Edpolicy Archives - Page 3 of 21

Matthew Lynch published in International Education November 21, 2016

Social Constructivism in Education

According to the theory of social constructivism, social worlds develop out of individuals’ interactions with their culture and society. Knowledge evolves through the process of social negotiation and evaluation of the viability of individual understanding. Basically, every conversation or encounter between two or more people presents an opportunity for new knowledge to be obtained, or present knowledge expanded. The exchange of ideas that goes along with human contact is at play here.

In order to apply social constructivism theories in the education arena, teachers and school leaders need to shift and reshape their perspectives. Both must move from being “people who teach” to being “facilitators of learning.” A good constructivist teacher is one who questions students’ answers, without regard to whether they are right or wrong, to make sure the student has a good grasp of the concept. Additionally, instructors should have their students explain the answers they give and not allow students to use words or equations without explanations. They should also encourage students to reflect on their answers.

Social constructivism teaches that all knowledge develops as a result of social interaction and language use, and is therefore a shared, rather than an individual, experience. Knowledge is additionally not a result of observing the world, it results from many social processes and interactions. We therefore find that constructivist learning attaches as much meaning to the process of learning as it does to the acquisition of new knowledge. In other words, the journey is just as important as the destination.

The process of learning requires that the learner actively participate in creative activities and self-organization. Teachers should allow their students to come up with their own questions, make their own theories, and test them for viability. Moreover, those who practice constructivist theory find that imbalance facilitates learning, in the sense that contradictions between the learner’s current understanding and experiences create an imbalance, which leads the learner to inquire into his or her own beliefs and then try out new ideas. Instructors should therefore encourage errors resulting from the learners’ ideas, instead of minimizing or avoiding them.

Students should also be challenged by their instructors to perform open-ended investigations, working to solve problems with realistic and meaningful contexts. This activity enables the learner to explore, and come up with either supporting or conflicting possibilities. Contradictions need to be investigated, clarified, and discussed.

Through the process of reflecting on the collected data,, learning is given a push. A good example of allowing reflection is through journal writing, which usually facilitates reflective thoughts.

Dialogue within a community stimulates new ideas. All school stakeholders should view the classroom as a community for discussion and exchange of ideas. Students in the classroom are responsible for the defense, proof, justification, and communication of their ideas to the community. These ideas can only be accepted as truth if they can make sense to the community. If they do, they become shared knowledge. In summary, learning occurs not through hearing or seeing, but primarily through interpretation. Interpretation is shaped by what’s already known, and is further develop through discussion.

Matthew Lynch published in list, Matthew Lynch, Policy & Reform November 12, 2016

3 Reasons Kids Should Spend More Time in School

In the past, I’ve advocated for K-12 schools to abandon the traditional summers-off school calendar and switch to a year-round one.

There are many benefits to year-round schooling—including consistency, less time spent relearning material, and the implications that year-round schooling has for closing the achievement gap. But there’s another piece to the puzzle that deserves a closer look.

Here are three reasons kids should spend more time in school.

We have too much time off, anyway.

Let’s look at where American schools rank right now when it comes to days in school versus time off. Thirty states require schools to have a 180-day calendar, two ask for more than 181 school days and the rest ask for between 171 and 179 days on the official school calendar each year. Minnesota is the only state in the nation that has no minimum requirement for number of days students are in the classroom (though the state averages 175 school days). This means that in states with the lowest day requirements, students are out of school for more days than they are in it (as many as 194 days per year).

This number contrasts greatly with other developed nations.

Korea has the highest required number of school days (225), followed by Japan at 223 and China at 221. Canadian requirements are close to the U.S., at 188 days, and England is at 190 days. When all developed nations are considered, the international average for days in school is 193 – a full two weeks+ higher than most of the U.S.

Other nations have longer school days than we do.

How long are the school days in places like Korea, China and England? It varies, but it is not uncommon for Korean high school students to spend 16 hours each school day in classrooms. That is more than twice the amount of time that American students spend at school. Maybe this is a bit too extreme, but Korean students consistently rank at the top of developed nations when it comes to subjects like math and science, vastly outpacing U.S. students.

On the other hand, in England, school-aged children spend 6.5 to 7 hours at school – the equivalent of American students. They still spend more days in the classroom, though.

It will help us become more globally competitive.

