Mychael Dickerson, the award-winning chief communications officer for Baltimore County Public Schools, discusses how his district engages parents, students, school staff and other stakeholders.
Editor's note: Our guest blogger today is David L. Kirp, Professor of Public Policy at the University of California, Berkeley and author of Kids First: Five Big Ideas for Transforming Children’s Lives and America’s Future (2011).
Schools are just beginning to open their doors, but the education food fights are already underway. I’m not thinking about kids in the cafeteria but adults wielding books and blogs. Amid this tomfoolery among the grownups the critical needs of children are going ignored.
On the one side of the current fight stands the “no excuses” crew, personified by Michelle Rhee, the broom-wielding ex-superintendent of the Washington D.C. schools. To them, and to the producers of “Waiting for Superman,” retrograde unions and bloated bureaucracies are biggest impediments to reform. Turn the schools over to the KIPP (Knowledge Is Power Program) charter school network, make every teacher as well-pedigreed as those recruited by Teach for America and our education problems will be solved. Diane Ravitch was once a dues-paying member of this group. She switched sides—detailed in her recent book The Death and Life of the Great American School System—and since has been on the warpath, staunchly defending the contributions of teachers unions and the quality of public school teachers. From the outset this fight has been nasty, and with the recent publication of Steven Brill’s Class Warfare it has turned downright vicious. Brill makes a big deal of the fact that Ravitch is earning a bundle by (shock, shock!) being handsomely paid to give speeches to organizations that share her beliefs; Ravitch, saying that Brill has got his facts wrong, is threatening a defamation suit. Oy!
What gets lost amid all this “he said, she said” squabbling are the needs of kids. Little attention is getting paid to what’s important, not only to
Last week WAMU ran a segment on charter school closings in Washington, DC, that bothered me. Not because poorly performing (in terms of academics or finances) charter schools were closed (I firmly believe that low-performing charter schools should close), and not only because of the process by which the schools were closed (too late in the year for students to get into either the DCPS lottery for out of neighborhood schools or the lotteries of many other charters, and with little communication with the families of students attending the schools), but because of some of the language used to talk about the situation, specifically the word “placement.”
As the result of three charter schools closing and two eliminating their high school programs, nearly 750 students needed to find new schools. Several have had a great deal of difficulty in doing so. According to reporter Kavitha Cardoza, about 50% of students were without “placements” just ten days before the start of the school year. 64 of the 128 students impacted by the ...
Today Phi Delta Kappa International (PDK) and Gallup released the results of their 43rd annual poll of the public’s attitudes towards public schools. The poll, a representative survey across all segments of the population of telephone-owning households, makes for a fascinating read.
Something I always find interesting in these polls are the discrepancies. These discrepancies appear both within the poll itself and when comparing the results to broader conversations on education. For example, last year I wrote that the poll showed “[t]he American public is not necessarily having the same conversation as policymakers when it comes to education,” since the poll found that the public did not always agree with the decisions policymakers were making regarding our public schools.
This year, one could argue that the American public is not having the same conversation as the media when it comes to education. 71% of respondents have trust and confidence in the men and women teaching in America’s public schools – and 69% gave the teachers in their communities a grade of A or B. Yet 68% of respondents hear more bad stories than good about teachers in ...
Social media in education is a touchy issue, for some good reasons. In utilizing social media, schools, educators and students take certain risks. Consider the consequences when bullying on sites like Facebook creates a distraction at school – or is conducted on school-owned equipment. And think about the (extremely rare) cases in which a social media site contributes to an inappropriate relationship between a teacher and a student (the state of Missouri is so concerned about this potential it has enacted a law that says contact between these parties must be in the public, not private, sphere – in other words, “teachers can set up public Facebook pages or Twitter accounts but can’t reach out to their students as friends or followers, or vice versa”).
There are educational consequences, too. For example, recent research suggests that middle school, high school and college students who are active on Facebook get lower grades, display more narcissistic tendencies, and are more prone to anxiety and depression than students that aren’t.
So why would we promote the use of social media in education?
Last week I attended the first #140edu event, a conference that allowed stakeholders from students to teachers to company owners share their thoughts on “The State of Education NOW” – specifically, the effects of the real-time web on education. And I heard a number of great reasons why social media should be incorporated into a school culture.
Conference co-host Chris Lehmann (@chrislehmann, for those of you on Twitter), principal of Philadelphia’s Science Leadership Academy, pointed out that social media gives students the power to be “in and of their world,” – for example, the ability to ...
