Today, I came across an article that I found alarming. It was about the rise of home schoolers among African American families.
http://www.foxnews.com/us/2012/06/16/african-americans-increasingly-turn-to-home-schooling/?test=latestnews
I was alarmed because I've never been a proponent of home-school, as many mothers, home school educational providers, don't maintain the proper teaching credentials to conduct schooling effectively, with a high end result. This is because I've come across a handful of children, attempting to come on board with our charter school (known for it's high standards), who were ill prepared, and were low achieving. However, when I viewed this video, I was pleasantly surprised with how prepared these mothers seemed, and I emphasize that they, "seem" prepared, because the only way to tell if the education is effective, is to place them in a testing situation with other peers, in order to gauge their level of academic achievement.
Now, in seeming prepared for the task of homeschooling, they had ample space, a clean and organized facility, materials, resources, and even a carpentry project for their children. The part that I was concerned with, was the part of the video, where one of the mothers, Kisha Hayes remarks, "We're able to focus on black history a little bit more than I think public schools may give it."
A few thoughts come to mind:
1. Why should the focus be on, "black history" when we're all Americans, and we should be learning, "American" history that is inclusive of black history and other ethic groups?
2. Would this African American homeschooling video receive your praise, if you were to consider a Caucasian mother saying, "We're able to focus on "white" history a little bit more, than I think these multi-cultural public schools may give it"?
3. If we focus more on black history, how is that practice building a well rounded child, ready for the public sphere, inclusive of other ethnicities like Native Americans, Europeans, Muslims, Hispanics, and the like?
4. The Core Knowledge sequence created by E.D. Hirsch does in fact, place a focus on black history in several ways, but in one notable way, with the use of a book called Grace Abounding: The Core Knowledge Anthology of African-American Literature, Music, and Art.
This anthology has 837 pages, not inclusive of the reference pages, and is a larger book than any other history book that I've ever seen.
For African American families concerned that public schools aren't emphasizing enough, of the African American history component, I'd advise them not to throw the baby out with the bathwater and take up homeschooling, without empirical evidence to its effectiveness. Instead, they should seek out a Core Knowledge school, perhaps a charter school that implements Core Knowledge, a well rounded curriculum that prepares students for the public sphere.
Likewise, the section of the video and article where it reads, "“Unless we figure out how to make the schools work for kids of color, we are going to see more and more people consider all of the options available to them” is equally of concern. How do we know it's schools not working for these kids? I mean, if a school doesn't work, wouldn't it fail to support their whole student population, including Caucasian and Hispanic kids. How do we know it's not the child's socioeconomic status, and parent decisions that don't work for kids of color? Why is it schools that receive all of the blame? I've personally witnessed, parent being, "deadbeats" in all communities; African American, Hispanic, Caucasian. Just the grammatical structure kids are raised with, of Spanish, or even Ebonics, can place children on a tougher road to acquiring an education. But yet, the schools are to blame, and they're not the ones who gave the children their first language that wasn't English. Sound off, let me know your thoughts.
http://www.foxnews.com/us/2012/06/16/african-americans-increasingly-turn-to-home-schooling/?test=latestnews
Saturday, June 16, 2012
Tuesday, May 22, 2012
Schools: The New Atlas. American Tax Payers, the Purse for English Language Development
I received an interesting email today, inviting me to attend a webinar.
The webinar offered by The National Charter School Resource Center titled: Building the Capacity of Charter School Educators to Effectively Serve English Language Learners, is geared to prepare schools to serve English Language Learners, commonly referred to as ELLs. One webinar will feature Delia Pompa, Senior Vice-President for Programs at the National Council of La Raza (NCLR).
You see, nowadays, American schools are expected to have non-native speakers of English, proficient in the English language. Otherwise, schools and districts can be subject to ramifications, such as not qualifying for extra credit points, on state labeling systems, and more.
With this requirement, there are no distinctions between students who are American citizens who need to learn English, and those who aren't American citizens who need to learn English. One may call them illegals or for those faint of heart, select a euphemism that fits your description.
