Schools: stop being so unappealing

My seniors are not disappearing this Spring like they usually do.  That makes me happy. Most years, the arrival of warm weather means low attendance. I end up roaming the hallway outside of my classroom looking for students, wondering if enough will trickle in for class to feel like something other than a tutoring session.  I tell them: "Kids in private schools pay lots of money for classes this small," and I think that they think that's weird. 

But, while the students are actually coming, they are becoming increasingly difficult to engage and motivate. Lessons that would have sparked thoughtful discussions and led to meaningful writing, at least in my opinion, seem to drag on forever. Students are starting to complain that class is boring and I can see them looking at me with resentment in their eyes while they drudge through assignments.  There is not quite an air of loathing in the room. 

I have the benefit of teaching seniors, and for some reason this year they actually believe that they will fail if they do not do their work or come to class.  This has not always been the case, and I imagine that it is different for many teachers across the district, as it has been for me in the past.  

My real point here is that I really want to know if Baltimore schools can actually become places that students want to come to on a daily basis.  I know there is a seemingly overwhelming number of factors that keep students away, but the system must  implement changes to make schools a more attractive option for students when they are deciding how to spend their days. 

It is not enough for teachers to bear the burden of getting students motivated to come to school.  We can certainly have a huge impact, but it would be more efficient and effective if the district systematically made an effort to make schools more appealing. I have seen energized and effective teachers vampirized by the system, and when they move on or change positions, their replacements have to start from scratch.    

  

Facilities are a major issue, and talk of renovations is finally in the air.  Schools are aesthetically repugnant.  They are uncomfortable in all seasons. The water is poisonous.  There are long unused corridors devoid of natural light that lead nowhere.  At least this is true of my school.

Still the physical infrastructure is only part of the issue, and it is hard to separate other issues from the root causes, which might include but not be limited to underfunding, an obsession with testing, and the love/fear of failure.

I want to see Baltimore schools when they are a place that students want to come, even though they are sick of English class or the buss is late or they are hungry or they were up all night or the new Xbox game is particularly engaging or their friends are at the mall.  Our schools must realize their competition.  Learning must be willful in order for it to occur.  If schools are going to actually educate and enrich young individuals, they need to make them want to be there.  Or perhaps that is just pandering. 

Rising Suspensions against Latinos and African Americans in California

According to the article, "California Suspensions Used More Against Latinos, Critics Say," the current suspension policies in California cause Latino and African American boys, the students who need to be in school the most, to feel alienated.  Over 40% of suspensions in California are charged under the catch-all phrase "willful defiance."  Willful defiance is a term without clear limits.  Willful defiance is a classification that is coming under scrutiny especially as zero-tolerance policies from the 90's are being re-evaluated.  Under charges such as willful defiance, the article pushes that it is easier to be suspended as a black male exhibiting the same negative behaviors as white female.  


Although racial profiling may very well be a significant explanation for the higher suspension rates among Latino and African American men, it is important not to oversimplify the problem.  By not analyzing the potential causes for the racial imbalance of suspension rates, there is definitely something lacking from the analysis.  In some cultures, for instance in many inner-city black cultures, it is acceptable to scream when you are upset.  That is not acceptable in general in middle-class white culture.  The article hints that there may be cultural gaps that may explain the differences in suspension rates between races and this is something that should be explored further.  


Garfield High School in East Los Angeles has implemented a progressive behavior policy where teachers and counselors intervene before a situation even reaches a dean or principal.  Teachers who report a lot of behavior problems are given more management training.  Last year, the school only had one suspension and this year they have only had one so far.  Now this school can serve as a model for other schools in California.  As they said, suspension is now the last option instead of the first one.  

Regardless of whether suspension rates are high or low, the fact is that kids need correct intervention that actually help them understand what behaviors are expected of them.  They need to know that you care and that you are going to be fair.  Not enough good intervention to help kids know that you are going to hold them accountable and help them understand why they are making the decisions they are will undoubtedly lead to a failed disciplinary system.

How much better at critical thinking can you get?

Colleges may be headed down the same path of testing student achievement, according to a recent Washington Post article.  The University of Texas has been tracking student growth since 2004 using a test called the Collegiate Learning Assessment. So far, 500 schools have voluntarily participated in testing, either using the CLA or other equivalent tests.  A recent study drawing from a broad selection of schools has found that 36 percent of college students do not demonstrate any increase in test scores from freshman to senior year.  Fortunately, colleges have so far staved off attempts to hold them accountable for student outcomes.

