school reform

Matthew Lynch published in Matthew Lynch, Policy & Reform April 21, 2016

School Reform on a Budget

A major mistake made by 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. 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.

When school reform is needed and schools have limited resources, spending money on curriculum can be intimidating. 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.

Matthew Lynch published in EdTech & Innovation, Matthew Lynch April 19, 2016

Smart Seating Charts: The Key to Better Student Performance?

Teachers have long known that not every student is perfectly suited to traditional classroom setups, but with budgets tight, doling out individual attention is not always a reality. What if there was a way to make the traditional classroom setting work better for everyone though?

Research has found that classroom seating arrangements have a great impact on student performance and behavior. A study done by Angela Hammang at Montana State University found that when carefully crafted seating charts were in effect, teachers were twice as successful reaching students and that the attainment of lower ability students was doubled. In her research, Hammang experimented by moving students around in different seating charts to help them find their optimal place, in this case it was a biology classroom, based on learning styles and personalities. She also looked at groupings by gender and past grade performances. In all cases, the students performed at a higher level when the teacher assigned seating in a calculated manner. Students on the underachieving end of the spectrum showed the most improvement when classroom seating was developed with thought, and not simply assigned based on the alphabet or another random manner.

It’s clear that finding the right classroom seating assignment benefits students and educators, but how can it be accomplished without asking too much of the teacher’s time? How can the guesswork be removed?

A Simple Solution to Classroom Seating

Duncan Wilson has 16 years’ experience as a teacher who was looking for a way to streamline classroom practices to make the most of the time he spent with his students. He met software engineer Gintautas Sasnauskas a few years ago, and together they formed Edukey Education Ltd in 2011 to put the technology behind some of Wilson’s ideas. His first project? Software that guides educators through the process of assigning classroom seating based on reasonable conclusions about the students. ClassCharts is available to all teachers for free and allows for collaboration between classrooms and among teachers. It gives students the best chance at success, no matter what classroom they are in. Since the software became available in 2013, more than 70,000 teachers have signed up and more than 2.5 million students are in the system.

The software was developed based on the following truths that Wilson experienced in front of the blackboard:

Positive student behavior is necessary for an optimal classroom experience for the children in it.
Students’ personalities and how they interact with each other impacts their learning potential. Grouping students with complementary personalities leads to higher levels of achievement.
Tracking student behavior, and sharing that information with other educators and administrators, allows for better resources and intervention.
Teachers who are familiar with the names of all their students improve the self-esteem of those children and can better assign praise when it is due.

Aside from the “warm and fuzzy” feelings between teachers and students, and students and their peers, that intuitive seating charts provide, there are some practical implications too. There is more data than ever available on students and provided to educators – so much so that it can all be overwhelming and useless without the right implementation.

ClassCharts uses data rich information to present teachers with the key data that they need to make informed seating decisions and to tackle behavior issues. When integrated between classrooms, teachers can see how the behavior of their students ranks other places and together educators can create plans to guide students toward higher achievement. Schools that upgrade from the free version to the whole-school option give administrators and other school leaders the opportunity to see which students may need the help of extra learning resources. There are even options for informing parents of behavior issues, negative or positive, to keep them abreast to how their children are performing at school.

A New-Fashioned Approach

Most teachers have probably implemented seating charts at one point or another, and perhaps have put some of the ClassCharts concepts into play. It quickly becomes clear to a teacher when two particular students will not be productive near each other or when a certain student would fare better at the front of the classroom. The technology behind ClassCharts goes far beyond the seating basics though, and even calculates factors like students who receive free lunch, or have special education needs. The priorities of an individual school are also taken into consideration when ClassCharts creates a seating chart. All of the variables that a teacher would normally have to weigh are simply input and processed. Simple. And effective.

It’s interesting how something that seems as simple as a seating chart has such complicated implications for student achievement. With smart seating chart implementation, though, students can perform at a higher level and teachers can enjoy the good behavior that accompanies it.

Do you feel like seating charts positively or negatively impact your classrooms?

Take time to look at www.classcharts.com. I promise that you will not be disappointed.

