Replacing the Elementary and Secondary (ESEA) Laws in the United States

                                                             

An interesting announcement on U.S Department of Education site has been posted saying that the time has come to replace the ESEA with something that supports all students, expands principal, teachers, and school support, while preserving accountability for student progress (Ed.gov., 2015).  I wish to follow the changes of the law on my blog and examine the worth of the changes for children, teachers, and administrators.

The Elementary and Secondary Education Act (ESEA), was first enacted under President Lyndon B. Johnson in 1965 who set goals for equal education opportunities for all. The Act provided grants and for low income districts, grants for student text books, centers for special education students, and scholarships for low income college students. Under George Bush the Law was reauthorized in 2002 with the new name “No Child Left Behind” while performing new national discussions for improving education. President Barack Obama reauthorized NCLB in 2012 while offerings flexibilities for states regarding requirements of the law in exchange for comprehensive plans for closing the achievement gaps, improving instruction and student outcomes while increasing equity.

 As we examine history, one should think of what was occurring in the United States in the1960s when the ESEA was enacted. The U.S. was engaged in the Vietnam war during the 1960s, the arrests of Martin Luther King in Selma Alabama with over 2,600 protestors, Miranda versus Arizona; the “Miranda warning” was instituted in which prosecution was unable to use statements given by individuals in police custody without administering certain minimal safe-guard procedures. The prison population in the U.S. has long been filled with those who are not properly protected by the Miranda warning due to low educational, and vocational achievements (Brownlie, et al., 2004) and those at risk with psychiatric disease (Beitchman, 1985). Although the intent of the Miranda warning was to address one’s right to silence and the right for legal counsel to be issued at the time of one’s arrest (Rost & McGregor, 2012) many found themselves unprotected.

Prior to George Bush becoming President, he released a strategy for improving education in America called “America 2000.”  After reading the educational strategies of the soon to be president of the United States, one would have assumed that he meant well for the nation. Nine headings were included in this document; including New Merit Schools, School Choice for Parents, National Assessment for progress in Education, Centers for resource literacy, flexibility and educational reform and more. Considering all of the issues, those who have closely examined the document by George Bush can now see the ambiguities and lack of clarity for the path he planned for reaching the destination for education in America as metaphorical language was used throughout (Staton & Peeples, 2000).  Once Bush became president, he enacted the NCLB Act of 2001 which authorized several federal programs administered by the states, requiring testing of students between grades 3-8 in reading and math and once in in high school. By 2014, students were expected to meet competence levels. The emphasis was on parent options, research-based education, accountability, and flexibility (OSPI, n.d.). As one who has served in public education and has witnessed how inequities were prevalent especially in urban areas, one must wonder how laws that were clearly not successful in providing equitable education and rather perpetuated punishing districts having inequities was able to be reauthorized under each president to follow President Bush.

 Next came President Barack Obama who said that a child can succeed with proper education, fulfill their God given possibilities, and that public education serves as a dominant force for civil rights (2009).  He also praised education for being the big weapon against inequality as it can unlock the doors enabling one to fulfill God’s calling. The problem was that his speech on education suggests that only the elite will ultimately benefit from education (Hairston, 2013). Not only was the problem of achievement gaps apparent but opportunity gaps are also a problem for many. The “Race to the Top” campaign was designed to provide awards for states who develop achievable comprehensive education reform but the problem is that many cities in America have schools being closed and underfunded, and have not benefited enough from this initiative. The grants are a four-billion-dollar program for improving education in America (ed.gov., 2015). Consider that under the leadership of President Obama, many changes have occurred, as we have witnessed mass shootings against American people, reckless police brutality, and the rise of the Black Lives Matter Movement. We have endured the legalization of same sex marriage, the expansion of health care, the killing of Al-Qaeda’s leader; Osama bin Laden, renewed peace and diplomacy made with Cuba, and celebrated the visit of the Catholic Pope to the white house and the United States; to name a few.

The laws of the land in education are being replaced. What will be offered to American people to replace the NCLB Act? Will the laws be for improving education for all? Will inequities be addressed? 

                                                                 References

Beitchman, J. H. (1985). Speech and language development and psychiatric risk: Towards a model of neurodevelopmental immaturity. Psychiatric Clinics of North America, 8(4), 721–735.

Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., Douglas, L. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32(4), 453–467.