When comparing the amount of time dedicated to educational settings in the U.S. and competing economies, it becomes glaringly obvious that our standards of what is acceptable in terms of days in school varies greatly from the rest of the world. Even President Obama has been vocal about the need for American schools to add more time in the classroom – either through longer school days or more days on the school calendar.

“Today, it puts us at a competitive disadvantage. Our children spend over a month less in school than children in South Korea. That is no way to prepare them for a 21st century economy,” said President Obama in 2009.

Predictably those comments have received some pushback in the years since, both from parents who believe their children are already under too much pressure at school and need every single day off they are allotted, and from teachers unions who want to know how educators will be properly accommodated for the extra time spent in classroom instruction. The idea of adding more time to student school calendars is an unpopular one – but I’m not sure that is reason enough to rule it out.
Is it time to turn the U.S. K-12 school calendar completely on its head by abolishing summers-off schedules and adding time in the classroom? Would such actions make a significant positive impact on student performance, particularly in STEM topics?

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

Matthew Lynch published in Policy & Reform, Teachers November 7, 2016

Student reflection and data collection

A guest post by Carol Miller

We all need to reflect. What has worked; what hasn’t. What do I need to remember to do again or what needs to be tweaked a bit. I like to ask the students what they feel has worked for them and what they have liked. I think we all do this, but it is a great way to collect data and measure the effectiveness of our program.

For me, I can’t believe the school year is over. I thought the students did a great job with their video projects and STOP signs. I also loved the stories we shared. I wished we had more time for a few more crafts, but we packed a lot into our time together. I do think there are a few lessons that next year I would try to do in a different room, and I realize that the boys want to do a boys only video. I might have to create another Lunch Bunch just for video making. It is a big hit, and the more we did, the more I was able to have students take over the filming and the planning.

This week I sent out several surveys to parents of my lunch bunch students and to our 5th and 6th grade teachers. I also wanted their opinions as to whether they thought my programs offered any benefits to students.

For parents, I sent out a survey through google forms, and then emailed it to each parent.

I love that the responses come back in an excel spreadsheet.

Here are some of the responses so far:

My daughter befitted from the StarBound group	My daughter enjoyed working with the other girls in the group.	My daughter enjoyed working with the leader in the group.	My daughter learned new skills and is using the skills in an out of school.	I would recommend StarBound to other families.	Additional Comments.
1	1	1	1	1	My daughter was new this school year and was shy. This program helped her come out of her she’ll. She has made many new friends and understands more about life as a girl. I can’t thank you enough for cracking my daughters shell and mind. I’m so thankful for this group!
1	1	1	1	1	This is a wonderful program. Our students don’t get enough of how to be a great citizen in our schools. It would be great if all students could go through this type of program.
1	1	1	1	1	Isabella told me about EVERY meeting and loved that special time and the activities Carol provided. It helped her feel more empowered and brought her closer together with her friends. It was so beneficial!
1	1	1	2	1
1	1	1	1	1	I believe my daughters interaction in Starbound has created teacher led small group conversations/activities outside of the classroom allowing her to find common ground with classmates she may not otherwise associate with in her peer group.
2	1	1	2	1
1	1	1	1	1
1	1	1	1	1	Carol Miller is a great asset to Lansing School

I asked teachers the following questions:

Is the student more likely to participate in class discussions or assume a leadership role in group activities?
Is the student exhibiting more positive relationships with peers?
Have you seen an improvement in good student skills–homework completion, studying for tests, etc?

I then collected data on grades, behavior referrals, and personal observations.

Over the next few days, I will have student surveys. I will share those with you as well once they are completed.

Most of all, it is important to take notes and reflect on your own experiences. I do this after each project I work on, whether it’s testing, Lunch Bunch, or scheduling. It has been really helpful to pull out my folder and look back at my notes, so I know what I need to change or fix for the next time. Sometimes, I need to start projects earlier, or fix a memo I will send out, or add something to a presentation. Whatever it is, I know I will be ready thanks to my notes and reflections.

This post originally appeared on The Middle School Counselor, and was republished with permission.

___________________

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.

Matthew Lynch published in OpEducation, Policy & Reform November 1, 2016

Why the K-12 Blame Game Benefits No One

By Matthew Lynch

Many American parents have seen reports that American schools rank well below schools in countries such as China and Japan, or have heard President Obama declare a “dropout crisis.” An abundance of news reports and discouraging case studies has created panic among education stakeholders, who want to know why American school systems are failing. However, many insist on playing the “blame game,” which in most cases is counterproductive.