At one point the article quotes a student, who scored an astounding 34 of 36 on the ACT, as asking: “How much better at critical thinking can you get?” It is impressive how this student has mastered critical thinking, but I find his or her words to be valuable beyond, perhaps, what they were intended to mean.

Our testing culture has been so focused on meeting basic skill proficiency that we have not implemented any tests that measure critical thinking skills.  During my time teaching, I have been drilled that good planning has clearly defined goals and desirable outcomes, which should be in turn measured with assessments.  Based on our school systems’ concern with increasing HSA scores, we must therefore intend for our students to struggle with basic proficiencies throughout high school. 

I imagine the assessments for the core curriculum will make an attempt to measure critical thinking once they are released.  I am concerned that we will not be able to score the tests efficiently even if they are written adequately.  If we can measure critical thought, and our test writers are capable of writing a test that does so, it may take a massive scoring event similar to the AP tests. Otherwise, we will be measuring critical though purely by multiple choice. 

In a perfect world, when high school classrooms are full of students who have mastered reading and writing and are able to focus on pure critical thought, whatever that actually is, how will we hold teachers accountable? We are having enough trouble accurately gauging how much students improve at reading each year, which is relatively easy to measure.  If schools are to actually teach students how to think critically, we should stop testing them altogether. But, since that is not likely any time soon, we should attempt to test critical thinking skills, or at least something beyond basic proficiencies in “core” subjects.  Our assessments should reflect our ultimate goal, and as it appears now, our goal is minimal at best.

Cyber Bullying

Just today, Liz Bowie, a writer for the Baltimore Sun newspaper, wrote an article entitled “Schools, parents try to keep pace with cyber-bullying tactics”. This article discusses Maryland’s agreement to be amongst the many states which include online harassment in its anti-bullying laws.

In Maryland, nearly 4,700 cases of bullying, harassment, and intimidation was reported last school year. The number of cases is increasing tremendously due to the fact that cyber-bullying can be done at any time. Unless students make staff, parents, and other administrators aware, they will have no idea that bullying is taking place.

“The consequences of cyber-bullying resounded in Maryland after the Easter Sunday suicide of 15-year-old Grace McComas. Her parents said the sophomore at Glenelg High School in Howard County took her life after months of being victimized online. "This incident underscores the 21^st-century bully, equipped with a cell phone and a Facebook, is a constant source of torment for our kids.” writes Bowie. So what is Maryland’s plan? Maryland will now increase its efforts to protect students by adopting The Safe Schools Improvement Act. This act ties anti-bullying policies to federal funding. It would require schools to have a code that prohibits the conduct, on or off school grounds. It also increases preventative measures and sets new reporting standards. To decrease the spread of cyber-bullying in Baltimore, In May, Baltimore County and Baltimore City students will also be able to attend an anti-bullying conference led by Ravens running back Ray Rice and Howard County Councilman Calvin Ball.

One of my suggestions would be for Baltimore to follow the state of New Jersey’s anti-bullying law. It is considered to be the most progressive in the country. Jersey requires all schools to have an in-house anti-bullying specialist. If our budget is in no shape to accommodate this position, hopefully it can be presented to the staff in a manner which encourages teachers and staff to take on such responsibilities without a large increase in pay. As technology continues to grow, students will only find other ways of bullying one another unless they are made aware of the affects bullying has on others. Students must also be taught to be empathetic. Lastly, students and parents should be made to sign an agreement stating that he/she is aware of the consequences which may occur if bullying, of any kind, is proven. To ultimately decrease cyber-bullying in Maryland, this must be a communal effort. Cyber-bullying must be addressed with students at school as well as at home.

On April 9, 2012 www.baltimoresun.com posted an article entitled “Stay in School”. This article discussed the struggle to increase Maryland’s dropout age to 18. Although keeping it at 16 sets low expectations for students, raising it would cost the state more money than the state can currently afford.  18 other U.S. states have increased its dropout age and found ways to modify its budget to include the rise in age.

I chose to read this article due to a conversation that I had with my principal. We discussed the MANY budget cuts that our school is facing next year. Although I understand the lack of educational funding, I am unaware of the what formulas can be used to assist the city in providing students with a good education while also not “banking” on saving money based upon the 9,000 student who drop out prior to completing high school. The reason for (good) schooling is to provide students with the skills needed to better prepare them for becoming upstanding citizens, who can soon join the states’ work force thus give back to the state. However, if has been proven that many states (Maryland included) spend billions more per year on supporting those without diplomas (through funding imprisonment and social service costs). Therefore, in my opinion wouldn’t it make more sense to keep students in school and educate them so that in later years the state does not have to support them.  Reading this article has encouraged me to continue research. I am hoping to find an exact comparison of the amount of money Maryland spends each year supporting those who have not graduated from high school to the amount saved by students dropping out. Lastly, I hope to find a study, from one of the 18 states which have increased the dropout age to 18, that shows how many of those students would have dropped out if they were not forced to stay in school; and how many of those students then became upstanding citizens who are in no need of support from the state.