Hairston, T. W. (2013). Continued inequity through neoliberalism: The conveyance of white dominance in the educational policy speeches of President Barack Obama. Interchange. 43, 229-244

 Rosta, G. C., McGregor, K. K. (2012). Miranda rights comprehension in young adults with specific language impairments. American Journal of Speech-Language Pathology. (21)101-108.

Staton, A. Q., Peeples, J. A. (2000). Educational reform discourse: President George Bush on America 2000. Communication Education, 49(4), 303-319.

U.S. Department of Education.(2015). Elementary and Secondary Education Act. http://www.ed.gov/esea

My Teaching Philosophy

The premise of my teaching philosophy is that all children can learn, and that through appropriate and differentiated kinds of instruction while accommodating learning styles; students can achieve. I believe that teaching and learning are connected as learning is the product of good instructions from teachers who apply best practices to student-centered kinds of learning experiences. The role of the instructor is for teaching students how to learn and to think critically about information. The instructor/teacher/facilitator, directs learning to higher levels of learning including levels of knowledge, understanding, application, analysis, evaluation, and assimilation. Teachers provide a model for the learner of how skills are performed while fostering highly skilled learning that requires highly skilled instructors. Through technology, the world and infinite kinds of knowledge become available to students while stimulating inquisition and curiosity. Through other available resources, students will learn to think socratically as they are free and encouraged to ask the questions for gaining new knowledge in hopes of finding truth.

My teaching is founded on the belief that all student can learn. No matter the IEP or the perceived intellectual ability or limitations, when learning music, many students have a tendency to surpass the confinements of an IEP.  Students will learn at their own pace and will comprehend on levels that one may not recognize but one should not restrict, constrain, nor assume that a student is unable to learn based on one’s expectation because one’s expectations will likely be challenged. Too often, I have witness where classroom assistants held a child in a chair because of a predisposed view that proved to have little foundation. One must be willing to set the learner free to learn and experience all that others are learning and believe that achieving is possible.

I use approaches for teaching music that work for accomplishing a particular goal. For building musicianship and defining intonation, Kodaly has proven most effective. Students build listening and musicianship as they are intellectually listening to intervals, and can visualize the contour of a melody, as the hand signals naturally provide a picture for varying pitches. Orff helps specifically when creating accompaniments and desiring to incorporate various instruments for creating ostinatos and using syllables to identify rhythm patterns. The approach works well and fosters for building of imagination. Reading stories and creating sounds for the stories with rhythm and patterns derives from the Orff approach and is successful for eventually teaching literacy.

My teaching affects my students and strengthens their self-image. In my school choir, my students allow me to shape their voices and are seeing the benefits of diaphragmatic breathing. They are singing in tune, singing with head voices while producing beautiful overtones, and are able to sing in harmony. Building vocal parts helps them to understand interdependence and that each voice part plays an integral role of the group. Through singing, the students achieve high levels of internal satisfaction as they are learning to connect their singing to their spirits. When the students can sing a simple canon “Like a Bird” and find joy in singing, then I have achieved a great personal goal; for them to appreciate and enjoy all styles of music.

Strategies for Improving Classroom Management

In today’s classroom, students have become more confrontational with teachers and show little interest in following rules and authority. Classroom management is undoubtedly a major component for successful teaching.  According to Willis, punishment and rewards are no longer effective for managing student behavior since many of the homes of the students are more hostile than our classrooms; therefore, students must learn to take ownership of their environments. When students intrinsically desire to do better, they do better. Barbara Coloroso says that students are given a gift when they are taught to ask the question; “What’s in it for me”? (Willis, 1996).

We all have those students who are known to have behavioral issues and who somehow feel entitled to disrupt the classroom or who show disrespect because “everyone knows that is how they are”. All teachers recognize that merely posting rules on the walls in the classroom will not fix the problems with defiant or attention seeking students. Therefore, students need a reason to behave and the questions of what’s in it for me?, must be answered. While each new school year, I seek to find new solutions for improving management strategies in my own classroom as I realize that strategies must be updated because students actually become bored with the norm.