Yesterday I had the pleasure of attending the first day of the AFTs' 2011 TEACH (Together Educating America's Children) conference. In addition to inspiring opening remarks by DC Congresswoman Eleanor Holmes Norton (who got the crowd fired up – especially her comment that no one could be madder than she is, the representative of the only district in the nation that Congress has mandated have a school voucher program) and AFT President Randi Weingarten, and attending a conference workshop addressing a theme I’ve discussed many times [Changing the Narrative about Public Schools: Lessons from the Field], I got to hear from New York Times columnist Paul Krugman.
Krugman, who is a professor of economics and international affairs, shared his views on the current state of the American economy. If you are familiar with his work, you might know that he is skeptical of the path we are attempting to take out of the economic recession…and even more skeptical of the path that some are proposing we go down (such as lower taxes and increased deregulation).
I was interested to see how Krugman would target his message for a large audience of unionized teachers…and I came away with some ...
The United Way has long been committed to both improving education and mobilizing the power of communities. In that vein, they recently released several reports on public feelings about education, and one specifically focuses on the role of volunteer mentors in boosting students’ academic achievement.
In conjunction with publishing these findings on mentorship, the United Way is issuing a national call to action. They are seeking to recruit one million volunteers to act as readers, tutors, and mentors for students over the next three years. So far the United Way’s National Women’s Leadership Council, comprising 50,000 leaders in 120 communities, has pledged to recruit 100,000 volunteers.
Some of the goals of this effort outlined in the reports: ...
A couple months ago, I wrote about an NPR series on efforts by Chicago city and public schools to mitigate violence and vulnerability among low-income students. Yesterday, Edweek featured an article about a new Chicago city-initiative—spearheaded by Mayor Rahm Emmanuel in a partnership with Comcast—to provide computers and internet services at dramatically-reduced prices for the families of low-income students. The goal is in part to combat the increasing educational achievement gap between students with and without computers – a gap that, if left unaddressed, will only increase and further disadvantage our most vulnerable students. In a press conference announcing the initiative, Emmanuel pointed to a map and showed areas where only 15-45% of households have internet service. ...
To kick-off last week’s LFA Leadership Council meeting, the LFA gave its first Education Visionary Award to Richard W. Riley—former Secretary of Education under President Bill Clinton—for his public service, which has benefited all constituencies LFA organizations serve. While governor of South Carolina, Mr. Riley raised funding and support for education through the Education Improvement Act, which the RAND Corporation called “most comprehensive educational reform measure in the United States.” During his two terms as DOE Secretary, he stressed raising academic standards, improving teaching, and increasing education grants to help disadvantaged children. In 2008, Time Magazine named Riley as one of the “Top 10 Best Cabinet Members” of the 20th century. In his address following his award acceptance, he discussed a few major themes, including high standards, good assessment systems, diversity among the student population, and poverty—all major focuses of the LFA as well. ...
Editor's note: Our guest blogger today is Steve Berlin. Steve is Senior Communications Manager at the National Association of State Boards of Education (NASBE, a Learning First Alliance member).
For anyone reading this post, it should come as no surprise that education professionals have long agreed on these two proactive ways to improve scholastic achievement, at least in principle: dropout prevention efforts must begin before students reach high school, and it is incumbent on education entities to seek partners from outside the field to help students succeed. Further, we must consider looking beyond the “usual suspect” when it comes to partnerships because as a nation, everyone has a vested interest in students’ success.
At the National Association of State Boards of Education (NASBE), we have found a promising formula to help increase the high school graduation rate through our partnership with the U.S. Army. Together, we developed and launched in January 2011 the Partnership for All Students’ Success (Project PASS).
Project PASS is designed to support students’ academic, social, and emotional needs to increase high school graduation rates and college and career readiness with the new Junior Leadership Corps (JLC) in middle schools and ...
The NAACP recently released a report—“Misplaced Priorities: Over Incarcerate, Under Educate”—which, as the title suggests, argues the federal and state governments are misplacing priorities in their allocation of funds to prisons rather than education. In the report and in recent interviews, NAACP President Benjamin Jealous and other sympathizers (including some fiscally conservative groups and prison groups) make compelling points about this funding tradeoff.
An Edweek article quotes Jealous saying that this “multidecade trend of prioritizing incarceration over education is not sustainable.” The report cites data from the Pew Center on the States among other sources that backup his assertions about allotment: ...