Educators and Parents: Taking on the Role as Agents for Change

Our  nations education system is by far the most diverse institution in our nation, schools at every level, primary, secondary, and college consist of many ethnic groups, religious belief, gender, sexual orientation, disability, class, and age groups.

Educational leaders (superintendents/principals/educators) often times take on the responsibility of shaping and influencing actions of our nation’s youth, as well as have the platform to revise and/or change policies that have become outdated and no longer reflect the student population in local communities in which they teach. In other words, they are the “social change agents” necessary and needed to ensure equality for all students who are the changing faces of the classroom, which by the way, applies to both students and teachers.  Cohen (2001) contends, “Advocacy is the pursuit of influencing outcomes–including public policy and resource allocation decisions within political, economic, and social systems and institutions that directly affect people’s lives”. 

One of the most popular forms is social justice advocacy; the five key functions of advocacy are to:

Ø  Give a voice to (misrepresented) citizen interests.

Ø  Mobilize citizens to participate in the democratic process.

Ø  Support the development of a culture of democracy.

Ø  Assist in the development of better public policy.

Ø  Ensure governments’ accountability to citizens.

Who are the individuals doing the advocating is a vital part of any form of advocacy.  Parents and educators have a long history in this country as a visible force as social change agents for education issues that affect our youth; as the saying goes, we are all in this together, and as a collective voice, each parent’s and educator’s voice does count! 

Reference

Cohen, D., de la Vega, R., Watson, G. (2001). Advocacy for social justice. Bloomfield, CT: Kumarian Press, Inc.

Does A High School Diploma Have Value in Today’s Job Market?

It is no secret that in today’s job market, a high school diploma, more often than not, does not cut it anymore. So, what value does a high school diploma have?  Apparently the State of North Carolina, also have pondered this question, in fact, that is one of the reasons the state is modifying their high school diplomas issued upon high graduation to reflect a student’s status; either “ college ready or career ready” (Sirkin, 2013). 

In realizing that not every student chooses the traditional path of attending a four-year college/university, which straps many college graduates with large student loan debt.  To say nothing of the high rate of unemployed for college graduates with bachelor’s degrees in 2011 was 13.5% overall and for those with advanced degrees 8.6 % (U.S. Department of Labor, 2013).

Recently, North Carolina state lawmakers approved legislation that will give a big boost to vocational education.  Students and families want and need other options that will enable them to enter the workforce making a decent and livable wage without a college degree.  Moreover, obtaining quality vocational education can provide that avenue that will put the economic value back in “earning” a high school diploma. Achieving completion of any academic education/program on any level should always have value, not just personal but also a catalyst to eligibility towards decent economic opportunities. 

 Reference

Sirkin, H. (2013).  To Ease the Skill Shortage, Bring Back the Vocational High School.  Retrieved from http://www.businessweek.com/articles/2013-03-20/to-ease-the-skills-shortage-bring-back-the-vocational-high-school

U.S. Bureau of Labor (2013).  The job market for recent college graduates in the United States. Retrieved from http://bls.gov/opub/ted/2013/ted_20130405.htm

School Truancy Statistics in California

Last week one of the local news stations did a report on student truancy rates in California.  The According to the report, “In School and On Track”, during the 2012-2013, academic year 30% of students, which pans out to be about 1 million students overall who missed school and/or were truant.    As we know, when students are missing school, school districts are missing out on a critical aspect of education; funding – students equate to dollars.    

Therefore, to increase student attendance, and in the end, decrease student drop-out rates as well as other negative outcomes, the Sacramento Unified School District implemented a drop-out program for their students that rewards them, as stated by Ken McPeters, the drop-out prevention specialist, “to just come to school”.  Students that improve his/her attendance and in “good” standing, receives a T-shirt that says, "I got caught attending school."  Not only that, students’ parents also are recognized with a certificate acknowledging their efforts in making sure their child does not miss school.  The program also has given away some free bicycles and bus passes to students in need – and has shown promising results, with a 5 to 10 percent increase in attendance (Thompson, 2014).  

Read more: http://www.kcra.com/politics/california-ag-promotes-bills-to-reduce-truancy/24904616#ixzz2w0xra2NP

I think this is an interesting concept and it has appeared to work for the school district, parents, and more importantly, students.  A teacher cannot teach a child who is not at school. 