  I have been guilty in some situations of being reluctant to call the home of a certain student because of the assumption of not receiving the needed results through a phone call. Much to my surprise, I have learned that behind the disruptive child is often a caring parent who becomes embarrassed and hurt to hear about her child’s behavior. That parent is often the one who seeks to correct the child but has not identified the real needs of the child and may compensate for the lack thereof with materials kinds of appeasements in hopes of changing the child’s behavior. While that parent may delay getting additional supports for the student, the child is steadily developing behavioral patterns that are self- destructive and damaging for the school climate. In this article, I wish to share some of the strategies I am using in my classroom this year, hoping they prove successful for my situation, and will support your ideas in the classroom. I hope to provide you with feedback throughout the year as I teach in an urban school with many challenging behaviors to address.

ClassroomDojo

Firstly, I am utilizing the www.classroomdojo.com in my classroom which is an online forum for communicating with parents and students, and for students to earn points; for being on task, for good behavior, and for being prepared in class. In the music classroom, of course certain supplies are needed and serve of utmost importance for a student’s success. Classroomdojo.com is a good site and is free of charge. Posting a sign in the classroom for how the students can apply their earned points on the site, provides excitement and an incentive for achieving, earning points, and as a reminder to use the classroomdojo.com site. So far the challenge has been ensuring that all parents receive the invites.

Behavior Bucks

Behavior bucks support the idea that students can redeem themselves when they fail.  With behavior bucks, students have opportunities to buy back their dignity. As they behave, they receive a one dollar behavior buck that can buy away a demerit. When consistency is apparent, they can receive a five dollar buck for buying a “star” in the classroom. The students are invited to take part in this challenge.               

                                                                                           

 The FAIR PLAN

The FAIR plan appears to be a viable plan that can work in the classroom as the acronym FAIR represents; F=function for the behavior may be for escaping a task, obtaining a thing, attention seeking, or sensory motivated; A=accommodations strategies, I= Interaction strategies, and R=Response strategies.  ABC notes are recommended to be taken by the teacher about the troubled student. A=note the events that occurred before the students behavior, B=Description of the student’s behavior, C=immediate response to the student’s behavior from teacher and students. The ABC notes will provide teachers with triggers and skill deficits.

Teachers must take the time to do ABC notes and can develop a chart similar to this for each disruptive child. As a music specialist, I find that each class has at least one to two children with severe behavior problems and traditional approaches are not always effective for them. The FAIR plan informs the teacher of exactly what behavioral function she is dealing with and encourages one to intelligently address the problem. According to Rappaport & Minahan, (2012) one should complete the ABC notes while regularly providing information for addressing the needs of the students. Once the behaviors have been analyzed, one should prepare a behavior plan. Although one’s school may have programs currently in use for improving student behavior, results are not always apparent when a defiant child is in the room, as a teacher is often left to deal with the issues alone without the needed feedback. The FAIR plan can support the teacher for providing needed feedback.

ABC Notes for: Student

Time	Activity	Antecedent	Behavior	Consequence

                                                            References

 Rappaport, N., Minahan, J. (2012). Cracking the behavior code. Students who Challenge US. 18-25

Scott W. (1996). Finding Alternatives to control and compliance. Managing Today’s Classroom. 38(6)

More on Pope Francis in the United States.

Loving the messages from Pope Francis in Philadelphia. The city and the country are experiencing a great revival just when we desperately need one. He is the messenger from God to us. I am not catholic but I am a christian and have always appreciated the liturgy of the catholic church. I appreciate their ceremonies and symbolism as part of their worship; especially the incense. 

The pope addressed every area of our society, even education as much application can be made toward education in America. Consider the lowly, the urban schools who often suffer most. Pope Francis said that God is in our cities. I have taught in the city since 1987 and understand the many needs of the city. I always felt like the city is my mission field. The work is difficult and demanding but one can not find greater reward than being in God’s place for you. The smiles and hugs from the children who express gratitude for my service are truly priceless. 

My Reflection on Pope Francis and Education in America

Much respect and appreciation is sent out to Pope Francis for his speeches in Washington D.C., and New York; to the United Nations, and his loving words to the people of the United States. At the United Nations, he discussed multiple topics pertaining to the existence of mankind including our common home having a sacredness, the unfortunate uniting of nations from fear and for destruction, and that the primary cell of social development is the family. He expressed a need for social justice, and care for the less fortunate and demonstrated compassion as he chose to feed the homeless instead of dining in a fancy setting. As we have economic groups in America, one can recognize where many misfortunes have been the repercussions of injustices imposed particularly on minorities and through the lack of education for minorities, or those in lower economic social groups.