Extreme Makeover: BCPSS Edition

There has been a lot on my mind lately.  As we start the 4^th quarter I contemplate what I need to do with my students before the summer arrives and they move on (hopefully) to the next grade; we attended many hours of Professional Development this past weekend, a significant amount of which was dedicated to thinking about the big picture in Baltimore, achieving transformational change for our students, and what our own legacies and ideals are as educators; and I look ahead to putting the finishing touches on my own Teaching Portfolio.  To be sure, this is surely a time full of reflection for many of us. 

However, as I sit here typing this, there is only one thing on my mind.  Something that is persistent and pressing and refuses to be ignored:  Oh my GOODNESS is it ever HOT in here!!!!  It’s a hot sunny Monday morning bleeding into a scorching and oppressive afternoon in Baltimore City.  I – like hundreds of my fellow teachers along with the students that we teach – am sitting in an un-air-conditioned classroom.  It’s hot.  Really, really (really really) hot. And it’s just April – there is more where this came from.  As I walk through the hallway on my planning period, I see students wilted across their desks, the drone of four or five fans in each classroom loud enough to compete with the voices of the teachers and students engaged in their lessons.   As I think about all of the things our students need, from rigorous instruction to school supplies, nutritious meals to sex education, I find myself asking: shouldn’t a little AC make that list?  At first blush it’s easy to think that AC is a “nice to have” not a “need to have” and to some degree there is validity in that.  Students need books and nutrition more than they need air conditioning.  But at the same time, the stifling heat that permeates most public education facilities and book ends our school years should not be ignored nor underestimated.   What message are we sending our students when we demand that they slug through hours on end in what could only be classified as extreme discomfort.  Is this an environment in which learning is happening?  A place where students are excited to come and eagerly take in all that they can?  No – when it’s this hot, our students are mostly looking at their watches and waiting for the day to be over.  They are not concerned about learning, about whether they are catching up to or falling further behind their suburban peers. 

So because of this I wanted to check out the latest buzz surrounding the push to improve Baltimore’s school facilities.  The new $2.8 billion dollar campaign, led by Transform Baltimore, has been generating buzz and garnering support all year long.  The city’s Mayor, Stephanie Rawlings-Blake, and City Schools CEO Dr. Alonso have recently presented a united front to bring about this badly-needed renovation and rejuvenation.   What’s more, the city’s business leaders and economic communities are taking note.  They argue that the city’s schools will play a vital role in attracting the ~10,000 new families that are needed to sustain Baltimore’s economic vitality.  Without getting into the details of the proposed plans, leveraged finance, and taxes, etc….it’s clear that a lot of people support new school buildings for Baltimore’s youth.  Why can’t we make this happen? 

On a recent school visit this fall, the difference that a building can make was illustrated to me in a very powerful way.  I was lucky enough to be given a tour of the City Neighbors high school.  The minute you walk through the door of this high school, you know it’s a special place.  It feels more like a (new and nice) college building than a public school facility.  It feels like a building where the students are respected, honored, and cherished.  Where the students are given what they need to grow and develop, and then are held to high mutual standards of respect and hard work.  The students themselves respect the building – there is no graffiti; only excellent-quality examples of student work adorn the walls.   As a community, we need to take pride in our schools, take pride in our students, and give them an educational experience that is inspiring and will serve them for the rest of their lives.  Ultimately, it is an investment not simply in real estate around the city of Baltimore, but in the next generation and what they can do for the city.

During last period today I received (and distributed to my students) a letter signed by Mayor Stephanie Rawlings-Blake, Dr. Alonso, and the Chair of Baltimore City's Board of School Commissioners. It addresses many of the issues discussed above. A few key take-aways:

- The letter reiterates the sentiment that we must provide better school buildings to support our students' education.

- It is more efficient and cost-effective to undergo this renovation now; it will only be more expensive if we put it off.

- At the Baltimore City level, the City Council is considering raising the beverage container tax to help raise revenues.

- At the state level, they are working on securing a block grant to leverage in order to secure more funds.

- As citizens and educators, we are called upon to support this issue and make our voices heard.

Maybe high grades, but are expectations high enough?

