There’s no question that education quality has an extraordinary impact on the future lives of students. As a parent of a new middle school student, I can personally attest to the importance of dedicated teachers, early childhood education and a focused, personalized approach to education. In numerous studies it has been shown that the quality of education, especially within the country’s public school system, varies widely by location.
There are several factors that contribute to success in adulthood. However, routinely we find that early childhood education and the empowerment of excellent teachers plays a pivotal role.
Students from economically-disadvantaged areas of inner-city school districts have a plethora of obstacles to overcome, including but not limited to: lack of economic mobility, reduced health care options, and exposure to crime.
Where schools should provide some relief from these challenges, they often serve as a grim reminder of how difficult it can be to escape difficult circumstances.
Harvard University Economist Raj Chetti has researched this topic extensively, compiling data from millions of Americans, he found that education quality relates to economic and social mobility. According to Mr. Chetti’s research, on average, “only about 7.5% of children from the bottom 1/5th of incomes will reach the top 1/5th of incomes nationwide. However, those odds tend to rise to 14-15% in rural areas and places with higher social capital. They sometimes decrease to below 5% in impoverished or socioeconomically-disadvantaged places.”
Children in lower income brackets disproportionately tend to be the recipients of sub-par educational resources. As Mr. Chetti points out on NPR’s ‘Hidden Brain’ Podcast, larger class sizes and less experienced teachers are all indicators that students are much less likely to obtain the cognitive and social skills necessary to advance themselves and their families.
The fact that these lower-performing public schools tend to be found in more impoverished or socially/culturally isolated areas is not a coincidence.
Prior to the implementation of the Every Student Succeeds Act (ESSA) in the 2017-2018 school year, education standards were largely determined by federal standards outlined in No Child Left Behind Act (NCLB). This structure did very little to address the specific needs of the most disadvantaged communities.
ESSA seeks to improve students’ chances at success by encouraging a more personalized approach to students’ needs, strengths and interests as well as improving and decreasing the emphasis on standardized testing. Much of the research suggests this approach will do more to advance specific, individual state school system goals and impact students’ lives.
It’s very important that parents, teachers, administrators and community members take strategic steps to address factors contributing to the educational shortcomings in some of our schools while working with policy makers to equitably utilize all the tools and resources available.
The future is now, and if our community ever hopes to eliminate the disparities that are at the root of many of the issues we are often confronted with (i.e. poverty, mass incarceration, chronic unemployment) we have to begin with education.
By requiring states to identify and intervene with their lowest-performing schools and take a more tailored approach to their improvement, ESSA is poised to have a significant and measurable impact on the state of public education in America.
There is a very real correlation between underperforming schools and generational poverty. If we wish to eliminate the latter, we must tackle education with a focus and energy that is specifically tailored to the needs of our communities.
Akil Wilson is a native Washington, DC-based, podcaster, and parent. He is a contributing writer for the Washington Informer in addition to providing broadcast commentary for a variety of media outlets.
By Arne Duncan
Originally published September 4, 2018
I am deeply troubled by the waves of distressing and insensitive policies emanating from the office I once occupied. Some recent ones even have Republicans shaking their heads.
While the U.S. Department of Education has sent mixed signals, it appears the department would tacitly approve the use of federal education funds by districts to buy guns. That’s a long way from the 1965 law that brought the federal government into the world of education.
The original Elementary and Secondary Education Act was part of a package of civil rights laws aimed at advancing equity and justice in the classroom. It followed a decade after the historic U.S. Supreme Court decision to end legal segregation. It was America at its best, raising our sights and uniting us behind common goals.
Secretary Betsy DeVos’ position on the use of guns is part of a pattern that takes us backwards. In recent days, she has announced plans to roll back guidance we issued on campus sexual assaults. More than 1 in 5 young women and more than 5 percent of men, report being assaulted; yet, she acts more concerned with the rights of the accused than the rights of victims…
The Trump administration also weakened protections for student borrowers and reversed the rules we developed for holding for-profit schools accountable. Our young people are drowning in debt, delaying home purchases, and filing for bankruptcy, but DeVos seems more concerned with protecting for-profit colleges that are ripping them off.