One must appreciate the lowly estate that Pope Francis took upon himself as he drove in a small Fiat to demonstrate humility. We are reminded that “the first shall be last and the last shall be first.” Jesus also took on a lowly estate, although he was the son of God he was born homeless and humbled himself even as a servant. Reflecting on the pope’s strength through a humble and calm demeanor undoubtedly provided an example for American leaders and policy-makers.

Pope Francis mentioned the need for effective political and economic activity that is conscious of the fact that real men and real women may be being deprived of rights. This is very relevant for education. He also mentions that education is a right for families and the basis for reclaiming the environment. He said that, when economic and social exclusion is apparent, then a denial of the inclusion of fraternity exists. Applications can be made if one believes that inequitable opportunities for education exist in certain communities, and that unfair opportunities are affecting my brothers or my sisters, then the picture is changed. The agenda to help a brother or a sister to achieve to their fullest potential becomes primary. The reciprocal affect will be that the least likely will find a cure for cancer, or be able to excel in the sciences for curing the world’s climate problems.   

The scriptures represents precepts upon precepts and is summarized in loving one another. Defending human rights and social justice would not be a problem if love for one another truly existed. NCLB would not need to be a policy if love for one another existed. As I have said many times, when the appointment of persons into the top legislative positions are made, evidence of God in their lives must be present. If policies are for the common good of all people, then issues of the Common Core Standards would not be such a problem as they are today as competitive kinds of learning and responsible instruction would occur regardless of one’s status or race if leaders applied principles of the scripture.

Are Resources Necessary for Developing Career and College Readiness in Students?

As educators are obliged to uphold the standards aligned system (SAS) in Pennsylvania, preparing students requires a high level of instruction as career and college readiness are the standards, and that is without remediation (Act Inc, 2011). ACT examined the international competitiveness using the goal of the common core standards of career and college readiness standards. ACT performed an analysis while linking the PISA score to the U.S. career and college benchmark and found them to be equivalent, which places America’s benchmark on target for international readiness. Unfortunately, the results show the United States to place significantly below the college and career readiness benchmark while Shanghai China, Korea, Finland, and Hong Kong China all score significantly above college and career readiness benchmarks (ACT Inc., 2011).

 Teachers return to work this week in many cities of the U.S., as issues are often raised regarding adequate supplies in the classroom for sufficiently preparing American children for career and college readiness. Professional development focusing around creative approaches for teaching so often leave many teachers wanting because of the reality of not obtaining needed resources and supplies. For many teachers, personal financial sacrifices will have to be made, if their classrooms will run efficiently. Either the teacher will purchase the supplies, or plans for beginning the school year effectively will be squashed, as supplies are placed on the wish list. Something as simple as a projector and a quality speaker for playing music for appreciation of music from diverse cultures may need to wait until the next year. Ironically, America is said to be a wealthy nation where resources for education are readily available for all students.

 With all of the resources believed available for American students, why do American schools still remain lacking academically compared to students in so many other Countries? The 2012 Program for International Student Assessment (PISA) revealed that Americans are stagnant in education. The United States secretary for education “Arne Duncan” warned that the international tests for math and science showed that the educational problems do not only exist in poor communities and is not limited to certain places and groups (Hanushek, Peterson & Woessmann, 2014).

 This topic warranted exploration since so many have complained about being held to the common core standards. The standards are essentially what are used as the bases for constructing standardized tests. Because the matter is extremely consequential, I do not believe that concessions can be granted regarding the standards, as too much is at stake. Educational priorities must be set high so that American young people will be able to take their rightful place in this global economy. Determining not to effectively fund all schools will ultimately have detrimental effects on the nation. According to Woessman 2001, the amount of resources one has do not raise the performance levels of students as no systematic relationship exists, rather the policies of the school and the governing bodies which provide incentives for personnel will maximize performance of students. I wish to respond to that with an Old Testament passage that said “you are no longer to give the people straw to make brick, let them go and gather straw for themselves” (Exodus 5:7). How does one suppose Egyptian slaves felt when they no longer had the needed resources?

                                                                    References

 Act, Inc. (2011). Affirming the goal: Is college and career readiness an internationally competitive standard? Executive Summary. 4 (ED520012)

 Hanushek, E. A., Peterson, P. E., Woessman, Ludger (2014). U.S. Students from educated families lag in international tests. 14(4), 8-18, 11.