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

Matthew Lynch published in OpEducation, Policy & Reform April 14, 2016

Why Voucher Systems Fail

**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.**

Slate has the following article on Sweeden’s school voucher system and its failings .I have a few thoughts on this. The Slate author seems to be amazed that a generally left-wing country like Sweden could adopt a voucher system. To the extent that Americans…

Matthew Lynch published in Equity, list, Matthew Lynch, Policy & Reform April 9, 2016

3 Reasons to Create a Gender Inclusive Learning Climate for Girls

In a responsive model of instruction, teachers seek out and include examples of achievements from both genders. While women have come a long way since the days of Dr. Edward Clarke, it is still difficult to find a curriculum that reflects an equitable picture of female accomplishments. Progress has been slow to incorporate gender-fair terminology into textbooks.

The accomplishments of minority women, women with disabilities, local women from the community, and working class women all are important to help present a complete, realistic and equitable picture of female role models in society. It is valuable for young women to see the variety of ways in which females can impact their communities and their society, regardless of race, ethnic background or financial status. Teachers help overcome gender inequities and change present perceptions by presenting accomplishments, and experiences, of both men and women.

Let’s look at three reasons to create a more gender-responsive learning climate for girls in our country.

Girls are not yet confident about their math and science skills. As discussed by Daniel Calder, according to a study conducted by Dr. Edith Sand, a Bank of Israel economist and teacher at Tel Aviv University’s Berglas School of Economics, and one of her colleagues, the idea that women are less skilled than men in mathematics discourage women from pursuing STEM careers.

To sum up the study, three groups of Israeli students were given two exams. For one exam, the tests were graded by scorers who did not know the students. For the other, the teacher who was familiar with the names of the students scored them. When the test was graded anonymously, the girls outscored the boys, but when the test was graded by a teacher who knew the student, the boys outscored the girls. Interestingly enough, this effect was absent in tests that did not have to do with mathematics.

Apparently, teachers to unconsciously overestimate the mathematical talents of boys while underestimating the mathematical skill in girls. These same boys tended to score higher than these same girls on matriculation exams, even though these were the same girls who had outscored these same boys on mathematical portions of anonymously graded tests.

Girls are not going to college to pursue STEM careers. Over twice as many boys in high school take computer science advanced placement tests than girls every year. It is not uncommon for the boys at STEM high schools to outnumber the girls by three to one. Yet the Bureau of Labor Statistics reports that the job outlook in STEM fields is expected to grow at double the rate of other fields. The jobs of today, and the future, are in science, technology, engineering and math. This means that girls could miss out on the best job opportunities for them after college.

From preschool, boys and girls need more encouragement in STEM areas. If both genders are treated equally from the start, and held to the same standards, there will be no need for gender-specific schools as they get older.

Girls need to see their potential and value their accomplishments. Blame the magazines, the movies, the models — blame Barbie — pin it on the pin-up girls, but the fact remains: girls struggle with the mixed messages about body image. Particularly impressionable adolescent girls struggle with bulimia, anorexia and the obsession with weight, and sometimes self-inflict injuries and other damage to their bodies.

Many girls who are bulimics and/or cutters have indicated that these actions are the only aspects of their lives over which they have control. Teachers lack the ubiquitous influence of the media to manipulate girls’ self-image. Advertising often pitches to the fundamental needs of the subconscious mind. Sex sells, to be frank — and while we cannot deny it, we do have some means to counter it.

Girls must be guided to see their potential in areas other than the physical. One helpful strategy is to acquaint young girls with the accomplishments of great women, including: Phyllis Wheatley, Marian Wright Edelman, Rosa Parks, Clara Barton, Mary Shelley, Jane Addams, Shirley Chisholm, Elizabeth Blackwell, Sacagawea, Wilma Mankiller, Isabel Allende, Deborah Sampson Gannett, Dolores Huerta, Frida Kahlo, Maya Angelou, Sonia Sotomayor, Margaret Sanger, Unity Dow, Sally Ride and other women who overcame great odds to be strong and successful.

