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

8 More Reasons the U.S. Education System is Failing

In the first part of this series, I discussed 10 reasons the U.S. education system is still struggling to return to its glory days. In thinking about the future of education in this great nation, we are inspired by innovation. At the same time, K-12 institutions seem notoriously slow to adapt to the new practices and technologies that are constantly emerging. 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 U.S. education system from being all that it can be.

  1. We still do not know how to handle 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. Instead of focusing on students as earners, we really need to value them as learners so that we can encourage them to finish their high school education.
  2. We have not achieved 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.
  3. Technology brings a whole new dimension to cheating. 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. 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.
  4. We still struggle with making teacher tenure benefit both students and teachers. 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.
  5. More of our schools need to consider 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 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.
  6. We are still wrestling 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.
  7. We need to consider how school security measures affect students. 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.
  8. We need to make assistive technology more available for students with disabilities. 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 you may have now noticed, public education underachievement is not the result of one problem. It is a collection of influences that undercut the cultural importance of broad-based knowledge. To reach better outcomes, we must peel back the layers of policy and perception to their cores. I hope you have enjoyed this careful analysis of the present state of K-12 public education in America and its problems and issues. The changes suggested will benefit future generations of students and citizens.

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

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Matthew Lynch published in Parental Involvement

How to Get Your Child to Listen

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding a 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.**

By JaVohn Perry

As parents we often ask ourselves, “Why isn’t my child listening to me?” We seem to have the assumption that just because we say something, our child should automatically obey. Wouldn’t that be nice? Well it seldom works out that way. In fact, it is frequently the total opposite. We sometimes find that when we tell our child to do something, they don’t do it. Or, when we ask our child not to do a particular thing, they do it anyway. Why is this? Well this happens for a number of reasons including rebellion, misunderstandings, and sometimes our children are just testing us. Whatever the cause may be, there are ways to increase the chances of our children listening to us.

Talk to your kids, not AT them. As parents, we should talk to our children instead of talking at them. Lectures can sometimes be discouraging and one sided. A better option would be having conversations with our children. Try talking to your child about what is expected of them. Let them know what type of behavior is acceptable and what consequences they may encounter if rules are not followed. Encourage your child to engage in the conversation by asking questions. It is also important to let your child speak as well.

Leave out the judgement. It also helps to be non-judgmental when talking with your child. Judging actually does more harm than good because it causes a feeling of shame, which sometimes leads to rebellion. There is a way to tell your child what is acceptable behavior without judging them. By setting the ground rules and making them aware of expectations, you are putting a foundation in place.

Be proactive. Another good idea is to discuss issues with your child before they come up. Talk to your child about listening at a time when everything is calm and there is no issue. Children are more likely to listen and actually remember when issues are discussed while they are in a calm mood. While you and your child are just sitting around or having fun, it would be a nice time to tell them how good it feels when they listen to you. You should also ask them how it feels when people listen to them.

Set a good example. Always try your best to be a good example to your child. It is important for you to listen to your child when he or she is trying to relay a message to you. This can be a verbal message or one shown through behavior. Tell them what you are getting out of the message so that they will know for sure that you understand and that you were really listening. If you pay attention to your child, they are more likely to listen to you.

Follow through. Another very important thing we must do as parents is follow through. If you have established consequences and they are clear to your child, it is important to actually do what you say you will do. Children are very smart and they know when they can get away with things. If there is no follow through, it sends the message that they don’t have to listen because there won’t be a consequence. It also shows inconsistency between your words and actions.

In conclusion, we need to remember that each individual child is different. It is important that we know our child so we know what type of technique works for him or her. This is why we have to try to strengthen the bonds with our children. Having a close relationship with your child is very important. Children with distant relationships with their parents are less likely to listen to them. Children need to know that we care and that they are being heard. Once we start listening to our children, we are one step closer to them listening to us.

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JaVohn Perry is a devoted mother of three, Early Childhood Educator, Freelance Writer and Business Owner. As a writer, she holds many titles including Seattle Childhood Education Examiner for Examiner.com. With writing and working with children being her two passions, she makes it her duty to utilize her skills in those areas.

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Matthew Lynch published in OpEducation, Policy & Reform

School Reform on a Budget: Where to Invest First

By Matthew Lynch

A major mistake made by school reform groups is to table educational reform efforts because the expenditure does not fit into the school budget. If children are America’s most precious commodity and the focal point of the nation’s educational system, then the lack of funding is no excuse to forgo reform efforts. If we can’t commit money to our K-12 students, how can we expect them to rise above their circumstances?

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

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

So where should the money go?

