dr. Leonard Sax, too many boys are struggling in schools today. Sax proposes that five factors are responsible for the decline in school performance among boys: video games, prescription drugs, endocrine disruptors, devaluation of masculinity in popular culture, and teaching methods.  Sax and many others believe that video games disengage boys from real-world pursuits. Mind-numbing keyboards and flashing images have a seductive effect on the brain.  Medication for ADHD may be damaging motivational centers in boy’s brains, and the harmful effects of estrogens from food and plastic containers are upsetting the balance of boys’ endocrine systems.  The athletic, scholarly male TV heroes of the 1950s, 1960s and 1970s have been replaced with Bart Simpson. These and other shifts in modern culture are responsible for devaluing traditional masculine strengths.  Additionally, Sax claims that the ways in which children are being educated today simply turn boys off from schooling.

Males who are completing a four year degree take longer than women to do so, and tend to socialize more in college, study less than women, and have poorer grades. The difference in male-female college/university enrollment reflects performance differences that are evident well before college attendance.

Money aside, there are other pitfalls in a disproportionate number of men going to college. Statistics show that marriages where the couples have differing education levels more often end in divorce than couples with the same educational achievements. And even before divorce is an option, women who set college educational goals may not want to settle for men with less motivation – at least when it comes to academics. If this trend continues, social dynamics may be impacted.

Minority Men Even Worse Off

The problem escalates when race is taken into account.  Recently, the Black Star Project published findings that just 10 percent of eighth-grade Black boys in the U.S. are considered “proficient” in reading. In urban areas like Chicago and Detroit, that number was even lower. By contrast, the 2013 National Assessment of Education Progress found that 46 percent of white students are adequate readers by eighth grade, and 17 percent of Black students as a whole are too. The achievement gap between the two races is startling, but the difference between the NAEP report on Black students as a whole and the Black Star findings of just Black boys is troubling too. It is not simply Black children in general who appear to be failing in the basics – like literacy; it is the boys.

So, we must ask ourselves why boys seem to be falling behind academically?  More importantly, what steps need to be taken in order to reverse this trend?

photo credit: Adikos via photopin cc

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

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