“What’s my grade?” This common question asked of educators by students, particularly near the end of the term, can represent much more than a numeric assessment of student progress. Imbedded within a student’s grade is essential qualitative information that reflects a sense of self worth for both the student and educator and a measure of ability and effort for both parties. Since I began my career in education, I have sought to construct a firmer philosophy on the essential essence of a grade as well as the process of grading, but often have found my feelings on the matter to be at odds with district policy.

In Baltimore City Public Schools, grades appear to be a constant source of anxiety, conflict, and confusion. Both teachers and students often lack autonomy in the measure of the grade and the grading process, as state curriculum, schools and departments standardize content and expectations for assessments. For teachers, this poses intense ethical questions about grading on effort versus mastery, progress versus completion of standards, the ability to prepare students to be successful academically but also to have the self esteem to be successful in other life endeavors. One particular example of this conundrum is the required 55% teachers must give students who are not passing their class, even if the student is truly earning far below that number (teachers also must give a 50% to no shows on their rosters). Pass/fail rates can be used as part of the evaluation process, and often teachers feel pressured to pass a certain number of students or to help students earn higher grades, even if this doesn’t necessarily reflect that students have truly mastered rigorous content and skills. With all this pressure on teachers, at what point are our high school students taking responsibility for their own learning? How does this low bar match up against what will be expected of them in their future schooling or careers?

Perhaps the most alarming element of this process is that many top performing students are still entering college feeling drastically unprepared. A recent article in the Washington Post illuminates how a student from a top performing D.C. charter school struggled immensely in his freshman year at Georgetown, despite always earning very high marks in his high school classes.

Link: http://www.washingtonpost.com/opinions/i-went-to-one-of-dcs-best-high-schools-i-was-still-unprepared-for-college/2012/04/13/gIQAqQQAFT_story.html

Is it right for a student to earn an “A” if this doesn’t signify that their work is setting them up to handle college material? Ultimately whatever a grade may signify, we should be preparing our students to be independent learners that can handle college coursework and also to be armed with a plethora of strategies for when they encounter a challenging course. Additionally, high school teachers should move their students to more college style classes, at least in small doses. While sending students home with a dense chapter to read and then lecturing on a related topic the following day doesn’t necessarily incorporate the clear cut “I do-We do-You do” teachers are expected to employ, it does present students with the opportunity to practice learning at a college level . When planning, instructing and grading, teachers should not be afraid to push students to the expectations that they will likely encounter in their post-secondary institutions.

The Budget Blues

Ah, it’s that wonderful time of the year when birds are chirping, flowers are blooming, and nothing can be agreed upon in our school systems budget…

Today, I sat in a meeting with our principal as he was trying to be transparent about where our budget was going for the next school year, and it’s just downright frustrating!

The state hasn’t had their budget approved, which means the city hasn’t had their budget approved, which means the school district hasn’t had their budget approved, which leaves me wondering at this table…”Why are we crunching imaginary numbers based on no factual fiscal information?” Anyways, I digress.

In Baltimore County, County Executive created a budget with no tax increases for fiscal year 2013. At the core of his budget proposal was public education and public safety. Currently, in Towson, there is great overcrowding down the York Road corridor. Therefore, by renovating schools and adding more seats in up to date classrooms, 1,100 more students will be placed in a first rate building. This systemic overcrowding could only be solved by adding more seats. In addition, 10 county schools would be adding air conditioning. Finally, 124 teaching positions would be added for all the incoming 1,100 students, and 50 non-classroom positions would be eliminated.

So, what does this mean for Baltimore City? I believe Baltimore City should take note of the renovation efforts being made by Baltimore County. A warm environment with a functional building is essential for a happy school experience. No child wants to go to a school where asbestos is present or there are window that are cracked. That devalues the importance of education. A student should be comfortable in their classroom as well as the teacher. A happy environment provides the groundwork for a safe and comfortable zone where teachers and students can learn and grow.

Link:

http://www.baltimoresun.com/explore/baltimorecounty/ph-tt-budget-briefing-0418-20120411,0,4310296,full.story

Dropout Law

The Maryland General Assembly is considering passing a law that will raise the dropout age to 18. President Obama has made it clear that there is a national concern about the high dropout rates for high school students. The Baltimore Sun recently wrote an article explaining the pros and the cons about the law. It is obvious by the information in the article that bill will pass despite its many negative effects on education. Requiring students to remain in school until the age of eighteen will cost the state about 54 million dollars per year. The law does not take this into consideration because it has no mention of additional money being added to the yearly education budget. Also, another concern which lawmakers have ignored is the amount of problems that this will cause classroom teachers. Students who are forced to sit in school will be a major disruption to the other students.