 Woessman, L. (2001) Why students in some countries do better. Education Matters. 1(2)

Prayer for Education

Prayer for Education in America Rally 2015

Prayer Rally for Education in America

Each year before school convenes, teachers seek to become reinvigorated through summer workshops, summer planning, and even summer vacation. I believe that this 2015-16 school year will prove as a crossroads in the educational systems of the United States of America. With the astounding civil rights actions that have recently become the law of the land, followed by the civil rights educational curriculum mandates being implemented in the state of Virginia; as eighth grade students will be learning about oral sex and anal sex, I am responding by calling for a prayer rally for all concerned. Matters of gender identity are also being forced on parents as the current trends in our society are going against the very foundation of what we have known as right in the eyes of God and society.

The torrent of the societal issues have confounded many, as changing the decisions of our supreme court are improbable. The new laws of the land have provided a portal for inclusion of what has been called civil rights into the educational curriculum for American children. For many, the proposed changes in school curriculum will create unrest and a need to continue to maintain perspective in one’s own homes. The educational truths regarding history of racism and slavery in America, matters regarding man and woman and gender identity as we have known, are being greatly altered and will leave the American society vulnerable and our children quite confused. For those offended by the funded civil rights curricula, school then becomes as a mandated cesspool for their children to attend each day. Their children must learn to receive training and mastery in matters that question their very existence.

I believe we are in a strategic crises and as we plead for God’s intervention, then we will see his mercy and his grace. We as educators are compelled to provide a well-rounded and rigorous curriculum for our students, but when faced with issues that offend or even challenge our own credence, then we know that this road ahead will not be easy. Therefore, I am calling all of you to pray for the education in America and to seek God each day regarding the many issues which are forthcoming this school year.

I am also laying aside August 29^th as a day of prayer for education in America, and I invite you to join me. I would like us to rally at a designated place in Philadelphia to show our concerns for American education. Although many express acceptance of the new agenda for education, many also oppose the direction for education. Educators must be able to exist and fulfill our roles as our families must function in society in the midst of change, as the torrent of this age is moving in another direction. If you desire to join me for the prayer rally, please email me @Americaneducationandpolicy@gmail.com. I will know how I should plan based on your response.

Sincerely!!

Leah Spencer Hopkins

Racial Privilege or Social Justice

     

As the momentum regarding human rights is currently strong in America, and much is being shaken by intolerance and bigotry, the symbolism of the confederate flag remains a heated discussion. In the midst of radical changes in laws, the very framework of the American society is being recreated under the first African American President of the United States.  The policies of President Barack Obama will undoubtedly change American history. Because of racism, and class-ism, inequitable policies have permeated and dominated American society. However, on the strength of recent changes for human rights in America, I wish to advocate for equitable education for all Americans. Barriers of social justice obviously extend beyond one’s social-economic status, and race; as education is undoubtedly the great divider among many Americans as many poorer districts and schools function on low budgets and limited funding while proving the absence of social justice.

The responsibility of funding American schools are largely in the hands of the states; however, the federal government also provides assistance to the states. The ESEA act authorizes grants for children in low-income families, for instructional materials and library resources. Tax payer's investment in education is a significant part of K-12 school funding and the contribution is said to even exceed the monies for national defense. But 83 cents of every dollar is said to come from the state and the local levels. The federal government’s share is 8.3 percent. K-12 are funded by federal government through NCLB, Title 1, ELA, Reading First, Improving teacher Quality Grants, and other NCLB grants which support charter schools, strengthen high schools, & support the after-school learning programs for American Indians, Alaska Natives, and migrant students (U.S.ed.gov). 

Social justice has remained a problem in America, from matters of the civil rights act of 1964, rights for voting in 1965, housing laws of 1968, and the Alexander v. Holmes County Board of Education of 1969; which ended the racially segregated schools systems of the south (Hanks, 2009). Although the blatant racist practices previously existed toward African Americans, the present day has had challenges of white privilege, more abstract treatments, and institutionalized practices, as these had to be proven over time and are now being exposed. According to Lawrence, 2009, institutionalized racism refers to practices or patterns seemingly neutral but having a different kind of negativity for opportunities toward people with color. During this present era, hundreds of whites are acknowledging their white privilege, as many are also contesting and protesting against the injustices and treatment of blacks who have endured unjust arrests and abuses simply because of their race. The U.S Census shows that 19 million black men under 35 years of age exist in the U.S.. The ratio of black males in prison is approximately 10 percent. People of color make up 30 percent of the population in the United states but make up 60 percent of the imprisoned. Comparisons are outlandish as while 1 of 15 imprisoned are African American men, 1 of 36 are Hispanic men, and 1 of 106 are white men (Kerby, 2012).