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

Teachers’ professional development is a key factor for successful school reform as well. When analyzing reform budgets, it is important to set aside money to hire teachers with the ability to create and teach in-service professional development programs. The ability to train the staff and educators internally will save the school money, and will give the teacher/expert a feeling of usefulness. For instance, a teacher with 30 years of experience and a demonstrated ability to obtain amazing results from her specific teaching strategies might create a professional development seminar to share her expertise.

This saves the school an enormous amount of money, and saves the administrator the trouble and cost of hiring a consultant. Another low-cost/no-cost option is to hire professors from neighboring colleges and universities to provide professional development services to your district as a form of community service or to fulfill requirements to obtain or maintain tenure.

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

 

 

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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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Matthew Lynch published in Matthew Lynch, Policy & Reform

3 Ways to Improve U.S. Students’ Standing Worldwide

The latest international report on student knowledge and success worldwide once again paints U.S. students in a bad light. This is not the first time American students have lagged behind their peers on the OECD PISA global education survey that tests and compares student outcomes in areas like math, science and reading. The results are really just more of the same.

While I take issue with particular parts of the test (leader China reportedly only tested students in elite schools in Shanghai), it is a wake-up call nonetheless. When it comes to American K-12 student achievement, it is not enough to be a big fish in a little pond. To really make a splash and gain international footing, a few things need to change in U.S. K-12 education. Here are just a few:

Teacher support. This starts from administration in individual schools and extends into the community at large. Parents must also respect the role of teachers in order for kids to follow suit. Unfortunately many times teachers are pitted as servants, and not put on the pedestal they deserve. Perhaps I’m biased but what is more important than imparting knowledge to our next generation? Today’s best teachers are not simply reciting facts and expecting their students to regurgitate them; the teachers in contemporary classrooms are “showing their work” so to speak by imparting the life skills necessary for students to find answers on their own and be successful citizens in other ways.

Teachers need backup from the other people in their students’ lives and from their own colleagues and superiors. Traditionally high-performing PISA countries like Sweden, Australia and Japan all have one thing in common – high levels of community support for teachers and involvement from teachers in the course of instruction and curriculum. When new initiatives are handed down in the U.S., like the Common Core standards, teachers should have access to resources to help them reach goals. Teachers need more input in decisions, more access to continuing education resources and more faith from the administrators and families impacted by their classrooms.

STEM emphasis. There seems to be a general societal consensus that science, technology, engineering and math subjects are somehow boring, or uncool. A lot of attention has been placed lately on young women and finding ways to encourage them in male-dominated STEM fields, but I’d argue that young men need the same opportunities. Overall, more American students need to take an interest in STEM topics if we want to be able to compete on a global scale. The rapidly changing field of technology makes this part of U.S. K-12 education even more pressing. As the digital age continues to modify life as we know it, the students in today’s classrooms must have the tools to lead the country in discoveries, inventions and communication technology the coming decades.

Equal opportunities. In country that claims to be based on equality for all, there are still too many achievement gaps in our classrooms. While it should be a non-issue, the color of a student’s skin does seem to impact his or her academic achievement. It is not a direct effect, of course, but still something that needs even more focus to overcome. The best work on closing the achievement gap is in individual schools and I think that makes the most sense. No blanket national program will be able to answer all of the intricacies of why an achievement gap exists in a particular place or school. From a federal standpoint, however, schools should be encouraged to develop programs for eliminating achievement gaps and reaching individual students where it is most effective – their own classrooms.

Why do you think American students lag the rest of the world? What would you add to my list?

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

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Matthew Lynch published in EdTech & Innovation

The Four Pillars of Flipped Learning

Note: Today’s guest post was written by Jessica Yarbro, George Mason University, Patrick McKnight, Ph.D., George Mason University, Kari M. Arfstrom, Ph.D. Executive Director, Flipped Learning Network and Katherine McKnight, Ph.D. Pearson’s Center for Educator Learning & Effectiveness.

While various new learning styles are making headway in the classroom, none more than Flipped Learning has made such an impact. In fact, a 2014 survey, conducted by the Flipped Learning Network™  (FLN) and Sophia Learning, revealed that in a matter of two years, the FLN has seen a 700% growth in teachers joining the FLN community, which now is comprised of more than 20,000 educators. Additionally, nearly 100% of teachers recognize the term and almost 80% indicate they have “flipped” at least one lesson in the last school year.

FLN defines Flipped Learning as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

FLN leaders determined that there is a difference (and that they are not interchangeable) between Flipped Learning and the Flipped Classroom – which has been misused by many. Flipping a class can lead to Flipped Learning, but it’s not a definite. Many teachers may already flip their classes by having students read text outside of class, watch additional videos, or solve extra problems, but to engage in Flipped Learning, teachers must incorporate four pillars into their practice: (F.L.I.P) Flexible Environment, Learning Culture, Intentional Content and Professional Educator.