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Now that the Every Student Succeeds Act has been officially in place for a whole school year, states are beginning to release their lists of schools that need extra help. And there’s a particular group of schools that experts are watching closely: Additional Targeted Schools.
That’s a wonky term for a particular set of schools that need improvement, but it’s one to watch: It could end up describing anywhere from 30 to 70 percent of schools, according to preliminary observations by the Center for Assessment, a nonprofit that works with states on testing and accountability. (Although that may be the typical range, many states will be under the 30 percent threshold, the Center said.)
This bears out in individual states, too. In California, at least a quarter of schools would qualify, according to a report compiled by the state board of education earlier this year. (Check out page 429 of this document for more.) And a plurality of those schools would qualify because of struggling performance among students in special education.
Similarly, Louisiana found by using data from 2015 and 2016 that about 42 percent of its schools would fall into the category. Most would be identified because of poor performance of students in special education. (Check out page 66 of the state’s ESSA plan for more).
So what exactly are Additional Targeted Schools and what’s required of them under ESSA? Under the law, states must flag Title I schools that are in the bottom 5 percent of performers in the state for what’s called “comprehensive support and improvement.” In those schools, the district is required to come up with an evidence-based plan to fix the school’s problem, monitored by the state…
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One year into a four-year $49 million initiative to improve training for aspiring school principals, a new RAND Corporation report found that seven universities are beginning to change their principal preparation programs to better reflect the real-world demands of the job.
The seven universities participating in The Wallace Foundation’s University Principal Preparation Initiative (UPPI) are redesigning their programs by working with local high-need school districts that hire their graduates as well as accreditation agencies in their states—a move not typical of most other programs.
“Past research shows that successful principal preparation programs should include partnerships with districts,” said Rebecca Herman, a senior researcher at RAND and a lead author on the report. “Our report illustrates such engagement is feasible, valuable and critical to creating these programs.”
Principals help set school vision and culture, supporting teacher effectiveness and, ultimately, improving student achievement. Some educators say many university programs that train principals favor theory over practice and provide too little field experience in which candidates learn by taking on duties of school leaders. The initiative seeks to boost such programs by generating lessons for other universities on how best to design a program that prepares effective principals.
The RAND report found that, during the first year of the initiative, programs are working to better align programs with expected skills needed upon graduation, as well as ensuring their programs meet state and national leadership standards. All have taken evidence-based self-assessments to see how programs can be improved and developed models to guide their redesign. Programs are trying to develop a more coherent curriculum that integrates theory and practice, and offer more hands-on training opportunities and greater collaboration with school districts by asking practitioner-leaders to work as part-time instructors.
BY NITA SMITH, Executive Director, Friends of the Children
Josh, a salaried, professional mentor through the Friends of the Children program, has been William’s friend since he was in kindergarten. When he first met William, his biological mother had substance abuse issues and had not been present since his birth. His father’s whereabouts were unknown.
William lived with his aunt and uncle for a short time, where he struggled continuously with behavioral issues.
After about a year, William was removed from his aunt’s care and placed back into foster care where he would then experience multiple placements and school changes, which had a profound, noticeable effect on his behavior and school performance.
Throughout all of the transition and trauma in William’s life, his friend Josh remained a consistent presence, always locating him and ensuring that he maintained regular weekly outings and school visits.
William is now in the third grade, and Josh remains a consistent presence in his life. He has been adopted and now attends a new school – his fourth school since starting kindergarten.
Early on, Josh and the adoptive mother formulated a plan to ensure stability and consistency in William’s life as well as continued academic and behavioral progress. William is now actively involved in sports, and his behavior in and out of school continues to show significant improvement.
Josh’s consistency, quality and caring investment in William has resulted in a network of diverse support for his social-emotional development and educational success.
We are facing many challenges with our foster care system in Tampa Bay. Children—particularly older youth—in foster care are slipping through the cracks and not getting the support they need to move beyond their foster care experience. We are now part of the solution.
Friends of the Children—a national network with 14 other locations across the country—has been so successful in Tampa Bay that we are investing in the launch of a new chapter that can now serve more children in foster care in Pasco, Pinellas and Hillsborough counties.