Honestly, this law will be about effective as putting a band aid on a bullet wound. Times have changed but the idea of school has remained the same. The time has come for not just individual schools, but the idea of school to be reformed. There should be serious discussions between parents, teachers, and administration about the purpose and expected outcomes of school. After decisions have been made, policies should be put in effect to slowly transform modern day schools into schools of the future.

As a current teacher of over aged student, I am confident that raising the dropout age will have minimal effect on the dropout rate and graduation rate. Students view school as a tumultuous, disadvantageous job that yields no paycheck. School should prepare students for post-secondary life whether a student chooses the college or vocational route. When students have an invested interest in what they are learning and can clearly see the connection between their classroom lessons and potential problems in their real life situations, then the dropout rate will decrease. Math teachers are encouraged to include real life applications in their lesson but students very rarely see the relevance of those problems. A student who aspires to be a barber does not care about how an engineer uses trigonometry but would be more interested in learning business math. Every aspect of school needs to be reformed, even the curriculum.

The DOOMSDAY BUDGET

I recently read an article addressing the approaching “Maryland Doomsday Budget” which if passed would require $512 million worth of budget cuts to schools and state programs.  Granted, this large amount of money would be detrimental to many programs that are present and quite possibly effective.  But just for kicks, I feel that it would be interesting to play devils advocate to this issue. 

I am most curious as to how effective the district’s spending has been in the past years.  With evidence of misspending surfacing, (such as the $14 million in overtime spending to city schools employees, $154 thousand of which went to Dr. Alonso’s PRIVATE DRIVER), could a budget cut of this magnitude force the district to refine its spending?  Furthermore, with the control of individual school budgets being in the hands of principals who may not have any background in business or financial education, are the individual school budgets subject to misspending as well?  I routinely am reminded of this as I enter my school that has invested thousands of dollars in SmartBoard technology which, with the exception of a few teachers, is vastly under-utilized.  How many more “resources” has this district invested in which are either not used, or do not improve the quality of education for our students?

I would be curious to see Baltimore City School’s contingency plan addressing the fact that this budget cut may be passed.  Would they search to remove frivolous spending? (*cough *cough A private driver for our fearless superintendent?) Or would the cuts truly effect the quality of education in this district?

City schools will have to shed more than 100 international teachers

Dr. Alonso took a bold move when he hired over a hundred Filipino teachers a few years back as part of a cultural learning opportunity. However, at a meeting yesterday at Poly, Dr. Alonso informed over 100 international teachers that they needed permanent residency or risk losing their jobs. The district (BCPS) could not sponsor 46 international teachers. This was the result of a market-test that showed that there was a surplus of American certified teachers who could fill the spots held by Filipino teachers.

The article in the Baltimore Sun further noted that according to US Labor Law, districts could only hire foreign teachers with a work visas for positions unable to be filled by American workers. This law therefore makes the current situation change since American workers are able and ready to take those positions held by Filipino teachers. Dr. Alonso said that he wants to keep the teachers, but that pursuant to labor laws, he must act. The next market data test will take place every September from 2014 to 2017.

The recent article on this fiasco is definitely important to school reform. We all know that teacher vacancies and teacher retention is tough in the US educational system. Furthermore, what we see is that districts are forced to use different formulas to ensure students receive their education. I have witnessed how Filipino teachers in schools is a common phenomenon in Baltimore. However, I can see why the district chose this route. Filipino teachers also pose some issues such as a lack of cultural connection with students and language barriers. This is not to say that they are not compatible for our students; but it does shed light as to whether they are effective. I have students who have had Filipino teachers and they have cited an inability to connect or understand their teachers. We know that if students are not invested or build a relationship with the teacher, then academic and behavior concerns arise. I wonder what would be the ripple effect on all the schools and as budget concerns continue to plague us what will happen to other teachers in alternative programs.

Link:

http://www.baltimoresun.com/news/maryland/education/blog/bal-job-market-test-finds-limited-positions-in-city-schools-for-international-teachers-20120411,0,1807229.story?track=rss

Maryland’s Service Learning Requirement: Good for Seniors?

Last week, the Washington Post published an article about Maryland’s mandate for all graduating seniors to complete 75 service learning hours. Of 35 states with policies on service learning, Maryland is the only state that requires service for graduation. Not surprisingly, many seniors put off this requirement until spring break of their senior year, leaving many in a last-minute rush to complete the hours. As a teacher in Baltimore City, I have also seen the spring break rush first-hand.