Now, why can no distinction be made between these two student groups? Several reasons. However, a simple one is that there is a law that doesn't require parents to provide birth certificates to public schools in special circumstances (another conversation). Additionally, the schools are responsible ensuring English proficiency in an English Language Learner, using American tax dollars and government funds.
Several questions for you folks.
Given that Essentialist have the primary goal to prepare students for the, "public sphere," should schools be expected to teach reading, writing, math, science, social studies, sexual education, physical education, AND formal "English" to non-native speakers?
Should there be public funds given for this cause and purpose?
Are schools the new, "atlas" taking the weight of the world onto its shoulders, with already so many burdensome responsibilities?
What should should a school's goals be?
Should "American tax payer"s be the purse for English language development?
The webinar offered by The National Charter School Resource Center titled: Building the Capacity of Charter School Educators to Effectively Serve English Language Learners, is geared to prepare schools to serve English Language Learners, commonly referred to as ELLs. One webinar will feature Delia Pompa, Senior Vice-President for Programs at the National Council of La Raza (NCLR).
You see, nowadays, American schools are expected to have non-native speakers of English, proficient in the English language. Otherwise, schools and districts can be subject to ramifications, such as not qualifying for extra credit points, on state labeling systems, and more.
With this requirement, there are no distinctions between students who are American citizens who need to learn English, and those who aren't American citizens who need to learn English. One may call them illegals or for those faint of heart, select a euphemism that fits your description.
Now, why can no distinction be made between these two student groups? Several reasons. However, a simple one is that there is a law that doesn't require parents to provide birth certificates to public schools in special circumstances (another conversation). Additionally, the schools are responsible ensuring English proficiency in an English Language Learner, using American tax dollars and government funds.
Several questions for you folks.
Given that Essentialist have the primary goal to prepare students for the, "public sphere," should schools be expected to teach reading, writing, math, science, social studies, sexual education, physical education, AND formal "English" to non-native speakers?
Should there be public funds given for this cause and purpose?
Are schools the new, "atlas" taking the weight of the world onto its shoulders, with already so many burdensome responsibilities?
What should should a school's goals be?
Should "American tax payer"s be the purse for English language development?
Who should be the recipients of "American tax payer" funded English?
Saturday, May 5, 2012
Do These Schools Give Essentialists a Bad Name?
A Pennsylvania girl who refused to recite the Pledge of Allegiance was suspended from school.
http://www.foxnews.com/us/2012/05/03/pennsylvania-school-district-aclu-agree-to-pledge-allegiance-settlement/
I'm surprised that school, "administrators," trained and credentialed, don't realize the legalities these issues entail. Reciting the Pledge is not even required to, "learn" this common speech. However, I urge parents that IF they chose a traditional school such as this for their child, irrespective of this religious faux pas, parents and students should, to the extent possible (outside of religious beliefs), support the school's implementation of the essentialist ideas they signed up for. If they don't want them, they should chose another school that allows for individuals to behave as individuals, choose their curriculum as individuals, etc.
More later folks!
http://www.foxnews.com/us/2012/05/03/pennsylvania-school-district-aclu-agree-to-pledge-allegiance-settlement/
I'm surprised that school, "administrators," trained and credentialed, don't realize the legalities these issues entail. Reciting the Pledge is not even required to, "learn" this common speech. However, I urge parents that IF they chose a traditional school such as this for their child, irrespective of this religious faux pas, parents and students should, to the extent possible (outside of religious beliefs), support the school's implementation of the essentialist ideas they signed up for. If they don't want them, they should chose another school that allows for individuals to behave as individuals, choose their curriculum as individuals, etc.
More later folks!
Sunday, April 22, 2012
Imagine Schools Closes Schools, Affecting 3,500 Students...Is the, "Standards Based Curriculum" Approach Enough, Without the Core Knowledge Sequence and a Clear Direct Instruction Initiatives.
Imagine Schools, Inc., a district that serves around 40,000 students nationwide, is closing several St. Louis schools this upcoming year. This decision made by the Missouri Board of Education, will affect 3,500 students, and is said to be the result of their performance on the state’s standardized tests and issues that include rent and administrative costs.
Upon reading this article, with the mention of their state’s standardized tests, I was curious about the methodologies and educational approaches used by this network of charter schools, and what I found was interesting.