As the institutionalized racism is uncovered and despised by many, one cannot ignore the cities of the U.S., as they are dominated by minorities. Consequently, school districts in the cities have suffered, as policies and reforms have not been able to penetrate the walls of racism. One cannot assume that the failing schools are simply because the students are inferior to their suburban counterparts. As, the right to have fully funded schools regardless of one’s race and socio-economic status remains a major problem in many cities of the U.S.  Even the School District Philadelphia still has a significant shortfall, as school funding has suffered due to the cuts in public educational funding of 1 billion dollars. Because Philadelphia is now run by a School Reform Commission (SRC) who were appointed by Governor Corbett, the concept of public education , where community level decisions occur under a locally elected school board, or the direct participation of citizens (Resnick, 2006) is no longer a reality for Philadelphia.

The issues of social justice and racial privilege are finally being acknowledged and we can be hopeful that the United States will live up to its great name as change is occurring. People are beginning to recognize and fight against matters of racial profiling and social injustices. As we are one people and one nation, when one group suffers while another flourishes only because of racial privilege, then the people lose. A nation must recognize that our differences provide benefits of interdependence among multi-cultures and races within society. Racial privilege or social justice? I vote for social justice.

      References

Lawrence, H. J. (2009). The Obama presidency and the question of social justice: a critical analysis of the meaningful milestone. Forum on Public Policy Online. 1(16)

Resnick, M. (2006). Center for Public Education (CPE). http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education-

Spelling, M. (2005). 10 facts about K-12 funding. U.S. Department of Education. http://www2.ed.gov/about/overview/fed/10facts/index.html?e

Age to Begin Lessons in Music

Beginning a young child on piano lessons may not result in her playing a Rachmaninov piano concerto; however, one cannot diminish the benefits of early childhood music education. Surrounding young children with musical activities through processes of exploration, play, and interaction, fosters use of all parts of the brain. Claire Doodle Clark says that though some have believed music processes to take place in the right hemisphere of the brain, and that processes that take place in the left side of the brain include mathematics, and language, Levitin has proven otherwise. In Daniel Levitin's "This is Your Brain on Music: The Science of Human Obsession," he explores how studies prove music has distribution throughout the brain. Examples of those with brain damage, as in an inability to read the newspaper are found with the ability to still read music as music composition, listening, and performance engage all areas of the brain. According to Claire Dooley Clark, when young children take lessons, they develop gross, fine motor skills, cognitive skills, emotional and social interaction, language, self esteem, creativity and imagination, problem-solving, listening skills, coordination, and memory development.

These music education findings are presented to encourage parents to keep doing what they do with their young children; keep the lessons coming and know that lessons are not in vain.

Unbalanced Educational Practices in America

Many believe that high-stakes testing are for providing teachers with a clearer picture of student weaknesses, and to allow for educators to target failing schools, while encouraging students to work harder. On the other hand, critics believe that the tests promote a narrowing of the curriculum, and promote increased pressure on teachers and students (Blazer, 2011). While either belief has varying truth, an alarming problem still exist; regardless of a school’s resources, or inequitable differences, each school is held to the same standards; low income and high income are evaluated alike. Undoubtedly, standardized tests have had disproportionate effects on low income communities (Blazer, 2011). The disparities of teachers and administrators in some districts have triggered cheating scandals across America on high-stakes testing. Sadly, the cheating has recently been among minority districts; although, cheating has occurred across the United States of America; including Washington DC, Texas, Alabama, Chicago, and New York City (Beckett).

