Archive for the ‘low-performing schools’ Category

Healthy Schools-Look Again

Wednesday, June 22nd, 2011

Congress is still quarreling over health care services, even though the bill, Patient Protection and Affordable Care Act, was passed in March 2010.

Let’s review once again how health care reform will help schools.

Since 2010, Michelle Obama’s healthy eating and exercise campaign supports students. Such children have the stamina and perseverance to learn, a school reform goal to close the academic achievement gap for ‘at risk’ students.

It’s another fact that the entire school community–parents, school personnel with and without their own children, the next-door neighbors, city council members, and the governor– benefit from an improved health care system.

Until the arguments stop and care begins, what has happened?

At low-performing schools, the majority of students come from families where the parents work hard at low-paying jobs with minimal health coverage and high co-payments.  Or worse, the employer can’t afford to offer coverage. Parents are fearful of applying for Medicaid because of immigration complexities.

So, the student gets a cold, but he goes to school anyway because the parents can’t take time off to care for him.  He gives the cold to another student.  That child doesn’t go to the doctor because the parents can’t afford the co-pay.  Then the teacher gets the cold and uses sick days to recover.

Please don’t shrug and say ‘that’s life.’  The student can hardly hear or participate in lessons because his head is stuffed up.  The substitute does her best, but can’t teach the lesson as well as the regular teacher, who knows the students.  Days and days of learning are lost.

And that’s just a common cold.

In many low-performing schools, students go without glasses or hearing aids.  It’s easy to understand how those children have learning difficulties.

But what about teeth problems?  The parent doesn’t have coverage so nothing happens until the child comes to school with a swollen cheek and the part-time health aide makes an appointment with the county health clinic.  Then the parent must take off work for which she doesn’t get paid, and they sit for hours in the clinic waiting to see the dentist.  More school days missed.

Other obstacles stand in the path to good health. How many states with budget problems have cut back on community clinics?  In how many states is the public supporting health care and school reform, but unwilling to pay for it?

People say it costs too much.  I need the money.  I don’t have kids.  I’m as healthy as a horse, don’t even want insurance for myself much less those kids.

Suppose, then, the student’s father gets cancer.  The family’s bread winner can’t work, has huge medical bills, and loses his insurance.  The next-door neighbor, the city council member, and the governor end up paying higher premiums for their coverage as hospitals and medical groups shift the health care costs because of the father who can’t pay any longer.  Don’t forget the days the student can’t pay attention in class, worried over her father’s illness.  She stays home from school to care for her baby brother so the mother can go to the hospital.

What to do?

Once all the new health care legislation goes into effect, the school community should hope the dad with cancer gets health insurance with a medical/hospital group where the medical staff is paid for the quality of care they give, not for the number of services.  One sure way to lower health care costs for everyone.

The school community should hope the doctors will have all the dad’s records and send him quickly to the oncology department.  A traveling nurse will visit the family at home.  The children won’t miss school.

These sad stories weren’t made up to get sympathy.  These were actual situations at the school where I taught.

It’s why the entire country must get behind health care reform. Low-income families can get insurance and the regular guy won’t pay out for an unhealthy insurance model.

Finally, instead of coughs, ear infections, drowsiness, students will concentrate on becoming successful learners.

Same school issues, fierce opinions

Wednesday, March 23rd, 2011

In the media this past week, education news, opinion, and letters to the editor ranged from pieces on kids, parents, and teachers to budgets and unions. Same issues, fierce opinions.

Kids and parents…

On Monday, March 21, KQED, the local San Francisco NPR station, commented on the revised school assignment system from the district’s assignment center. After years of complaints, it now appears that parents are not requesting the neighborhood school as first choice, but the school with the preferred program–especially language immersion; schools with high-achieving scores on state tests; and new K-8 schools. Variety in school programs is wonderful for a diverse population. One hopes money doesn’t disappear as schools open next year.

Close schools or convert…

The Detroit school board, facing governance, academic, and above all, financial problems, is preparing to vote to convert 41 of the 141 public schools to charter schools. The financial manager brought in to straighten out the financial woes for the district feels the numerous low-performing schools must have a strong overhaul to begin to address the academic needs of students. The 73,000 students in the large urban district will attend new charters in September 2011 or find their neighborhood schools closed. District finances are that dire. The pros and cons can be read in 3/21/11 Edweek on-line.

How students do better…

Good health is an effect of good education. One year after the Affordable Care Act of 2010, economist William H. Dow, U.C. Berkeley, asserted the relationship between well-educated Americans and health.  The idea is that adults without a college degree, much less a high school diploma, have poor health habits and can’t get jobs to pay for health insurance. The circle of distress goes round and round.  The conclusion is that the California legislature and U.S. Congress should not be niggling over the cost of education because in the long term health costs will be saved. Sound plausible? See the March 20, 2011, San Francisco Chronicle “Insight” article.