Friends of the Children—Tampa Bay selects the most vulnerable children ages four to six from high-poverty schools and the foster care system. Youth are then paired with a long-term, salaried, professional mentor (a friend) who stays with them from kindergarten through graduation – 12 and a half years, no matter what.
Research has shown that the most important factor for building resiliency in children who face the highest risks is a long-term, consistent relationship with a caring adult. Evaluations on youth who complete the Friends of the Children program, compared to youth in foster care without a Friend show that:
Eighty-five percent graduate high school, whereas only 55 percent of youth in foster care graduate high school or obtain a GED diploma.
Ninety-three percent avoid the juvenile justice system, but only 63 percent of youth in foster care avoid incarceration.
Ninety-eight percent avoid early parenting, whereas only 86 percent of youth in foster care avoid early parenting.
This model also makes economic sense. A Harvard Business School Association of Oregon return on investment study found that for every $1 invested in Friends of the Children, the community benefits more than $7 in saved social costs. Helping one child saves the community $900,000.
Separation from a parent is considered an adverse childhood experience which causes childhood trauma. The toxic stress they experience can lead to short-term and long-term mental and physical health problems, academic delays and social-emotional development delays that are hard to counteract.
As a result, children struggle to gain the social-emotional skills needed to thrive and build positive relationships, let alone do well in school. We empower our youth through social-emotional learning to ensure they are equipped with skills to persist in achieving their goals. We also help them build healthy relationships that will serve them well in school and into adulthood.
Moving mentorship out of the volunteer realm is a crucial component to getting the quality, consistency and commitment that children are facing the highest risks need, and it has been remarkably effective with youth in foster care. We also intervene at an early age—and stay for the longhaul—so that we’re able to change a child’s life trajectory, which is much harder to do as they get older.
Friends of the Children has already positively impacted the youth we serve in Tampa Bay, as well as their families. From the grandmother who can be a better parent to her grandson because of behavioral improvements, to the mother who was able to keep her seven children together because a Friend helped the family find housing, we open the door to upward social mobility.
Imagine if we could give every child in the Tampa Bay foster care system a consistent, caring adult who walked alongside them for 12 and a half years, no matter what. It would change the face of our foster care system.
WASHINGTON, D.C.—Five leaders from around the country have been appointed to the National Assessment Governing Board to serve four-year terms, U.S. Secretary of Education Betsy DeVos announced today.
This year’s Governing Board appointees include four new members and one re-appointed member—the Board’s current Vice Chair Tonya Matthews. The appointees’ terms begin on Oct. 1, 2018, and end on Sept. 30, 2022.
The appointees will help set policy for the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card. NAEP offers to the public and to education policymakers at the national, state and local levels, objective data on student performance in nearly a dozen subjects. The information NAEP provides helps education stakeholders evaluate the progress of American education. The 26-member nonpartisan, independent Governing Board determines the subjects and content of NAEP tests, sets the achievement levels for reporting and publicly releases the results.
“I’m pleased to welcome this diverse group of leaders from across the country to the National Assessment Governing Board,” Secretary DeVos said. “The board plays an important role in assessing student achievement, and I am confident that their collective experience will be a valuable asset as we work to ensure that all students have equal access to a great education that gives them the opportunity to reach their fullest potential.”
The appointees and the roles they represent on the Board are listed below:
Paul Gasparini, Secondary School Principal: Gasparini is the principal of Jamesville-DeWitt High School in Dewitt, New York, a position he has held for 17 years. Gasparini chairs the Central New York High School Principals Consortium, and his accolades include being named state high school principal of the year by the School Administrators Association of New York state.
Julia Keleher, Chief State School Officer: Keleher was appointed as Puerto Rico’s secretary of education in December 2016. She has more than 20 years of experience in education at the federal, state, district and school levels. Keleher is also an adjunct professor at The George Washington University, where she teaches graduate-level courses in the Business School and the Graduate School of Education and Human Development.
Tonya Matthews, General Public Representative: Matthews joined the Governing Board in 2014. She is the founder of The STEMinista Project—an initiative to engage girls’ interest in science and technology careers. Mostly recently, Matthews served as president and chief executive officer of the Michigan Science Center, a science museum for children and young adults in Detroit.