The Four Pillars

Flexible Environment
Educators create flexible spaces where students choose when and where they learn. Additionally, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture
In a Flipped Learning model, in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content
Flipped Learning Educators determine what they need to teach and what materials students should handle on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.

Professional Educator
The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they need to observe students, providing them with instant feedback and an assessment their work. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential part that enables Flipped Learning to occur successfully.

While the Flipped Learning model may not work for every class, the model represents an innovative approach to teaching with the potential to create active, engaged and learning-centered classrooms. FLN’s four suggested pillars serve as ways to help educators successfully implement a Flipped Learning model. What are some other suggestions that you’ve seen being implemented in a successful Flipped Learning classroom?

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

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Matthew Lynch published in Policy & Reform

Is it Possible to Sustain School Reform Indefinitely?

By Matthew Lynch

The word “reform” comes with the connotation of something with a start and end date. There are reformation eras in history, and policies, and initiatives. The problem with thinking of reform, particularly school reform, on a timeline is that the most successful reform attempts are ongoing.

People involved in the piloting stage of school reform often see what they are doing as something limited by time. Other stakeholders likely share this view, or are of the opinion that the work will stop when the reform money runs out, or that, the new reforms won’t take hold. This generally leads to fragmentation, or a lack of a coherent approach to reform, and as a result, reform efforts often end up sidelined. Unfortunately, this circumstance runs contrary to the realization of in-depth, sustained school reforms.

The cyclical turnover of superintendents and school board members makes it difficult to ensure that others will continue effective systemic reforms begun by one board and superintendent. New superintendents and new school boards often want to make their marks by initiating changes rather than sustaining the strategies created by their predecessors.

This is often the case even when evidence suggests that existing programs are the ones that need to be sustained to meet long-term goals, such as closing the achievement gap or getting all students to proficiency. The new leadership appears to forget that there are no quick fixes or short term reforms that guarantee continuous improvement in student achievement, as they jump to exchange existing efforts for improvement with new ones.

The process of school reform can become very lengthy and on the whole it is expected to stretch across a period of several years. Ironically, school districts are placed under tremendous pressure to turn a new page each year, allowing for only a fraction of the time required for any reform plan to produce results. This is sometimes part of a government ploy when budget cuts are enforced with little notice, or a result of resentful parents streaming to the authorities in opposition to some aspect of the an existing plan.

The process of annual makeovers comes at substantial costs to the states that are likely already operating on limited funds. Cost is not the only issue however. By reinventing the system each year, educators, teachers, and principals alike, have no chance to come to terms with the details of any particular plan before it’s time to implement the next one. As a result, educators are never fully versed on any plan, in effect making the process of reform fruitless.

The role of the school district is to take a long-term approach, define, and articulate the school reform agenda for the district, as they are a crucial source of leadership in implementing and sustaining reform. Their role should be to develop a framework by which sustainable reforms can be measured even if there is a turnover of staff.

A school reform framework should include four key points:

  • improving student achievement
  • fiscal accountability
  • increasing organizational effectiveness
  • building and improving relationships with staff and the broader community.

This framework provides an agenda that the school board and staff can work from and use as a checklist to measure the success of reforms. It also means that when recruiting new staff you should look to hire people whose vision matches the already defined vision of the district, an important factor when it comes to sustaining change over time. Reform then should become a permanent goal of every school system, not something that can be plotted out nicely on a calendar.

 

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

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

School Security: Just Smoke and Mirrors?

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 and protecting the most vulnerable of our citizens. Emotions aside though – how much does school security really increase actual safety? And 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?

Recently the University of Kentucky came under fire from the American Civil Liberties Union for plans to install 2,000 security cameras on campus. Representatives at UK say the move is a response to the increasing randomness of school violence at all levels of the learning process and a way to better ensure student safety. The ACLU says it is a blatant violation of privacy.

I say it is money wasted because all the security cameras in the world would not have prevented the largest school tragedies of recent history, from Sandy Hook Elementary to the Virginia Tech massacre. Security cameras and other monitoring devices give us a false feeling of security and an actionable course when there are no answers to pointless questions.

While extreme, UK’s camera monitoring plans are in sync with what is happening in K-12 schools across the nation. In the 2009 – 2010 school year, 84 percent of high schools had security cameras for safety monitoring. Over half of all middle and elementary schools had them too, with 73 and 51 percent respectively. Despite this, the National Center for Education Statistics reports that the percentage of high schools with controlled access to school buildings during normal hours is lower than that of middle and elementary students. Though not expressly stated in these findings, it would seem that in the case of high schools, cameras are more of a way to catch rule-breakers after the fact than a way to prevent violence and other criminal activities.