The larger question raised in this article is whether Maryland ought to have a service learning requirement. The intent of this requirement is to encourage students to gain experiential learning through community organizations. However, when students wait until the last minute to complete their service learning, the possibility of having a meaningful experience diminishes. Because of the rush of students during spring break, many charities and community organizations cannot accommodate the sheer number of students who want to volunteer.

Although Maryland could force students to spread out their 75 hours over a few semesters or even years, I think this would be far too difficult to monitor and enforce. Instead, I think teachers should infuse service learning into the high school curriculum. This way, service learning is not just a requirement that seniors must complete for a diploma, but a relevant learning experience.

http://www.washingtonpost.com/local/education/spring-break-for-seniors-community-service/2012/03/14/gIQAsfpqWS_story.html

Too Soon?

As some of you might have heard, right before teachers were released on Spring Break Baltimore County announced that the search for its new Superintendent was over: enter S. Dallas Dance, from Texas (really).  The switch did not come as a surprise as the superintendent of the last 12 years, Dr. Joe Hairston, declared that he would be stepping down months ago through an interview with The Sun.  That revelation came in October, so after nearly 6 months of searching, everyone was ready to hear what BCPS had come up with.

At first glance, Dance seems like a highly competent candidate: he has been a teacher, an assistant principal, a principal, and (most recently) the chief of middle schools for the Houston Independent School District (The Sun).  His last job earned him a great deal of authority due to the vast size of the Houston Independent School District, yet many worry that he is not ready for this new role.  Dance will be 31 years old when he takes office, making him the youngest BCPS superintendent in 50 years, according to Bowie.  Each of the positions he has held in the past have lasted for about two years, including his role as teacher.  Many parents are worried that he is simply trying to climb the career ladder, and that he will be gone from this role in another two.

At this point, he is certainly saying all of the right things.  He has been continually claiming that he wants to be "transparent", "open", and surrounded with "divergent" points of view.  I cannot help but wonder, however, how ready he is for this position having only taught for two years.  Many of us will soon be "2-year vets", but I certainly do not think I am now ready to be an assistant principal, much less a handful of years removed from being a superintendent.  I am also unsure of how 'in-touch' he will be with the issues of educators if he has only spent a limited amount of time in the classroom.  Ultimately, though, I am excited that BCPS picked a fresh new face for the new head of schools, someone who is hopefully devoid of cronies waiting for kickbacks as well as antiquated views on education.  I guess we'll just have to wait and see how this hire turns out; this dance is only just beginning.

It’s No Wonder Why This Generation Can’t Hold a Conversation…

On Wednesday, Governor Chris Christie announced that New Jersey’s first virtual school will be opening this fall. The New Jersey Vitrual Charter School will serve grades K-10 in its first year and hopes to expand to 11th and 12th grades in 2013 and 2014. Headquartered in Newark, students from all over the state will be able to attend this school.
Although identified as a virtual school, attendees will have access to blended learning in addition to online classes. Students will also be responsible to taking all state-required tests.

The idea sounds cute, at best. I am all for integrating technology into the classroom, but I am worried that schools like this one eliminate one of the key aspects of school: social learning. How do we expect children to appropriately interact with one another when at least seven hours of the day are spent in front of a computer screen. I wonder if a computer can properly nurture the development of kindergarten-aged children. Lastly, I am curious to see this school’s budget. I just don’t (and probably won’t ever) understand why resources are spent constructing virtual charter schools when Newark’s functioning public schools lack technology and other valuable resources…like books!

Yes, technology needs to be integrated into our schools, but how much is too much?

Reform?

Out of her big city chancellor job, Michelle Rhee has taken her talents to New York City. Since 2010, she and former chancellor of New York City Public Schools, Joel Klein, have joined forces in spearheading StudentsFirstNY. StudentsFirstNY is a school reform movement that promotes charter schools, resists tenure, and aims to rid New York City’s public schools of “ineffective” teachers. According to a New York Times Article, the two “have formed a statewide political group in New York with an eye toward being a counterweight to the powerful teachers’ union in the 2013 mayoral election.” Mayor Michael Bloomberg, the current mayor of New York City, is an advocate of school reform, but will most likely be replaced by a candidate with different views on education and teacher unions in the upcoming election. Both Rhee and Klein are notorious for going head-to-head with unions and are strong opponents of tenure. Thus, the two, in addition to a board of big name reformists, are pushing to bring StudentsFirstNY to the forefront of the reform discussion before 2013.