Mark Miller, Eighth-Grade Teacher: Miller is a mathematics teacher and chair of the mathematics department at Cheyenne Mountain Junior High School in Colorado Springs, Colorado. Miller has more than 20 years of experience teaching mathematics at the junior-high level. Miller is a National Board Certified Teacher and serves on a standard-setting panel for the National Board for Professional Teaching Standards. His accolades include being nominated for the Presidential Award for Excellence in Mathematics and Science.
Nardi Routten, Fourth-Grade Teacher: Routten is a fourth-grade teacher at Chester A. Moore Elementary in Fort Pierce, Florida. She has taught third- and fourth-graders in St. Lucie County for more than 20 years. Routten, a National Board Certified Teacher, has received local and national recognition for her excellence in teaching, including the Milken Educator Award in 2014.
“We are excited to have such a breadth of talent and expertise join the Board and contribute to a group of leaders who are dedicated to maintaining NAEP’s rigor and quality, while making the assessment useful and relevant for the public,” said Lisa Stooksberry, deputy executive director for the Governing Board.
Every year, the Governing Board conducts a nationwide search for Board nominees. After the nominations period ends, the Governing Board narrows the pool of nominees to a list of finalists from which the U.S. Secretary of Education selects Board members.
The Governing Board is now accepting nominations for Board members whose terms will begin Oct. 1, 2019. To learn more about the open Board positions and the nomination process, visit http://bit.ly/JoinTheBoard11. Nominations are due by 5 p.m. EST on Oct. 31, 2018.
The National Assessment Governing Board is an independent, nonpartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Congress created the 26-member Governing Board in 1988 to set policy for the National Assessment of Educational Progress. For more information about the Governing Board, visit www.nagb.org.
A spirit of hope and change hovered over the S.H.A.P.E. Community Center in Houston’s historic Third Ward community Thursday, November 15th, as dozens of engaged parents, educators, elected officials and community members were on hand at the Black Parents’ Town Hall Meeting on Educational Excellence, where a lively discussion about the state of education for Black children in the Greater Houston area took place.
Houston Independent School District (HISD) Board President Rhonda Skillern- Jones, Texas Southern University (TSU) student and Forward Times intern Treyvon Waddy, Educator Larry McKinzie, and Community Activist Monica Riley and her daughter Chirelle Riley
The event was made possible by the Bill and Melinda Gates Foundation, who partnered with the National Newspaper Publishers Association (NNPA) to create a three-year, multi-media public awareness campaign focusing on the unique opportunities and challenges of The Every Student Succeeds Act (ESSA). ESSA, which reauthorized the Elementary and Secondary School Act (ESEA) and replaced No Child Left Behind, received bipartisan support and was signed into law by President Barack Obama on December 10, 2015. The regulations are administered by the U.S. Department of Education and went into effect on January 30, 2017.
Under ESSA, states across the country adhere to more flexible federal regulations that provide for improved elementary and secondary education in the nation’s public schools. The law also ensures that every child, regardless of race, income, background or zip code has the opportunity to obtain a high-quality education.
By raising awareness of ESSA policies, the NNPA, which is a national trade association of approximately 211 Black and women-owned U.S. media companies with a weekly print and digital readership of over 20.1 million Black Americans, seeks to empower parents to advocate for instructional strategies that are in the best interest of their students and communities. In addition, this is a tremendous opportunity to increase support around academic issues that will make a difference in closing the achievement gap and ultimately the wealth gap.
Dr. Elizabeth V. Primas, who serves as the program manager for the NNPA ESSA Public Awareness Campaign and is a life-long educator, was on hand to welcome attendees and talk about ESSA being a tool to help increase the effectiveness of public education in every state, including Texas. Lynette Monroe, who is the program assistant for the NNPA ESSA Public Awareness Campaign, served as the event moderator.
Attendee and parent Johnny Taylor addressing the panelists
The panelists were asked questions regarding several topics, including how the Texas Education Agency funding structure promotes or inhibits equitable school funding, their views on standardized testing overall and specifically African American student performance, effective ways to communicate and foster engagement with African American family members, how to increase community engagement, and things the Texas Education Agency or other entities can do to better prioritize the needs of students who receive special education services.
“You must get engaged in your child’s education to ensure they don’t become a statistic,” said parent and community activist Monica Riley.