Students are not the only ones who are the subjects of safeguards like surveillance cameras.  Teachers, administrators and other staff are also vital when it comes to putting school safety into place – and in the case of teachers, they are on the front lines of what is going on with students. Limited access to K-12 campuses is meant to protect outsiders from harming the many people who are supposed to be there. But what about student-versus-student violence, or student-versus-teacher physical altercations? In 2011, 12 percent of high schoolers reported being in a physical fight at school that year. Nearly 6 percent reported carrying a weapon, like a gun or knife, onto school property in the month preceding the survey. By the time a security camera picks up on the fact that a student has a knife or gun, is there really any timely way to prevent the inevitable.

Given the fact that state spending per student is lower than at the start of the recession, how much should schools shell out in the way of 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.

What role should school security play on K-12 campuses, and should it be a financial priority?

 

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Matthew Lynch published in Policy & Reform

The School’s Role in Sex Education and Preventing Teenage Pregnancy

By Matthew Lynch

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

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

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

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

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

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

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

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

 

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Matthew Lynch published in OpEducation, Policy & Reform

Can Schools Succeed without Enough Money?

Free, public education in this country comes at a price. When the country hits turbulent financial times, like the recent recession years, it takes its toll on the quality of education available in our K-12 schools, and it can even take decades for the true deficiencies to show.

When town and city administrators are forced to curtail the hiring of new teachers, or force the retirement of older teachers, class sizes then increase.  The teacher-to-student ratio expands accordingly meaning less face time per student, reducing the overall effectiveness of educational institutions.

An economic crisis does not just affect the schools in terms of budgets.  Financial difficulties within students’ families also play a huge role in the educational problems of the United States.  With more parents scrambling to make ends meet, there is less parental involvement with their children.  As a result, students may become unmotivated and slack off on assignments.  They may become problematic at school, meaning more time and effort from school administrators, leaving less time to improve their various systems.

Most American homes are dual-income, with both parents working one or more jobs to try to meet their financial obligations. There are also many single parent families, where the time for work and domestic tasks takes away from one-on-one educational work with children. In nearly every family situation, the time parents have to give their children any type of grounding in basic knowledge is severely limited.  The result is children starting school without much of the very basic knowledge children had in generations past.  Without that early foundation on which to build, children find themselves forever running at a deficit.

Furthermore, testing regimens for our children are anything but uniform. Some children are over-tested to an extreme; States like Massachusetts may be venerated for their stringent policies and standardized testing, but that level of stringency does not necessarily carry over to other states. In fact, many other states are not nearly as rigorous in their own testing procedures, preferring to do only what is required to ensure that they receive federal education funds, and nothing more.

This level of inconsistency then becomes yet another problem for students.  Given the economic climate of the nation, many students may find themselves moving from state-to-state as their parents pursue employment or better jobs.  Inconsistency among state’ standardized testing procedures may result in students who have relocated suddenly finding themselves under a lot of pressure to do better than what was required in their previous school.

The Difference between Then and Now

In generations past, children starting school came into the system with far more knowledge already in hand.  They knew their letters, they knew how to count, and some of them already knew the fundamentals of reading.  This, of course, stems from the fact that most families had a parent who stayed home during the day and was therefore able to spend more time with the child. There were also less electronic distractions from the basics of reading.

Teacher retention is also difficult, stemming from economic factors. A number of the accelerated teacher certification programs, such as weekend and online programs, have good intentions but are turning out teachers that are unprepared to the meet the challenges that they soon will face in troubled classrooms.

Although these teachers are inexpensive since they are brand new and have not worked their way up to better pay scales and benefits, they are more likely to jump ship and leave the school system instead of staying to nurture their profession. Of course, the next group of teachers to replace them is new and inexperienced, too, but provides fresh bodies in the classrooms at an inexpensive level – so the cycle repeats itself. This is good for the budget, but not so good for long-term performance, morale, and achievement.

Certainly, the economic situation affects the task of balancing budgets, by the school system, government entities, and parents. Conversely, more money does not necessarily mean more improvement – but not enough causes a host of its own problems too.

America spends more per student than any other nation in the world, and yet we see meager results. With this kind of money being pumped into the system, why are our school systems in the state that they are? There’s no arguing that our schools need to be well funded in order for our children to succeed, but clearly our schools need to do a better job utilizing the funds that they already receive too.

How can public schools continue to thrive, even in difficult economic times?

photo credit: horizontal.integration via photopin cc

 

 

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