The American school system is the best-financed system in the world, but is one of the lowest performing.
The American school system as a whole has an appalling performance record. For children living in urban environments, the story is even more alarming. Students from low socioeconomic backgrounds are often educated in dilapidated schools where the too many educators lack the credentials and skills necessary to perform their duties adequately.
High student-to-teacher ratios are found in most urban schools, and these schools often lack the resources to deal with the diverse challenges they face, including unruly student behavior. Education has been called the great equalizer, but for students living in poverty-stricken urban areas it is little more than a babysitting service and a place to get a hot meal.

Many people question whether the No Child Left Behind Act has contributed to achieving academic success. Although NCLB was well intentioned, it has not lived up to the hopes of government or schools. In the eyes of some, NCLB has actually contributed to subpar academics becoming even worse. If American educators and school personnel do not make a concerted effort to develop effective measures to hold schools accountable for the education of all of our children, then the education crisis will continue.

There is an exception to every rule: some urban school systems are providing a quality education. Unfortunately, however, only a small number of school systems meet the state and federal government student performance requirements. For underperforming urban school systems, the problem usually lies with the inability to sustain existing reform efforts and initiatives. Mayors and school superintendents in these areas often concoct grandiose reform plans that are merely political devices meant to beguile voters into believing they genuinely care about educational reform. The idea that politicians create school reform to gain popularity and votes is sad and sobering. It is discouraging to realize that our children’s futures might be used as a political device to win elections.

Politicians are not the only people at fault for the shoddy education American children are receiving, but no one will take responsibility for subpar educational environments. If administrators were asked who was at fault, they might point to a lack of parental involvement and too few quality teachers. If teachers were asked who was at fault they might also cite a lack of parental involvement and ineffective administration. If parents were asked who was at fault they might blame teachers and school administrators. Society in general seems to conclude that the lack of quality teachers, effective administration, and parental involvement are all factors contributing to educational failure.

Whatever the reason, Americans have become the laughing stock of the free world when it comes to K-12 education. The solution, of course, is for the country to unite and work together to carry the responsibility of enriching and continuing America’s future via educational excellence without playing the “blame game.” But where does that realistically begin?

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

Why The US Education System is Failing: Part IV

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

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

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

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

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

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

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

Matthew Lynch published in Matthew Lynch, Policy & Reform October 23, 2016

Playing the Blame Game

With skyrocketing costs, budget crises, inconsistent curricula, poor standardized testing scores, and poor morale among teachers, administrators, and students, the need for sustainable and pervasive educational change is greater now than ever before. The numbers of questions related to the quality of the U.S. educational system from multiple sectors of society is at an all-time high. Many American parents have seen reports that American schools rank well below schools in countries such as China and Japan, or have heard President Obama declare a “dropout crisis” in the USA. An abundance of news reports and discouraging case studies has created panic among education stakeholders, who want to know why American school systems are failing. However, many insist on playing the “blame game,” which in most cases is counterproductive.

Many Americans believe that only a small percentage of leaders understand the complexities of the school system, and that individuals who do understand the intricacies of the system use their knowledge to justify the mediocre performance of our teachers and students. The American school system is the best-financed system in the world, but is one of the lowest performing. The American school system as a whole has an appalling performance record. For children living in urban environments, the story is even more alarming. Students from low socioeconomic backgrounds are often educated in dilapidated schools where the too many educators lack the credentials and skills necessary to perform their duties adequately. High student-to-teacher ratios are found in most urban schools, and these schools often lack the resources to deal with the diverse challenges they face, including unruly student behavior. Education has been called the great equalizer, but for students living in poverty-stricken urban areas it is little more than a babysitting service and a place to get a hot meal.

Many question whether the No Child Left Behind Act has contributed to achieving academic success. Although NCLB was well intentioned, it has not lived up to the hopes of government or schools. In the eyes of some, NCLB has actually contributed to subpar academics becoming even worse. If American educators and school personnel do not make a concerted effort to develop effective measures to hold schools accountable for the education of all of our children, then the education crisis will continue.

Matthew Lynch published in Ask An Expert, Bullying October 9, 2016

The Link between Bullying Prevention and Healthy Body Image in Children

A guest post by Keir McDonald MBE

The U.K. Government recently released the results of a nationwide survey to better understand public perceptions of body image. It found that 87% of girls aged 11- 21 think that women are judged more on their appearance than on their ability.