As of 2014, eight teachers of the School District of Philadelphia have been charged with cheating on standardized tests.  A principal and teachers were punished for impropriety. This year the most recent scandal in Atlanta has escalated to teachers being sent to prison for cheating on high stakes testing. The conspiracy to inflate scores was called “the sickest things that’s ever happened in Atlanta” by the judge. Three educators were sentenced to seven years in prison and the others were also given time as they were said to have changed scores on standardized tests.  The judge believed that the students were harmed through the process. Las Vegas Nevada also had a recent cheating scandal as three teachers of the Clark County School District are now on leave during the investigation of the matter. Why have these educators been driven to such disparities as to risk the loss of their own freedoms? All educators administering the standardized tests are trained and warned of the gravity of their role and of the security measures that are in place for reliable test scores. However, I believe that a corrupt system of assessment and education has enlisted some of the best educators to risk their own futures; not to promote cheating but rather understanding of the inequities in education in America.

Consider how students in low income areas start out with high intelligence like their suburban counter-parts, but the paths of learning and experiences that are taken along the way, which correspond to the income status of the student, unfortunately broaden the variances of knowledge. As students attend school, the learning experiences differ greatly as funding in the affluent communities is drastically different from those in low income communities.  Even qualification of teachers differ; regarding credentials, background on a subject, test scores, pedagogical training, or experience. Teachers who are less qualified often teach in minority and low income schools (Lankford, Loeb, & Wyckoff, 2002; Socias, Chambers, Esra & Shambaugh, 2007). Students of color are more likely to have teachers who teach outside their area of preparation than students in affluent and predominantly white schools (Darling-Hammond, 2010).Teacher qualification is important for student achievement as studies have shown that teacher credentials and preparation greatly affect the gains of the students (Boydd, Grossman , Lankford, Loeb & Wyckoff, 2006).

As charter schools are being promoted in urban communities, many states do not require that teachers in charter school have certification as only 75 percent of teachers in K-5 must be certified, and only 50 percent in grades six through twelve must have certification(Carrunthers, 2009). Charter schools are meant to provide choice for children’s education, and instructional innovation while targeting the underserved student. Charter schools are said to seek out the best teachers and are able to raise funds from individuals, foundations, and corporations, to pay teachers as they can pay higher teacher salaries (Manuel, 2007). However, many charters school pay less than traditional public schools and they are not required to offer tenure or participate in state plans for retirement for teachers (Carrunthers, 2009).

  Certification of teachers is of utmost importance as while one may possess a skill or ability to perform, one may not possess knowledge as to how to differentiate instruction for various learning styles among children as a certified teacher. While one may conclude that having a teacher in place is better than no teacher, one must consider the suburban counter-part where only the best teachers for their children are accepted. Succeeding on high-stakes testing will require high-quality teachers to help students to gain the opportunities that high-stakes testing affords them. Although many protest against high-stakes testing, and are opting out of high-stakes testing, the tests remain lawful practices and are still used to make decisions regarding the lives of American students. 

                                                                            References

Adamson, F., Darling-Hammond, L. (2012). Funding disparities and Inequitable distribution of teachers:evaluating sources and solutions. Education Policy Analysis Achives. 20(37).  

  

Beckett, L. (2013). America’s most outrageous teaching scandals.ProPublica. http://www.propublica.org/article/americas-most-outrageous-teacher-cheating-scandals.

Blazer, C. (2011). Unintended consequences of high stakes testing. Information Capsule. 1008(22).

Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008, June). The narrowing gap in NewYork City teacher qualifications and its implications for student achievement in highpoverty schools (National Bureau of Economic Research: Working Paper 14021). Cambridge, MA: National Bureau of Economic Research.

Carrunthers, C. (2009). The qualifications and classroom performance of teachers moving to charter schools. National Center for Analysis of Longitudinal Data in American Research. 27

Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Education Evaluation and Policy Analysis, 24(1), 37-62.

Manuel, J. (2007): “Charter Schools Revisited: A Decade After Authorization, How Goes the North Carolina Experience?” North Carolina Insight, 22.

Cooperative Learning versus Competition

Over the years, I have become an advocate, believing that all children can learn. For some students, support needed may be attributed to a physical disability, sight disability, behavioral disability, or even a learning disability perhaps due to neurological issues, but I see the students are often genius in their own way. I appreciate the uniqueness of each learner but unfortunately have noticed that the students who have different learning styles are isolated even in a classroom practicing inclusion.