If you can recall, Michelle Rhee resigned from her position as chancellor of DC schools at the end of 2010. Initially installed by Mayor Adrian Fenty, Rhee was given absolute control over the district’s public schools. During her time as chancellor, Rhee fired hundred of teachers and shut down plenty of schools due to lack of student achievement as measured by standardized test scores. Rhee even adopted an evaluation system in which student test scores accounted for half of a teacher’s evaluation. It is no wonder why dozens of DC schools are now under investigation for cheating under Rhee’s term as chancellor.

While I am not completely at odds with the StudentsFirst reform philosophy, there are some aspects that truly concern me. Research shows that most charter schools have little to no effect of student achievement. Why aren’t these resources being poured into public schools? Furthermore, until standardized tests measure growth instead of mastery of what are supposed to be grade-appropriate skills, there is no way that test scores should determine if a teacher is ineffective or not. Lastly, as an educator and member of a union, I am a supporter of teacher unions and tenure as they provide valuable benefits to the profession. Neither should be used as a scapegoat for the problems our education system is facing. So while I can appreciate Michelle Rhee and Joel Klein’s radical reform ideologies, I am not sure of how the StudentsFirstNY movement will work to academically enrich our children.

Baltimore City PTA: Congratulations?

At the most recent meeting of Baltimore City’s school board, I was shocked to hear applause and congratulations that Baltimore City Schools is now an official member of the PTA. City school board commissioners congratulated the representatives of the PTA for meeting and having seven member-schools. I sat there dumbfounded by the idea that we did not have an organized PTA this entire time. I knew that my school did not have an official PTA organization, despite how often we hear that collaboration and communication with families is integral to a school’s success. I figured that was my school alone and surely other parts of Baltimore City must be utilizing this historic organization to better our schools and, at the bare minimum, meet the requirements of No Child Left Behind…right?

Apparently, Baltimore City Public Schools had member-schools and had an official PTA Council of Baltimore City before 2008. In 2008, however, the city PTA “was stripped of its authority to operate under the auspices of the state organization, amid concerns that the its [sic] president was expressing his personal views of the schools [sic] chief in his official capacity.” The President of the Baltimore City PTAs “gave Alonso an F for his revisions of the system’s organizational chart (he said it doesn’t include parents and community)” in his 2008 report card of the district. The PTA had various paperwork accountability problems, but was ordered to “cease and desist” essentially for being critical of City Schools not involving parents and community members.

At the board meeting I attended, the new PTA president said that the newly reauthorized PTA is attempting to organize PTA chapters and had 7 school-members. This entire ordeal seems somewhat absurd. Is it not more beneficial for our students to be advocated for by their parents and teachers on a regular basis rather than entirely disbanding the PTA for 4 years for standing up for family involvement? I worry that the PTA will struggle to gain traction within Baltimore itself even Baltimore once again has a voice in the state’s parent advocacy organization.

Is Red-Shirting A Solution?

I recently read an opinion piece in the Baltimore Sun that addressed the important issue of preparing Baltimore City students for the demands and challenges of college.  The author proposes using the idea of “red shirting” college-bound Baltimore youth to give them an additional year to sharpen their skills before heading off to college.  At first glance, the idea has merit.  Indeed, the author points to many current prep school and college remediation models that may work for many students.  Perhaps on a tailored, individualized basis such intensive preparation can really help students truly succeed in college.  The author’s emphasis on experimentation is also alluring  -- why not try this method and see if it can help ensure Baltimore’s children are ready to take full advantage of the academic opportunities afforded by post-secondary education?

However, as I thought about this proposal, I kept returning to the thought that this must be a temporary solution; a sort of stop-gap that might help in the short term but is not really a long-term fix.  There are two primary reasons that I keep thinking this.  The first, and most alarming, is that this proposal assumes that inner-city students inherently need a different formula for schooling, that they must be educated in a different way and with a different time frame than their suburban peers.  This is troublesome.  We should expect that all our schools provide an excellent education – not an “OK” education in 4 years and a “Good” one in 5.  If public schools are to remain a foundational piece of our democratic society, they must all provide an excellent education that prepares children for the various demands of their future.  Additionally, this proposal alarms me because I want to ask the question, “What are you doing in this extra year that you aren’t doing in the first four years of high school? Or all of K-12?”  If there is some combination of skill work or academic work that prepares students in a better way, we should be utilizing these methods throughout their education. 

Is academically “red-shirting” high school students a viable option to prepare them for college, or does this send our inner-city students a message that is demoralizing?  While experimentation in this area may reveal valuable findings, I think that spending more time in high school will not substantially improve the outcomes for our students. 

The Internet is really, really great....or is it?