Each of these women is a standout figure in history or in society because of her hard work, her inner strength and her determination. In a society where supermodels and sex appeal are overvalued, adolescent girls must be reminded of their important inner qualities.

Why do you think girls might need curricula that are more sensitive to their needs?

Matthew Lynch published in Matthew Lynch, Policy & Reform April 8, 2016

Texting, Tweeting and Terrible Grammar in K-12 Schools

Internet and cell phone cultures have brought a whole new meaning to American slang. Not only are kids these days speaking informally, but now those relaxed rules of grammar are sneaking into written words too.

The Pew Research Center’s Internet and American Life project asked middle and high school educators about their thoughts on digital tools and the impact on student writing. Over two-thirds of the respondents said that writing platforms provided through Internet and cell phone use have improved student creativity. Students also have more outlets for collaboration which encourages improvement and “putting it out there” in terms of writing that may have been closeted to notebooks or diaries in pre-Internet generations.

The biggest problem with these digital avenues of composition, according to surveyed teachers, is the blurring of lines between formal and informal writing. Abbreviations are common, particularly on platforms like Twitter that have a 140-character limit. Most smartphones now have no limits on texting characters, but students that owned phones with the 160-character limits of just a few years ago have already formed short, abbreviated habits. In the digital realm, short and sweet is the key – even if a grammar, punctuation and writing formalities fall by the wayside. The same is not true of educational writing pursuits though, as K-12 writing instructors must prepare students for the demands of strong, professional writing in college and the workplace.

A report released by the Partnership for 21st Century Skills found that over 26 percent of college graduates have deficient writing skills. These findings were not based on graduation assessment exams, but compiled by interviewing actual employers. These employers said that many college-educated employees could not even accomplish the basic writing tasks of the job proficiently. How are these students earning college degrees if their writing is not up to par though? With the average U.S. student accruing $35,200 in college debt, it would seem learning the basics of writing, at least above a “deficient” level, would be a given takeaway.

The deficiency is not the fault of the colleges and universities though, at least not totally. Students are showing up for college without the skills needed to write well and with schools assuming they already know the basics. The 2011 book Academically Adrift found that less than half college students felt their writing had improved at all in college. Less than half also said they were never required to write a paper longer than 20 pages. In a nutshell, the writing proficiency that half of these students exhibited as seniors in high school was the same four years later, despite the so-called rigors and high cost associated with a college education.

While colleges could certainly take a hint from these numbers, the work of remedial writing education is not the responsibility of colleges. It falls on the teachers that come long before the adult years. These teachers face an uphill battle though, especially in an age where formal writing is often confused with everyday communication. The tools for creativity in the writing process may be better than ever, but the constraints of digital communication are hurting students’ composition and their attention spans too.

How can students who have essentially made a lifestyle of short, segmented, slang-ridden writing conform to the formal communication still expected in the real world? It starts with teachers who set high standards and do not waver. In the long run, the fear of losing a student’s interest by insisting on high writing standards is a small one compared to the implications of college graduates viewed as writing-deficient by the people who sign their paychecks.

How can K-12 teachers win out against the negative impact of digital communication on formal writing?

Matthew Lynch published in Policy & Reform March 31, 2016

Does school choice help or hurt students?

Last week over 10,000 schools and organizations across the country celebrated National School Choice Week with yellow scarves, marches on state capitols and a variety of independently planned events in all 50 states.

In some instances, these gatherings were met with resistance from teacher’s unions who accuse the organizers of the week of trying to create a hostile environment for traditional public schools by touting a family’s ability to choose other options. I don’t know the official motives of the week itself but it does bring up a point I’ve discussed before: Does the school choice movement hurt public schools?

Mississippi, which ranks last in student achievement in the nation, does not have charter school options just yet. It seems to me that any attempt to offer solutions to this cycle of student non-achievement would be welcomed, especially since public charter and magnet schools have shown some success in other low-performing states. On the other hand, by essentially privatizing education are we taking away precious resources from public school reform and hurting the students who stay in them?

National School Choice Week does not just emphasize magnet and charter schools. The official releases from the organization call it an all-inclusive “celebration of educational opportunity” that encompasses traditional public schools, magnet schools, charter schools, private schools, virtual schools and even homeschooling. No type of schooling is promoted over another and all positive celebrations are accepted.