Women on the children’s side…

Friday, March 18, 2011, Gloria Taylor, co-president of the California American Association of University Women, wrote a letter to the editor for the state’s 1,000 women members. The association, on behalf of women and children, supports the tax revenue extension proposition on the June 2011 ballot to bring the California budget into balance. Who will a balanced budget help? Students for sure.

Unions and the judge…

On Friday, March 18, 2011, efforts in Wisconsin to wipe out public sector collective bargaining rights were stalled when Judge Maryann Sumi of the Dane County Circuit Court in Madison, Wisconsin, ordered a temporary restraining order to block the law from taking effect. After a month of raucous marching and devious legislative maneuvering, both sides of the conflict are waiting for legal moves. Public sector employees hope for the best. Teachers know that collective bargaining is one tool for revising fraught evaluation procedures, the huge and necessary need for teacher stability.

Reduce Deficits, Eliminate NWP?

Wednesday, March 9th, 2011

In the fervor to reduce the United States deficit solely by spending cuts, Congress and state legislature members are, from a teacher’s point of view, kicking every dime down the drain, come what may.

What will come is a further downturn in education opportunity for public school children. For instance, vouchers take money from public schools to fund private schools-under the morally righteous statement that the legislation, as in Indiana, will provide a chance for low-performing students to improve their achievement by attending a private school. There are many ways to turn around the success of students in urban settings. The most obvious is for legislators to insist on reform in the public school, not buy off desperate parents and students.

Such an argument for good reform rather than reckless spending cuts was offered earlier this week at BostonTech, a school visited by President Obama and Melinda Gates of the Gates Foundation.

To reform low-performing schools, the legislation to cut national funding support for educational programs that actually work doesn’t make sense. Caroline Griswold writing a Letter to the Editor in the San Francisco Chronicle of March 5, 2011, noted the most egregious assault: cutting all support to the National Writing Project, a teacher designed and implemented program to improve instruction for the most difficult of all language arts subjects-written composition. All students, whether interested in science, math, English, history, or vocational arts, do better with written language skills.

Elimination of funding “jeopardizes a nationwide network of 70,000 teachers who deliver localized, high-quality professional development to other educators across the country in all states, across subjects and grades,” states NWP executive director Sharon J. Washington.  All told, 200 sites established at universities and colleges in fifty states, Washington, D.C., Puerto Rico, the U.S. Virgin Islands, and international locations provide workshops using a model developed at the University of California at Berkeley in 1973 by high school English teacher extraordinaire, Jim Gray.

In addition, the National Writing Project is accountable for its results. In fact, nine research studies in five states have confirmed significant gains for students whose teachers have participated in NWP programs.

A model designed by teachers to teach teachers that holds itself accountable is the goal that will help improve public and private school education. Legislators should be slapping high fives over its success. Where’s the logic in stripping NWP of funding?

Same goes for Reading Is Fundamental (RIF) that offers books and models for parents to improve literacy for students. National funding is being dumped, in spite of the statistic that nearly two-thirds of low-income families in the U.S. own no books.

Fortunately, RIF is supported by corporations, foundations, community organizations, and thousands of individuals. The only hope for RIF is continued generosity. With dismal education budgets, Congress’ desire to cut NWP funds overwhelms its proven quality. Maybe the Gates Foundation will take up the cause.

Why slash funds from programs that work, all to satisfy citizens who think they are paying too much tax, but want to reduce the deficit? What’s the problem for the one-thousandth of citizens who have most of the money in this country and do not pay anywhere near the tax rate levied on the rest of us?

Moderation in the Education World

Wednesday, March 2nd, 2011

Ever hear Aristotle’s phrase “Moderation in all things?” Talk in the education world is anything but moderate right now. No consideration given to the mean or to compromise. Who thought that collective bargaining would bring down the curtain?

administrator and teacher analyze data

administrator and teacher analyze data

Teachers have been concerned about ‘pink slips’-already-in February. The reasonable thought is that lay-offs by ‘pink slip’ should be the worry.

Is the ruckus in Wisconsin and other Midwest states going to save teachers from unemployment-and more important, leave enough faculty to actually teach students, the purpose of education, remember?

It is clear that money matters are important to allow for the education of students. And so, even in California, pension reform dominates the news. In the San Francisco Chronicle article, Sunday, February 27, 2011, Allan Mansoor, R-Costa Mesa, Orange County, California legislator and former deputy sheriff, has submitted a bill, AB 961, to thwart collective bargaining negotiations over pensions, closing his arguments with the statement that taxpayers are being hurt. Wait! Are not public sector workers also taxpayers?

Tuesday’s news is that the latest New York Times/CBS News poll (February 24-27, 2011) contradicts conservative Wisconsin and other state legislators. American taxpayers by 60% to 33% oppose weakening collective bargaining rights.

