Tag Archives: parental involvement

Fracking Education

Tennessee Comprehensive Assessment Program (TCAP) scores were released in Tennessee recently and combined with the state’s ACT performance, progress has eluded many of the state’s school systems.  Tennessee is not alone.  Across the country many are struggling and the discontent with more school change is rising. Schools exist on this pendulum swinging between getting a satisfactory rating for a few years, to an unsatisfactory rating for another few years.  Money is thrown at different programs that often wither on the vine after the money is gone.  Educators however, continue to plod away at the problem, turning the wheel of time using the same standards they’ve used before; the tried and true lesson that served them in the past sometimes unaware of all the changes in the world and society going on around them.  

In an article by Henry Di Sio ( Why Our Old Lens On Learning Will Fail A New Generation ) a former deputy assistant to President Obama, he illustrates the fact that education has not changed.  We are going nowhere while the world around us continues to change at an alarming rate.  What is the problem with education inertia?  Why can we not make the leap?  All around us the old structure of education is crumbling.  Charter schools, special school districts, on-line schools, home schools are all examples of the blood leaking out of the educational body as the system collapses on itself.  Our education system in many rural communities is much like the movie “The Money Pit” where despite their best efforts and throwing good money after bad, the house they were trying to save collapses on itself.  It’s a dream, an illusion.  We cannot fix education with money.  We can only fix something by first acknowledging what is broken and then agreeing on how to improve education.

So what is broken?  What exactly is the problem?  I have personal experience as a student, parent, and teacher in both the American education system and European system.  I know one thing about those two systems and that is in spite the fact they are both educational systems, we cannot compare one with the other.  In Amanda Ripley’s “the smartest kids in the world” a must read for every parent and educator, the answer is Finland’s students are the smartest.   The fact of the matter is we cannot compare our system to anyone else.  You can’t stay as slim as the French and eat eclairs all day and keep your lifestyle.  If you want what others have you have to act, follow, adapt their lifestyle.  We are not going to do that.  One thing that we’ve demonstrated better than anything else is that we are great at digging in, resisting change, living in the past. So what is broken/what is the problem?  For a complete revolutionary change this is a short list of what’s broken, the problems, and can it be fixed.

▪Basic Education System: Everyone takes a shot at this massive topic, everyone has another, a better idea, but this is the engine that runs the whole process.  We keep adding on and adapting, modifying, adjusting, and then going back to the old standards, so much so  that to define the educational system is like trying to tack jello to the wall.  Common Core State Standards (CCSS), the first major overhaul of the system in many years with great intentions, has tripped and fallen because of the failure of the leaders implementing CCSS, they neglected school’s adult social inertia (number 2 below, School Daze). In an earlier article I published about rural schools, I made the statement that school “is the music of our youth, the foundation of our religion, the beginning of our family, the origin of our job.” I believe CCSS is a great attempt at achieving systemic reform; using it as a big stick to force change is a grave error.

▪School Daze: School is, for the older generation (anyone over 30 who votes and has children), an integral part of their society.  It is the source from which many of their future husbands/wives/employment/voting attitude develops.  Our country’s school framework is not going to change that easily; you can’t force change as with CCSS, it must come as a revelation, a revolution.  I read some of my former students posting on Facebook, how their children are doing in elementary schools and found interesting and revealing that their comments and actions mimic those of school age parents and children of the 50’s.  Those same school social expectations.  The same attitude toward the educational system.  Their same reaction to teachers, administrators, and the school system in general.  CCSS appears to the uniformed as a threat to the comfortable school system and that fear of a great societal change for their children is too frightening, unacceptable; not the way things are “supposed to be.”  Progressive parents, seeing the problems with their schools, the poor scores, the in-fighting, the failure of schools to produce responsible and educated students, opt for other “outside the box” solutions often with great success.  Changing this is monumental: Change will happen.  Changes to societal attitude toward school and education will occur, brought on by the forces of technology, our economy, and social trends.  This change will happen, and the sooner society realizes that the educational system must fold the way it currently operates and open with a new organizational system, the better.

▪School Administrative Systems: Time’s up for the old school administrative system.  There are 13,588 public school districts in our country.  That means there are 13,588 interpretations of school curriculum, school schedules, teacher evaluations, student achievement.  An impossible mix of opinions, social standards, religious beliefs, community expectations.  Not manageable at any level, at least not manageable effectively.  It is time to reinvent school districts.  School support systems must reflect the latest change in education and in every school system you can find waste, duplication of effort, nepotism, and unqualified personnel making economic, technological, and policy decisions that are simply against the educational grain.  A business model, more like they way most companies operate today, is necessary.  It’s time to do away with the focus on weekly football pep rallies, candy sales for trips, and trying to maintain a low profile in the community and begin the work of education.

If you want a successful school system, equal across every state and college, then CCSS and national standards need to be adopted.  Schools need to be organized and run by a managing board of educators and community members answering to a regional office.  That regional office is staffed with education professionals and business leaders invested in the educational system.  The state providing oversight, funding, and management of resources.  Cut out the cutie fluff.  The goal, the focus of the school, is the education of the student and the enrichment of the schools community. To waste time on anything else is to lose focus on the reason the school exists.  Perhaps then we can recapture lost “effective” school days and get our education system back to where it should be; back in the primary business of educating students.

Doughnuts

A few years ago I sat in during a professional development seminar on a topic new to me, then known as the “doughnut effect“, While I initially thought this would top the charts of the most boring seminar I’ve ever been through, it in fact turned out to be the most interesting.
Essentially, looking at the map in the link above you can see that the middle of the country is losing people to the states on the edges, the water access. If you overlay this map with ethnicity you’d see the effect is greatest amongst whites — fleeing to the shores as the white population, becoming a minority population in not too distant future, ages and seeks the warmth of the beach.
The educational field has its own doughnut effect when it comes to parental participation and student focus. Just think about kindergarden and first grade graduation ceremonies, parent teacher meetings, and school assemblies. You can’t get a seat and the wait is horrendous to see your kid’s kindergarden teacher. Meanwhile your other kid’s 9th grade algebra teacher is making paper-airplanes and staring into space just down the hall.
Then comes high school graduation. Again, the numbers attending the ceremony, all the out of town family in attendance, the attention placed on this day is not only a big local and national money maker, but it is a sign of social advancement. It’s a recognition of adulthood as kindergarden is a celebration of a educational coming of age. But as the white population and their social codes fade away, an eclectic group, having predominantly hispanic roots, begin to change the flavor of this educational donut to a “churro
Hispanics possessing a more family centric moral code (like the white population of the 40’s and 50’s), predominantly Catholic/Christian religious social code, the focus can be changed to a school system where all grades are considered as important as the earlier and the later grades. This is an opportunity to really look at the school systems and embrace social change, encourage constant parental involvement and more community support, to keep schools on the cutting edge of economic change and technological advancements. School change is not a temporary, occasional event, but a river of constant movement and ever changing flow rates and speed. Now is the time to challenge the doughnut effect in our school system and adopt a school-wide climate of parental and community involvement.