Sex and pornography are topics many school districts consider off-limits. Sex education is rarely even discussed in the curriculum, much less offered to students. The Internet, on the other hand, is praised. With our current “technological society,” teachers and administrators are touting the vitality of the Internet as a source of information and are pushing for students to learn about how the computer can help them. Schools without computers and Internet put their students at a disadvantage -  peer counterparts in other parts of Baltimore City are effectively learning and using the Internet to their advantage. So when sex and the Internet collide, staff and schools are at a stand still.  

In an article the New York Times published Monday, one school in Missouri is feeling the heat because Internet filters are shielding students from pro-gay websites but not anti-gay ones. In conjunction with the Children’s Internet Protection Act of 2000, school and district Web masters block certain sites and leave others unfiltered. Simple solution to be in compliance with the act – block the inappropriate sites; give access to the rest – right? Wrong! In Missouri, the problem arose when anti-gay sites were left unfiltered and pro-gay sites were blocked. While some may argue this is censorship, others argue that Web masters are simply protecting our children. So who is right? No one knows. Who decides which content is appropriate and which is not? No one knows. Just like the Internet itself, so many questions and answers are ambiguous and highly controversial.   

This NY Times article sparked immediate interest because my school, a school in Baltimore City, uses website filters. While I can’t get on to YouTube to show short, educational videos, I can post pins on Pinterest and read a plethora of blogs. The filters most certainly block out pornography, but they also block out important news articles and sites that could help my students learn to research. Are Baltimore City web filters engaging in censorship, or are they just trying to protect our youth?         And what about the kids who know how to override the blockers? Are website filters even effective? My students, mere fifth graders, know how to access all the content they desire – violent computer games, pornographic music and who knows what else in the school’s computer lab.

Perhaps if we stopped filtering our websites at school (with the exception of true pornography), we could begin a conversation with our students about sex and other controversial content that is in Cyberland and life beyond the walls of the classroom. At home, our students live without filters, unless parents impose them. We need to gear our kids for the real world in a safe and healthy manner without making uncomfortable topics taboo – only then can we ensure that our schools are doing justice to our youth, turning them into citizens of the world with a keen understanding that the Internet is a platform for free speech and free surfing.    

Baltimore Schools 2.0

According to a recent New York Times Article, a district in Mooresville North Carolina created sweeping changes in its schools three years ago by providing a Mac Book laptop for every child in the school system.  Now, Mooresville is held up as an example of the potential that education technology can have to transform education.  According to administrators in Mooresville, test scores and graduation rates are up, the achievement gap has narrowed, and both teachers and students are more satisfied.  The obvious question is whether a similar investment could be a boon to cities like Baltimore that have long struggled to improve education and close the achievement gap.

A transformation like Mooresville’s highlights some of the key issues in the education technology debate – the costs (over $1 million per year and teacher jobs), the potential to personalize education for students, and the need for accompanying changes in attitudes and teaching methods. As researchers and technology supporters recognize, the implementation of technology without an accompanying transformation in teaching and pedagogy has little affect on student achievement.  Indeed, teachers and administrators in Mooresville are quick to emphasize the importance that professional development and changes in pedagogy have made in school culture and achievement surrounding the implementation of their program. 

If the claimed successes in Mooresville are true, then it has significant implications for a city like Baltimore.  In a city that struggles to find the funds to maintain and renovate its school facilities, is the cost of investing in technology the best use of funds?  More importantly, if the transformation is as much a function of professional development and a transformation of teaching styles, could not some of these components be implemented at less cost than a 1-to-1 computer program?  Although the use and integration of technology in classrooms may be inevitable and ultimately even beneficial, it clearly must be accomplished in a thoughtful and balanced manner that carefully weighs both the costs and benefits of such a transformation. 

Raising the Bar

I recently read an article that described the state boards endorsement of new standards to address gifted students in Maryland’s schools.  In response to this article,  the Chief Academic Officer for Baltimore City schools commented that the city schools is focusing their attention for GT programs primarily on the middle grades.

As a middle school teacher, I have noticed a strong push by the district and my administrators to get my students to the “proficient” level in their skills.  However, once they reach that level it is almost as if they are set aside.  I have yet to see a time where significant efforts and programs were in place to bridge the gap between proficient and advanced.  Considering that on many standards for the benchmark exams proficient is deemed as 60-80%, I find that this is a vast lowering of expectations. While I read that the district fully supports increasing differentiated learning opportunities to meet the needs of all students, including advanced learners, I have a hard time believing this.  Considering the large push towards an all inclusive model in the coming years, which again, is more designed for targeting the lower performing students, when is the district going to place a higher value on students performing at the higher levels of achievement?