At their website, www.imagineschools.com, their educational approaches are listed. When clicking, “Core Knowledge” Missouri, is not listed as having this approach utilized within their schools. Likewise, the “direct instruction,” approach, touted by the essentialists, is M.I.A; missing.
From there, I naturally wondered how their schools in Arizona were fairing; the state in which I reside. Sure enough, of the 11 Arizona schools, only 4 schools, 36% of them, received a "B" on the state’s recently instated, A-Z scale, and the other 7 schools, 64% of them, received either a "C" or a "D." I again wondered why, and subsequently found that in Arizona, the Core Knowledge sequence and, "direct instruction," instructional approaches again, weren't listed for their Arizona managed schools.
While I don’t know everything about the approaches of Imagine Schools, only what was listed on their website, I “do” know that the major themes of essentialism aren’t listed for these states in question. Seeing as this is the case, I challenge you to answer this question. Is the standards-based curriculum approached, listed as being used by Imagine Schools in both Missouri and Arizona, enough? Sound off!
Original Article:
Tuesday, April 17, 2012
State Testing Week in Arizona-Can We Validly and Reliably Measure the Efforts of Progressive Educators? If Not, Where's the Accountability?
With state testing upon us, here in Arizona, it brings me to a critical question, how can progressive educational efforts be measured in a quantitative, valid, and reliable way?
I'm sure that it's been previously acknowledged, that they cannot be, "quantitatively" measured, but instead, "qualitatively" measured.
Now, consider for a moment, you're looking for the most qualified brain surgeon, to operate on your child. Would you be satisfied with a qualitative measurement of how she's previously performed, measurements that include other patient opinions of the doctor's bedside manner, or instead, would you be concerned with the qualitative measurement of lives she's saved? Just food for thought, for those teachers who despise state testing initiatives. I believe that information should indeed be collective in an objective way. The part that I disagree with, is how students who've entered a school district, even a week before the state exams, are counted as a part of their new school's scores. This makes the testing efforts convoluted, and a little more aggravating. The way the current A-F labels are calculated in the state of Arizona begs improvement for this reason, and a few others. However, the simple act of testing the children alone, cannot be seen as the culprit.
Your thoughts?
I'm sure that it's been previously acknowledged, that they cannot be, "quantitatively" measured, but instead, "qualitatively" measured.
Now, consider for a moment, you're looking for the most qualified brain surgeon, to operate on your child. Would you be satisfied with a qualitative measurement of how she's previously performed, measurements that include other patient opinions of the doctor's bedside manner, or instead, would you be concerned with the qualitative measurement of lives she's saved? Just food for thought, for those teachers who despise state testing initiatives. I believe that information should indeed be collective in an objective way. The part that I disagree with, is how students who've entered a school district, even a week before the state exams, are counted as a part of their new school's scores. This makes the testing efforts convoluted, and a little more aggravating. The way the current A-F labels are calculated in the state of Arizona begs improvement for this reason, and a few others. However, the simple act of testing the children alone, cannot be seen as the culprit.
Your thoughts?
Friday, April 13, 2012
Vouchers and Their Effect on The Idea of the Common School
Vouchers, a system of having the government, pay for, "private" education. Do they support, or hinder the goal of Making Americans, the goal of essentialists?
Back in the late 1800s, the goals of education were to produce citizens that were competent and loyal, according to Horace Mann. Can private schools still produce competent and loyal citizens, seeing as they aren't required to follow state standards, and set forms of uniformity? Teachers and parents, let me know what you think, and whether or not vouchers should be a part of our Arizona educational system. Answer these few questions as well: Are vouchers a threat to the idea of the common school, that had the primary goal of preserving the Republic that our founding fathers had in mind? Is that idea even important anymore; the idea of preserving the Republic, and our nation? Finally, while we do need an alternative to the public school system, especially when the public school system fails, are there other alternatives to the voucher program IF it's a threat to the common school? What about the public-charter school?
Here's a video, clearly in favor of vouchers, but I want, "your" opinions, and experience.
http://video.foxbusiness.com/v/1559363856001/the-growth-of-voucher-programs/?playlist_id=87185
Let me know what you think.