Monica was one of the five panelists, along with her daughter Chirelle Riley, who participated in this powerful panel discussion, which also included Houston Independent School District (HISD) Board President Rhonda Skillern-Jones, educator Larry McKinzie, and Texas Southern University (TSU) student and Forward Times intern Treyvon Waddy.
Monica, who is the mother of seven girls and a product of the public school system, talked about the passion she developed about education, particularly after having to make tough choices about her children’s educational future. After sending her children to public school, private school and even choosing to home-school them, Monica became an educational advocate in order to tackle the issues she saw that were not being addressed by the school administrators tasked with addressing those issues.
Black Parents’ Town Hall attendees listening to panelists
Chirelle, who is an 18-year-old sophomore at Houston Community College, spoke about her educational experience from a millenials perspective and emphasized the need for school leaders to ensure students are being taught information that can benefit them beyond simply taking a test.
Skillern-Jones spoke about her own experiences dealing with the educational choices for her kids, which is what drove her to run for public office and become a school board trustee and seek to bring about change from within. Skillern-Jones stated that the elected decision makers at the state level have made things difficult for school districts to solve many of the problems African American children face. She remained optimistic, however, that community engagement could change the current state of the educational system in Texas.
“I think that teachers should contact parents in some way on a consistent basis, not just to say your child is doing this well or this what your child did in class that day, because that’s not personal enough,” said Waddy, who is a graduate of HISD and attends TSU. “Teachers should seek to build trust with the parents and seek to know the parents on a first name basis, so they can stay in the loop. I think that will go a long way and would open the door to discuss more personal things that may be affecting the child.”
McKinzie, who is a 24-year-educator, parent of two public school students and a community activist, states that parents must talk to all elected officials and administrators and be an activist for their children. He believes that the charter schools, which are only located in Black and Brown communities, take away the necessary resources from the public schools in those same communities which disparately impacts those schools.
This regional town hall meeting was a follow-up to the National Town Hall which took place on June 26th at the Gethsemane Community Fellowship Church in Norfolk, VA, which was a part of the NNPA’s Annual Conference. This regional town hall meeting was one of several that are taking place across the country, with the focus being on encouraging parents to get involved and stay engaged in their child’s education.
U.S. Secretary of Education Betsy DeVos and her team are moving forward with parts of a department-wide reorganization proposal unveiled earlier this year, including elevating the office charged with helping to advocate for the private school community within the federal bureaucracy, and changing the way privacy policy is handled.
The office of nonpublic education, which was previously part of the soon-to-be-defunct office of innovation and improvement, will now report directly to the office of the secretary. DeVos is a longtime advocate for vouchers, tax credit scholarships, and other forms of private school choice.
That move and other reorganization changes were first reported by Politico.
The remainder of the office of innovation and improvement will be moved to the broader office of elementary and secondary education, Education Week reported earlier this year.
DeVos is also planning to move the department’s budget office, which she has reportedly sought to eliminate, into a new office of finance and operations. That office’s other jobs will include finance, accounting, budgets, contract management, personnel, business data analysis and more.
And she will make changes to the way privacy policy is handled within the department. The department will continue to have a chief privacy officer, who will be housed in the office of the chief information officer. The chief privacy officer will be in charge of privacy legislation, privacy safeguards, and information collection and clearance. Subject matter experts in the family policy compliance office will provide student privacy technical assistance, and investigate Family Educational Rights and Privacy Act violations, said Elizabeth Hill, a spokeswoman for the agency.
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Over the course of last spring I had the opportunity to sit down with dozens of parents to hear their take on the promise of a personalized learning environment for their child. What I heard were two very different visions of what personalization could look like. As the lower school head at a progressive independent school in Silicon Valley, I conducted the final parent interview before admissions decisions were made. I asked every set of parents to tell me what about our school model resonated with them. Parents invariably responded: “Personalized learning!” I was struck by how they each described their vision of a personalized learning classroom so differently. I realized that as a school we would need to provide clarity on what personalization meant to us.
The ways in which schools personalize learning are far from universal, and the available options require compromises that few educators have started talking about. As teachers and principals around the country ponder how to leverage technology to provide a more personalized learning experience for students this school year, they, too, will need to decide what they value.