So far, fortunately for teachers in California, the State Teachers’ Retirement System (STRS)-the teachers’ pension fund–hasn’t been challenged. However, the California legislature is inching forward to the day when a vote must be taken on the budget. As John Diaz of the San Francisco Chronicle stated, the Republicans may as well have gone to Reno. They are refusing to provide any collaboration to decide on spending cuts and revenue, instead arguing about the exact amount of dollars. Everyone knows the exact dollars can’t be assured; one has to rely on the probable amounts. Taxpayers are waiting for a moderate solution.

It is surprising California teachers haven’t started marching around the Sacramento Capitol every weekend and furlough day-easy enough to do because to balance school district budgets over the past several years, everyone gets pay cuts through furlough days.

Once in a while a newspaper article comes out to congratulate student achievement. For instance, Advanced Placement (AP) exam scores in California went through the roof. That won’t last if there is no one to teach those classes. Shawnee High School in Louisville, Kentucky, formerly a failing school, has scores to show impressive achievement. One hopes the staff remains.

Lone Star Elementary in Sanger Unified School district near Fresno, California, has dramatically improved student achievement since the district finally realized that professional learning communities collaborating on instruction and analyzing data would be the key. At Lone Star the models used to equip the school for improvement were Explicit Direct Instruction (EDI)-a model available for almost ten years-and Response to Intervention (RTI). The improvements are described in “Calif. District Uses RTI to Boost Achievement for All” by Christina Samuels in Education Week, 3/2/2011. Keep it up!

However, good news is sure to come to a halt by March 15 when thousands upon thousands of pink slips are sent out country-wide because school district budgets have no stable source of funds.

Thirteen days are left while states continue to fight about pension plans and health benefits and think all problems can be solved by wiping out union collective bargaining rather than addressing all reform with moderation.

Unions and Principals-both on the ‘Outs’

Wednesday, February 23rd, 2011

School districts in forty-four states and Washington, D.C. face a cumulative deficit of $125 billion in the fiscal year July 2011-June 2012 (Education Sector projections). With the current uproar in the U. S. over debt, deficit, and the downfall that will ensue if unions don’t give up collective bargaining, the transformation of failing schools is way off the radar.

High-volume quarrels fill the media. Union supporters remind us that the reason for the debt and deficit in all states but Wyoming is the recession. A slow recovery still hinders employment and lowers revenue available to fund services-like police, fire fighters, state legislature cafeteria workers, and teachers.

It is difficult to understand the connection made by conservative legislators who lay the blame on public sector union pensions and health benefits and collective bargaining. As if, when times were good, the legislators didn’t vote to make these funds available. As if, in hard times, taking away collective bargaining rights are going to make money appear by magic.

As this blog has noted before (see post 1-19-11), the same legislators provide data showing that public sector union employees have higher pensions and benefits than private sector workers, even those in unions. Is that an argument in favor of eliminating collective bargaining? The oppression of workers in big corporations-low pay, limited pension and weak health benefits–is another reason for the difficulty in improving the economy.

Seems like the troubled sides need help from the Federal Mediation and Conciliation Service. Do you think Wisconsin legislators, for instance, would agree?

At a recent conference “Advancing Student Achievement through Labor-Management Collaboration” in Denver, Colorado, February 15-16, 2011, participants sat down to address the real problem for U. S. schools. (Edweek, 2-18-11) The goal is to improve teacher evaluation, revise salary scales, and devise models to turn around failing schools. The event highlighted school districts that had found models to improve collaboration between unions and school district administrators.

About twelve districts were featured from New Haven, Connecticut, to Douglas County, Colorado. The important point was that in spite of tough budget situations, progress and transformation has happened. As far as collective bargaining, the advice was to get out of the win-lose model.

With such models, the issue of rapidly throwing out ineffective principals, a guideline of the U.S. Department of Education, can be less regimented. It’s true that new leadership in a school designated for ‘turnaround’ can generate a new way of thinking, especially if the new principal has been part of leadership training.

But appointing a new principal doesn’t guarantee success. Is the school improving under the current leadership and needs more time to get to a level of school improvement? Is the district administration supporting turnaround?

Dealing with school leadership has been an issue well before the change in U.S. Department of Education leadership. Preparing School Principals: A National Perspective on Policy and Program Improvement by Hale and Moorman, 2003, analyses the change: a long time lack of definition about a principal’s position to current proposals naming five key elements of leadership.

However, for those who watch the change it is amazing how quickly impetus to improve schools and school leadership has occurred with the new Department of Education guidelines. The problem nowadays is to educate enough principals willing to take on the challenges.

Tossing out principals will not always improve the school; district support for best practices will. Just like voting out collective bargaining with unions will not improve the economy; long term investment will.