Reference

Thompson, D. (10 Mar. 2014). California AG promotes bills to reduce truancy.  Retrieved from http://www.kcra.com/politics/california-ag-promotes-bills-to-reduce-truancy/24904616

Funding Education Policies

Education has an impact on every citizen’s life in our country.  According to Baker, 2012, most of the funding for public education comes from state and local sources, and is under the jurisdiction of a State school finance systems.   Ultimately, Federal entities do not have much control over States’ spending; to the contrary, States have the greatest control over allocation of those funds based on “funding formulas”.  A key point is, it’s not how much is spent, but rather how it is spent -- and whether local public schools have access to sufficient levels of resources.  For example, schools within the same district budget the cost per pupil based on different factors unique to its school needs; depending on the percentage of demographics (special needs students, ELL learners, certain necessary equipment/materials in order to teach curriculum, in line with school/district policy, can be different from a school that has a fraction of such population.  Therefore, funds allocated for both of these schools will be budgeted to reflect this difference.

However, funding (or lack thereof) can impede a school’s ability to implement policy; in turn affect academic programs, extracurricular activities, teachers and students --particularly in terms of the overall quality of education a school can provide for its community.  Unfortunately, the U.S. Secretary of Education, Arne Duncan has declared this the era of the “new normal,” a period in which budget cutbacks are the norm and local public school districts must learn to do more with less (Baker, 2012).  That being said, which local public school districts must learn to do with less, is the question. 

For example, this short video: Campaign for Fiscal Equality: Students Speak Out – provides some insight into what can transpire from policies developed and implemented with minimal funding available. 

http://teachersnetwork.org/TNLI/nyc/cfe/movieIntro.htm

Compare the above video to this school’s video:  Video Overview of the BWMCA - http://www.sccresa.org/bwmc/

Many politicians at every level; federal, state and local use education as a vital platform in their campaigns in hopes to sway their constituents (and other politicians) to select/vote for them as a public/civil servant, and have influence over localities in which they serve.   And during an election year, which one gets what is a matter of politics; both step into the ring and at the sound of the bell comes out swinging… Elmore, 1997, puts it this way, “During this period, the education profession gets an introduction to bloody-nose politics” (para. 6).  Politicians are opportunist; “politics provides most of the policy-making opportunities” (Mitchell, Crowson, & Shipps, 2011, p.). Different perspectives and “education movements”  come into focus as it moves from local,  state and up to federal level, meaning that “a new stability in how policy is made, where, and by whom”  (Mitchell, Crowson, & Shipps, 2001, p.280) come into play; and consequently, opportunities for funding education movements (teacher salaries; unionization, charter/magnet schools, etc.). 

 References:

Baker, Bruce, D. (2012).  Revisiting the Age Old Question:  Does Money Matter in Education?  Retrieved from http://www.shankerinstitute.org/images/doesmoneymatter_final.pdf

 
Mitchell, D.E., Crowson, R.L., & Shipps, D. (2011).  Shaping education policy power and process. New York, Routledge.

St. Clair County Regional Education Service Agency (2013).  Blue Water Middle College Academy.  Retrieved from http://www.sccresa.org/bwmc/

 
Teacher’s Network (n.d).  Campaign for Fiscal Equality: Students Speak Out.  Retrieved from http://teachersnetwork.org/TNLI/nyc/cfe/movieIntro.htm

Opposition to NCLB school voucher program: Fair or Unfair

Opposition to School Voucher Program

School vouchers are being challenged by organizations who believe that by providing this as an option for parents would be the demise of the public education system.  Or should I say the demise of the funding of public education and would actually serve private education school system. 

To the contrary,  the concept behind the voucher program is to provide parents a choice in schools their child attends.  Vouchers are a way for parents whose children are attending underperforming schools an opportunity and access to a schools which receive greater funding out of their own local community.  It is no secret that underperforming school are most concentrated in communities that have large minority families/students, coupled with access to quality school materials (i.e. books, technology, and in many instances highly qualified educators.  Even when parents with children in underperforming schools take it upon themselves to hold schools accountable or rely on states and districts to act in good faith and intervene when schools are failing, empty promises are more often than not are the case.

 

Lazarin (2013), puts it this way, "The Student Success Act neglects to close a well-known federal loophole that allows districts to allocate fewer total dollars to high-poverty schools compared to more affluent schools. In the grand scheme of things, federal dollars make up a very small portion of school funding—a little more than 10 percent. The bulk of school funding comes from state and local tax dollars" (para. 9).

 

If a parent (and student) is unsatisfied with the school he/she is attending and has an option and the means to a better school is not unfair for a parent to want their child to attend a  school that provide a greater quality and level of academic achievement?  It's only fair.

 

 

References

 

Lazarin, M. (18 July 2013).  The Sudent Success Act Is the Wrong Way Forward.  Retrieved from http://www.americanprogress.org/issues/education/news/2013/07/18/70033/the-student-success-act-is-the-wrong-way-forward/