This statistic is worrying because research has shown that in addition to affecting how people feel about their looks, poor body confidence can have a devastating effect on many aspects of their lives. According to the research, this is especially pronounced in adolescent children.
From achieving at school to effectively dealing with bullying, healthy body image is important for children to develop. As educators, we all have a responsibility to do everything we can to share positive messages about our bodies and help children develop healthy ideas around body image to further the fight against bullying.

Here are 3 ways educators and parents can encourage healthy body image in children.

#1. Engage in a healthy conversation with students and children.

First and foremost, it is important for parents and teachers to talk to kids about body image. Asking kids for their opinions about how bodies are depicted in the media is one good way to start the conversation.

Consider asking questions like “Does that look real?” “Do a lot of people really look like that?” and “What do you think might have been done to that picture to make it look that way?”

Teaching children to view media images with a critical eye is an important first step in encouraging healthy body image in children.

At a time when they should feel secure with their body, too many children learn to feel anxious about weight and begin to make choices that contribute to the very problems they hope to avoid. Weight stigma and body dissatisfaction in fact lead to poorer eating and fitness choices, less physical activity, weight gain and diminished health.

As a result, researchers at the Yale Rudd Center for Obesity and Health and elsewhere have issued a call for weight stigma reduction programs to promote positive eating and fitness habits without regard to size. Most important to this is developing an identity based on who they are rather than how they look, choosing positive role models that support their deeper values, and actively embracing health and vitality through positive eating and physical activity. This is all part of the important conversation educators and parents must be having with children.

#2. Take a hard line on bullying.

Being bullied is a major contributing factor for depression and low self-esteem in children. Bullying behavior focuses on ‘difference’ and the difference can be real or perceived. In fact, recent research from a U.S-based anti-bullying organization revealed that special needs students, LGBT students, students who are overweight, and students who are perceived as “weak” are the most likely targets of bullying by others.
Weight is often one of the “differences” referenced in bullying.

The classroom, cafeteria, library, restrooms, on the bus, and on the playground are all areas where teachers and parents can strive to create safe and bully-free environments. A safe and supportive school climate can be one of the best tools in preventing bullying. Children need to feel safe or they can’t focus on learning.

The easiest way for teachers to take a hard line on bullying is to intervene immediately. It is important to only address the kids involved separately, never together. Also, forcing resolution in children will not teach them successful coping methods for the long term. Do not make the kids involved apologize or patch up relations on the spot

A recent survey of 250,000 children aged between 10 and 15 showed that nearly half have been bullied at school. And even if they had not been bullied, a quarter of the sample said they were worried about it.
Today, bullying does not just exist within the perimeter of the school. It can carry on day and night through the use of mobile phones and the internet via chat rooms and social media. In short, it can create a vicious cycle that can make a child or young person feel worthless and unvalued. Teachers are uniquely situated to stop bullying on the spot and create a safe learning environment in the school.

#3. Focus on personal strengths and relate to social media

The Internet and social media provide a platform for adolescent children to seek out images of what they want to look like, as well as an outlet through which children can perform outward comparisons with their peers and celebrities. Social media may not create new problems for children, but they do certainly intensify existing ones.

With social media, children are constantly critiquing and analyzing bodies in such a way that promotes body dissatisfaction, constant body surveillance, and disordered thoughts. All of these factors can lead to very serious vulnerabilities and make children susceptible to bullying.

Moving towards student-centered classrooms, which are big on collaboration, are one way teachers can begin to curb bullying by sharing control with students. Taking that one step further, teachers can become a participant and co-learner in discussion, asking questions and perhaps correcting misconceptions.

A simple activity is to give everyone a list of the personal strengths and get them to cross off the strength that is least like them one at a time until they reach three that are left. These are each person’s personal strengths. Consider getting everyone to write their personal strengths on stickers/paper and show them to the group.

Do students recognize the strength in themselves? What about the top strengths of others in the group? Identifying personal strengths is a great way to encourage positive feelings. In small groups, think of a way in which you could exercise your top personal strength more in the next week.

By facilitating a conversation about personal strengths and encouraging students to collaborate around this topic, teachers can begin to help children foster ideas of personal strengths.

In conclusion, by taking a hard line on bullying, focusing on personal strengths and teaching children to understand what’s realistic and what’s not, we can begin to help adolescent children encourage healthy body image now and always.