The term “personalized learning” has been on the rise over the last decade. According to Google Trends, use of the term really started taking off in 2013. But for all that searching, the phrase seems to mean anything or nothing. The visions and values that fall under the brand of “personalized learning” are as different as the beliefs people have about “healthy eating,” from Keto to Atkins diets.
“Personalization” is not a set of common tactics. There are schools that personalize by having 90 kids sit in a gymnasium working on adaptive software. Some schools personalize by turning over to students all decisions about how, when, and where to work. Some schools provide one-on-one teaching throughout the day. Others personalize by giving students “flex time.” There are also schools that characterize personalization as tracking, differentiation, and individualized education programs.
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By Joe Feldman, Founder, Crescendo Education Group
The battle for equity in our schools is not only a fight to guarantee access to great teaching and high-quality learning environments, programs, and materials. The battle for equity also includes the practices and policies that teachers use to describe students’ success or failure in school. An issue often overlooked, grading, is of critical importance. Grades determine so many decisions made about our children: whether they are promoted, qualify to play on the athletic field, graduate, receive scholarships, and get accepted to college. Unfortunately, in too many schools and classrooms, teachers often unwittingly assign grades in ways that are unfair and make success more difficult for black and other underserved children. Teachers go to great lengths to identify what percentage quizzes, homework, tests, extra credit, and class participation count towards the overall grade, but the seemingly objective way educators determine grades are often inaccurate, hide student achievement, and actually perpetuate achievement gaps.
First, teachers inject subjectivity and biases into their grading. In much the way that schools’ disciplinary actions often disproportionately punish African-American, Latino, low-income, and students with special needs, too often traditional grading practices are often corrupted by implicit racial, class, and gender biases that affect individual teachers’ grading. Teachers often include in grades a student’s “effort” or “participation”—a subjective judgment about that student which may have nothing to do with how much the student has learned.
Second, traditional grading rewards students with privilege and punishes students without them. When teachers award points for completing homework and extra credit, they are giving advantages to students with greater resources—those with college educated parents who are available at home and can help with homework or the extra credit assignments—and making it harder for students who have weaker education backgrounds and fewer supports.
Third, grading is often based on calculations that depress student achievement and do not account for progress students make. A student may fail early on, but if they dramatically improve, their initial grades of F combined with subsequent grades of A average to a C for their final grade. This is a mathematically unsound approach that punishes students who have early struggles and conceals their progress and final achievement.
Even though teachers are dedicated to having every student succeed, they have never been trained in how to grade. They grade how they were graded, and perpetuate the same unfair and biased methods. Fortunately, new research has illuminated the harms of traditional grading and identified more equitable grading practices that are based on sound mathematical principles that (1)don’t average performance over time, (2)value growth and knowledge instead of environment or behavior, and (3) build soft skills like teamwork and communications skills without including them in grades. Grades based on these approaches have been shown to reduce failure rates, particularly for historically underserved students, and empowers teachers to create more caring classrooms.
But ensuring that schools grade students equitably isn’t just the responsibility of teachers and principals. Parents have a crucial role to play. Parents can begin by asking their child’s teacher a simple question: What would be my child’s grade if it were based solely on their academic performance? This can start an important and clarifying discussion with the teacher while encouraging the entire school to tackle a problem many have been unwilling to address. It is pertinent that parents understand what grades mean. As educators it is important that we ensure grades clearly communicate a student’s academic performance?
It’s time for parents and teachers to ask these questions about grading. If we expect our children to succeed in school, we need to be sure that they are graded accurately and fairly. If we believe that our students can compete on the world stage, then we’d better make sure that we have grades that tell us clearly if they’re ready.
Joe Feldman is a former teacher and school and district administrator who is the founder of the Oakland, CA-based Crescendo Education Group, which helps educators introduce more equitable grading practice. He is the author of Grading for Equity, published recently by Corwin Press, and the paper, School Grading Policies are Failing Children: How We Can Create a More Equitable System.
By Arne Duncan
WASHINGTON, D.C.—Five leaders from around the country have been appointed to the National Assessment Governing Board to serve four-year terms, U.S. Secretary of Education Betsy DeVos announced today.