 Cooperative learning has not been learned by many regular education students but is a viable solution for learning. Learning support students have often displayed the sensitivity and support of cooperative learning for one another, as this same support should be seen in all classrooms practicing inclusion. The classroom structure and interaction occurring with student-centered learning has much to do with how well students learn, how they feel about school and themselves. Interacting may include students interacting through competition; individually, or even cooperating while taking interest in one another’s learning. (Johnson & Johnson, 1988).  Unfortunately, competition is most prevalent in the United States as is seen through; a) the way students are honored and receive awards; b) the way teachers entrust students with roles and responsibilities; c) through achievements and other extra-curricular courses.  Since educators are responsible to educate each child, competition should be lessened as some students may do their best but because they learn differently, may not achieve what another child achieves in math or reading. Another child may succeed in the arts or sciences.

Cooperative learning involves grouping students together helping one another to learn academic content (Slavin, 2014). Students working together, and toward the same end is ideal but must begin as early as possible. Recently, I had the opportunity of viewing a documentary video that told of the experiences of American students who suffered with dyslexia which is a reader disorder.  The disorder is a neurological disorder in origin and affects student’s ability to accurately or fluently recognize words. Issues related to dyslexia also may include problems with reading comprehension while reducing reading which impedes growth (Tennessee, 2013- 2014). The video affected me strongly as I have personally observed how American students who are considered mainstream students view themselves as superior to students who are labeled “learning support” students.  The documentary showed how dyslexic students often excel in areas of their life in extraordinary ways.

While legislature from the state of Pennsylvania identifies dyslexia as a neurological disorder with unexpected difficulties with fluency and word recognition and poor decoding or spelling abilities as this is not connected to an individual’s intellect (Pennsylvania, 2013-2014). The state has embarked on a pilot program in three districts for feasibility of early screening and intervention.

   

In a society where competition is engrained into the culture, students must learn that they can cooperate with learning for each student no matter the learning style.. They can learn to be caring and helpful citizens.  The presumptions that students have about one another can be clarified if they are taught to work together early on in their classroom experiences. More positive and productive ways of thinking can be learned related to varying learning styles compared to the way they individually learn.

Valuing Music Education

               

Having served as a music educator in the School District of Philadelphia since 1987, I recognize that one must not diminish the value of music education in the lives of students.  Empirical evidence of how music education has the power to transform a sad and hopeless child into one of renewed and hopeful energy in just a 45 minute session per week is extraordinary. The singing of folk songs, art songs, and songs that students can grasp and become engaged in with a music educator, should never be removed from a child’s educational experience. Learning theory, arts literacy and other important musical elements are an integral part of music education. Student anticipation of performances is priceless. The reinforcements that students who are considered mediocre and special needs students receive from music education and arts education are incomparable to any other experience. Many students have great success as I have witnessed my autistic students who are quite strong in music education. I have witnessed some of my best singers, and those with the ability to match pitch accurately to be students with learning support.  Success makes success and as the students experience music education in the general vocal music classroom, the music learning also supports other kinds of learning in their home classrooms.

Presently, I am engaged with my students in a unit on rhythm. Interdisciplinary kinds of learning are easily taught through the arts and music education as are being done through this unit. As the students learned the duration of various kinds of notes, their assignment was to “do the math” to total the rhythmic counts for a series of combined notes. I help students to see that learning music requires understanding of math and science and much more. When I discuss pitch accuracy and intonation, they learn of singing in tune and singing flat and sharp. This is important for understanding the speed of pitch and for tuning instruments. My classroom has a “music word wall” and for every unit of study, I include relevant vocabulary. Music vocabulary learning increases literacy.

Unfortunately, resources for the arts are not readily available in many schools, but this is obviously to a fault. The general vocal music teacher has the ability to transform a school if she has an effective program. All grade levels can develop musical skills as numerous studies show that music education will increase student learning and improve test scores. The irony is that in an effort to increase test scores, some schools opt out of the arts which is contrary to all that is true about the effects of arts in education.  I often see students who remind me that they have music class on a particular day as they are planning on coming to school on that day, in anticipation of participating in general vocal music. This is another benefit of the arts in a school. Student attendance improves.  

Giving respect where respect is due is necessary for deserving arts teachers. Being called a “prep class” is demeaning to those who seek to live up to the title of an arts specialist. Unfortunately, many arts teachers are still called “prep teachers” and are not given the respect for the value they bring to a school.  Without music and the arts, a curriculum can be sterile and unappetizing for many students. The realization of the value of music should be taught and embedded in the curriculum of a school if the benefits will be embraced and welcomed by those who have not yet understood its value.