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)