About the Author
Keir McDonald MBE is Chief Executive Office and Founder of EduCare, an online training solutions company that specialize in child protection, exploitation and online safety, and bullying and child neglect. EduCare is associated with both Kidscape and Family Lives and customers include over 4000 schools and colleges and 12000 pre-schools as well as councils, NHS, charities and more.

Matthew Lynch published in list, Matthew Lynch, Policy & Reform October 6, 2016

3 Questions We Should Ask About Preschool

President Obama has been vocal about his belief that a publicly-funded universal preschool initiative is necessary to give American children an academic advantage before ever setting foot in a Kindergarten classroom. A poll conducted by the bipartisan team of Hart Research and Public Opinion Strategies found that 70 percent of respondents were in full support of a universal preschool plan as long as it did not contribute to the national deficit. Sixty percent of the Republicans polled supported the plan, despite its close ties with the Democratic Chief. It is clear that average Americans, despite party affiliation, are supportive of essentially extending the public school system to include preschool-aged students.

With presidential candidate Hillary Clinton and other prominent politicians in favor of universal preschool, it’s time to ask some important questions about what could be yet another large-scale change we make to our public school system.

Here are some questions we need to ask about preschool before integrating it into our current K-12 system:

Does preschool prepare students for kindergarten?

A recent study has found that children who attend all-day preschool are much better prepared for Kindergarten than children who go to half-day programs.

Researchers from the University of Minnesota’s Humphrey School of Public Affairs studied 1,000 3-and 4-year-olds enrolled in 11 Chicago schools. Students who attended preschool seven hours a day were compared to those who attended three hour programs, then tested at the commencement of preschool to see if they were socially and academically prepared to begin kindergarten.

The study found 59 percent of the students enrolled in the half-day program to be ready compared to 81 percent of the all-day preschool attendees.

In the fall of 2012, 78 percent of white students were prepared to enter kindergarten compared to 74 percent of black children and 62 percent of Native American and Hispanic students.

Early childhood education advocates believe this move could help minimize the achievement gap between white students and minority students.

The study’s lead author Arthur Reynolds feels that the state should consider funding all-day preschool programs so all students are ready to learn when they enter school.

Does preschool prepare children for the years ahead?

Studies of federal early education programs, like Head Start, have found that kids entrenched in academics early on show little to no academic advantages compared to kids that started school later. The positive academic impact of early education programs is non-existent by fifth grade. Further, state-based preschool campaigns in states like Oklahoma reveal no real long-term critical thinking or social advantages for the students.

The real question that needs to be answered is whether or not starting kids earlier, across the board, will have a measurable impact on the success of American students throughout their careers. This answer comes with a host of complications though. What specific gains will constitute “success” in a universal preschool initiative? Higher standardized test scores? Better graduation rates? More graduates who go on to earn math and science degrees? Laying out a preschool plan that does not spell out any goals, or steps for achievement, is like sowing seeds haphazardly in a field and hoping something comes to fruition.

Will preschool help underprivileged children catch up?

In some urban areas that endure lower achievement and graduation rates, pre-K programs are considered a tool to help bridge the achievement gap.

Philadelphia schools superintendent William R. Hite stood before the kids and their parents and called for an increase in the amount of resources and educational opportunities for the kids in his school system, particularly the ones who are Pre-K age. Hite said that the difference between children who are able to take advantage of early childhood education opportunities and those who do not really does show up later in the schooling process.

“Quite frankly, it’s the difference between reading at a third-grade level and not. That’s a big indicator for us for future success of a child,” Hite said.

He added that “every single student” should have access to early childhood programs in the state of Pennsylvania— not just a handful.

Meanwhile in New York, an early-education initiative was created to decrease the achievement gap between those growing up in Brooklyn, and those in the world of West End Avenue.

Under Carmen Farina, the schools’ chancellor, more underprivileged children would theoretically be taught the in the same ways the city’s affluent children are: according to the fundamentals of immersive, play-based, and often self-directed learning.

Nearly, if not all, private preschools in New York City align itself with the philosophies of Reggio Emilia, an education model that gained prominence in the 1990s. His belief was that children need some control over the course of their learning and the ability to express their various languages. Art, music and imaginative play take on substantial roles.

With studies showing that Sesame Street teaches children just as well as preschool, it can be easy to downplay the importance of early childhood education in our country. While the results about the effectiveness of preschools are mixed, it is certainly worth considering as a way to even the playing field in public education.