By highlighting all the options, are parents more empowered (and students set up better for success) or are we undermining the great equalizer of our youth — the public school system?

Matthew Lynch published in Matthew Lynch, Parental Involvement, Policy & Reform March 30, 2016

Understanding Parental Involvement

When we discuss parental involvement in schools, we often concentrate on ways in which parental involvement can help schools perform better and how parents can help their children excel in learning. It is a well-known fact that parental involvement can help students achieve success in school; however, it is difficult to measure how much parental involvement is required of parents in order for them to help their children to improve their learning skills and performance.

Parental actions that obstruct the learning process and other educational goals are equally immeasurable. Comprehending the impact of parental involvement requires understanding deficiencies that reduce student performance, and providing parents with tools to diminish their effects. This same principle applies to understanding the ways that schools can encourage parental involvement in low income communities. Situations like these necessitate sensitivity to ethnicity, race, religious affiliation, linguistic challenges, single parenthood, and familial characteristics.

Parents are often influenced by their ethnic background when trying to help their children improve academically. It is imperative that school personnel understand the importance of the family’s cultural characteristics in the educational process. Schools should structure parental involvement programs that take advantage of the strong qualities individual parents bring to the schooling process, as a means for promoting improved relations between parents and the school. Interactions between parents and school personnel are meant to provide information and assistance to both the school and parents.

It is important to monitor how parents act on the instructions, information, and advice offered through such programs. Due to various cultural differences, some families may succeed in obtaining the maximum possible benefit of such interactional programs, while other families may fail to utilize these opportunities. Another factor to consider is the possibility of conflicts between parent’s cultural and linguistic background, and the social, linguistic, and cultural values existing in the school.

Schools often promote common ideals of a capitalistic culture, and, in doing so, present the impoverished, minorities, the disabled, and immigrants, as inferior. The success of parental involvement programs often depends on reaching parents living within different political, economic, cultural, and social realities. In order to help parents make better use of parental involvement programs, it is necessary to attend to these differences, and incorporate ways to meet the varied needs and expectations of parents within the parental involvement program.

The success of parental education and involvement programs depends on the ways parents can make use of their social, human, and financial resources to help their children perform better at school. Parents can also help their children improve their learning skills by providing attention to their children’s studies and participating in meaningful collaboration with school personnel and authorities. Historically, schools have played a major part in improving social conditions. Collaboration between schools and parents can help alleviate the challenges facing students who are living in families that have a lower socioeconomic status.

Policy makers must realize the importance of public schools and their role in facilitating the prosperity of our nation. Federal and state agencies have initiated various programs to improve the relationship between schools, parents, and communities. In order to increase parental involvement and reduce barriers that restrict parents from participating in the education system, it is essential to offer parent education for impoverished parents or parents with disabilities, so that they may learn better ways to boost their children’s learning skills.

The value of parental involvement programs has been well established. Effective parental involvement programs are best achieved when the program originates with the study of the school community, and then proceeds to develop instruction, and provide advice and information that reflects the circumstances, needs, and potential contributions of families who are a part of the school community.

Schools must be prepared for the fact that one outcome of effective parental involvement programs will be the desire of parents to become partners in the decision-making process existing in schools. Thus, school personnel must possess a genuine belief that shared responsibility for multiple aspects of the educational enterprise will result in improved learning environments for children and youth.

Matthew Lynch published in Matthew Lynch, Policy & Reform March 30, 2016

5 Years Later and We Are Still Waiting for Superman

By Matthew Lynch

Recently I viewed the documentary, Waiting for Superman, for the umpteenth time, and I noted that almost 5 years after the film’s September 24, 2010 U. S. premiere, the American educational system is still not living up to its potential. Sure, education reform was the phrase on the tip of everyone’s tongue, but after a year most of the fervor and commitment to educational change that was initially exhibited has all but subsided.

