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.