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

Matthew Lynch published in Matthew Lynch, Policy & Reform October 5, 2016

Why The US Education System is Failing: Part III

Public education in America is a paradox in the global perspective, a system that congratulates itself from within while failing to measure up to the achievements of other developed nations. It is not what is being taught in the American K-12 public school system that is so detrimental, either. It is more about what is missing. Larger cultural influences that focus on materialism and bottom lines undermine the public education of American K-12 students. Our students are prepped more for tangible results and less for a lifetime of learning. Part III of my series will continue to chronicle the problems and issues that are negatively affecting the public education of the nation’s K-12 learners.

Closing the college gender gap. If you have been following education hot button issues for any length of time, you’ve likely read about the nationwide push to better encourage girls in areas like science, technology, engineering and math (STEM). The thought is that by showing young women that these topics are just as appropriate for them as their male peers, more women will find lasting careers in these traditionally male-dominated fields. I’m all for more women in the STEM workplace but with all this focus in one area, are educators neglecting an even larger gender gap issue? I wonder how much of this trend is based on practicality and how much is based on a lingering social convention that women need to “prove” themselves when it comes to the workforce. Do women simply need a degree to land a job in any field? If so, the opposite is certainly not true for men – at least not yet. Will the young men in our classrooms today have a worse quality of life if they do not attend college – or will it be about the same?

High school dropouts. It seems that every time the issue of high school dropouts is discussed, it all centers on money. U.S. Census Statistics tell us that 38 percent of high school dropouts fall below the poverty line, compared with 18 percent of total households in every demographic. Dropouts are also 40 percent more likely to rent their residences and spend $450 less per month on housing costs than the overall population. Only around 60 percent of dropouts own vehicles and they spend over $300 less on entertainment annually than average Americans. It’s clear that a high school diploma is in fact the ticket to higher earnings, at least on a collective level. The negative financial ramifications of dropping out of high school cannot be denied but the way they are over-emphasized seems like a worn-out tactic to me. To really reach today’s students and encourage them to finish at least their high school education, we need to value them as learners and not simply as earners.

Education equity. Equity in education has long been an ideal. It’s an ideal celebrated in a variety of contexts, too. Even the Founding Fathers celebrated education as an ideal – something to which every citizen ought to be entitled. Unfortunately, though, the practice of equity in education has been less than effective. Equity, in the end, is a difficult ideal to maintain and many strategies attempting to maintain it have fallen far short in the implementation. To achieve equity, school systems need to have an approach for analyzing findings about recommended shifts in learning approaches and objectives. These approaches should also help teachers and administrators understand not what they have to avoid but what it is that they can do to achieve optimal equity moving forward.

Cheating and technology. Academic dishonesty is nothing new. As long as there have been homework assignments and tests, there have been cheaters. The way that cheating looks has changed over time though, particularly now that technology has made it easier than ever. Perhaps the most interesting caveat of modern-day cheating in U.S. classrooms is that students often do not think they have done anything wrong. Schools must develop anti-cheating policies that include technology and those policies must be updated consistently. Teachers must stay vigilant, too, when it comes to what their students are doing in classrooms and how technology could be playing a negative role in the learning process. Parents must also talk to their kids about the appropriate ways to find academic answers and alert them to unethical behaviors that may seem innocent in their own eyes.

Teacher tenure. One of the most contested points of teacher contracts is the issue of tenure. Hardline education reformers argue that tenure protects underperforming teachers, which ends up punishing the students. Teachers unions challenge (among other reasons) that with the ever-changing landscape of K-12 education, including evaluation systems, tenure is necessary to protect the jobs of excellent teachers who could otherwise be ousted unfairly. It can often be a sticking point – and one that can lead to costly time out of classrooms, as recently seen in large school systems like New York City and Chicago. Now, I’m not suggesting that teachers just “give up” but I would support adjusting the expectations for tenure. It seems an appropriate step in the right direction for teachers in all types of schools. That energy then can be redirected towards realistic and helpful stipulations in teachers’ contracts that benefit the entire industry.

And this is the end of part III of on my series. Stay tuned for the fourth and final part and remember to comment.

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

More children are reading for pleasure than ever, National Literacy Trust finds

Student reflection and data collection

Why the K-12 Blame Game Benefits No One

Why The US Education System is Failing: Part IV

Playing the Blame Game

The Link between Bullying Prevention and Healthy Body Image in Children

Why The US Education System is Failing: Part III

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