The comparisons with other developed countries show that the strongest nation in the world is still falling behind academically. The cost per pupil in the U.S. has soared to five times the level in the 1950s, after adjusting for inflation. With this kind of money being pumped into the system, why are many our school systems of such a low caliber, and further falling behind?

Statistics and common sense born of observation tell us that the biggest crisis in our schools is finding ways to educate students in low-income areas. However, as Waiting for Superman illustrates, our educational problems are not limited to poverty-stricken areas alone. As Lesley Chilcott, producer of the Waiting for Superman put it, “the dirty little secret… is that middle- and upper-class communities are suffering as well. When we talk about U.S. students ranking twenty-fifth in math, we’re not just talking about underserved communities, we’re talking overall.” Yet, despite decades of knowing that these problems exist, little improvements are being made to the system itself. Of course, everyone seemingly wants to improve America’s education system; they just do not seem to know or agree on how to do it.

The American public must believe that educational reform is a top priority issue in these times of severe economic troubles. It is understandable that, in today’s economy, people are primarily concerned about their jobs and putting food on the table. Upgrading education, although important to most, can hold a low priority in the mind of the average American, who is mostly concerned with keeping a roof over their head. The paradox here is that this is precisely the time to make that investment into education. When times are tough in an economy such as ours, workers need to improve their skills to compete effectively in the local (and global) marketplace. The education system is where people turn to acquire these skills.

Furthermore, enhanced skills and technological talents are going to be desperately needed in the future as America continues to struggle towards sustaining a dynamic 21st century labor force. Production is not getting easier and simpler — in fact, it is just the opposite. Along the same lines, workers down the road will need to be able to adapt to technologies that are just now being developed. If American students and workers find themselves in an educational system that cannot fulfill these necessary, required functions because it is sub-par, not only will these individuals and their families find little success in an economy that has left them behind; it will cripple America’s competitiveness.

Waiting for Superman has been criticized as being against teacher’s unions, placing the blame too squarely on the shoulders of educators, and misrepresenting educational statistics. Nevertheless, the film shined a bright spotlight on the harsh reality of our educational system, showing the exodus of middle and upper class children from our public schools; the sadness of the lottery system; and the general hopelessness that some express about our educational system and its future.

One segment of Waiting for Superman illustrates American self-confidence through an image of kids doing daredevil bike stunts, and then crashing. This scene shows, in a metaphorical sense, that while our students seem to have confidence, many do not have the skills to actually succeed.

A year later, Waiting for Superman still serves as a stark reminder of just how bad our educational system has become, and just how ineffective most of our efforts at improving it have been. The American educational system has reached a turning point, a time when things seem at their most dire, and yet many appear to simply sit idly by “Waiting for Superman.”

America needs to view this film as a public call to action, where each of us is summoned to be a Superman (or Superwoman, as the case may be), or at least to lend a hand in saving our educational system, perhaps without the flashy heroics and cape. Rather than waiting, we should strive towards getting every educator, educational leader, government official, parent, and citizen to educate themselves about the problems that exist in our educational system, and to work together to fix them.

What is most important is that we understand the deficiencies in our educational system, and strictly forbid placing blame — which rarely serves to encourage cooperation. Rather, we must demonstrate accountability for our situation and fulfill our responsibility to our children. Collectively, we must come together with an understanding that “Superman” is not coming to save our children, and it is up to us to work together to find innovative ways to rise to the challenge of fixing our education system.

The future must be planned for; now. It certainly will not be an overnight process. However, by taking positive, productive steps, one at a time, an enormous amount of ground can be covered in the coming years. If we simply work together, we can restore the U.S. educational system to its former preeminence, and give our children the bright futures they deserve in our great country and aboard. We must become the Super-citizens that we have been waiting for.

Follow Matthew Lynch, Ed.D. on Twitter: www.twitter.com/lynch39083

Matthew Lynch published in Ask An Expert, list, Matthew Lynch, Teachers March 27, 2016

5 Reasons Why Teachers Can’t Do It All

You are probably familiar with the concept of the “superstar teacher,” 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.

Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers March 23, 2016

Necessary Shifts: A Change in K-12 Teacher Education

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

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

Teacher Education Innovation

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

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

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

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

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