Back in the late 1800s, the goals of education were to produce citizens that were competent and loyal, according to Horace Mann. Can private schools still produce competent and loyal citizens, seeing as they aren't required to follow state standards, and set forms of uniformity? Teachers and parents, let me know what you think, and whether or not vouchers should be a part of our Arizona educational system. Answer these few questions as well: Are vouchers a threat to the idea of the common school, that had the primary goal of preserving the Republic that our founding fathers had in mind? Is that idea even important anymore; the idea of preserving the Republic, and our nation? Finally, while we do need an alternative to the public school system, especially when the public school system fails, are there other alternatives to the voucher program IF it's a threat to the common school? What about the public-charter school?
Here's a video, clearly in favor of vouchers, but I want, "your" opinions, and experience.
http://video.foxbusiness.com/v/1559363856001/the-growth-of-voucher-programs/?playlist_id=87185
Let me know what you think.
Tuesday, April 10, 2012
Is it the Role of Our Educational System to Seek Social Justice? What is Social Justice Anyway; Who's to Say?
Teachers and Parents:
I found this story (below) to be very interesting, as it begs the questions, "Is it the Role of Our Educational System, to Seek Out, "Social Justice?" What is Socially Just Anyway...Who's to Say?" A teacher was fired for engaging her students in the Zimmerman/Martin tragedy.
Some would say, "It's the school's role to spearhead social change," while others would venture to argue that children have the job to learn academic content, and teachers have the job to educate students with just that; academic content. However, too often, teachers push their political agendas onto kids, and, "disguise" it as something innocent, while, "using" children to pursue their own interests. Is this what happened in the case of the fired teacher?
The teacher was fired for teaching what is a very different philosophy from essentialism. To be more specific, instead of teaching the essentials of academic knowledge, such as reading, writing, math, etc., this teacher chose to practice the philosophy titled, "Reconstructionism/Critical Theory."
Social reconstructionism, is a philosophy that places an emphasis on addressing social questions and seeks to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. "
Teachers, parents. In the article below, who got it right? The principal for firing this teacher OR the teacher for trying to lead, "social change" with YOUR children.
That leads me to the next question. Who defines social justice anyway??? Some would say Martin was wronged, while others would say that Zimmerman was a true victim here (depending on the news source.) Point being, should it be up to a, "teacher" to instill these values upon the children? SOUND OFF!
Michigan teacher: I was fired over Trayvon fundraiser
Associated Press
April 10, 2012
DETROIT – A teacher fired from a Michigan middle school after encouraging students to raise money for the family of Florida teenager Trayvon Martin said Tuesday she is confused by the dismissal and wants the school's administration to explain.
Brooke Harris was dismissed in March from Pontiac Academy for Excellence after she supported students' efforts to plan a wear-a-hoodie-to-school day. Martin was wearing a hoodie Feb. 26 when he was shot to death by a neighborhood watch volunteer.
"I'm really confused why I got fired," Harris told The Associated Press. "I don't think I did anything wrong."
According to the SPLC, a national civil rights group, Harris' eighth-grade journalism students asked her about the death of Martin, 17, who was unarmed when he was shot in Sanford, Fla. No charges have been filed.
Harris gave the students an editorial-writing assignment on the shooting. But the students wanted to raise money for Martin's family and asked the school's administrators if they could each pay $1 to wear hoodies instead of school uniforms for a day, the group said. It said the school regularly has fundraisers in which students are allowed to "dress down."
The 26-year-old English teacher said she approached school administrators "through the chain of command" but that Superintendent Jacqueline Cassell said the project could not go forward. Harris said she was in the process of explaining this decision to the students when she was called for a meeting with Cassell.
The superintendent suspended Harris for encouraging the students and then fired her after she showed up at the school to drop off prizes for students when she had been told to stay away, the SPLC said.
"I didn't tell the kids, `Let's go and do it anyway."' Harris said. "I was actually, literally, in the process of talking to my kids about what we could do instead when (Cassell) requested the meeting with me and told me that I needed to let it go."
Cassell said she couldn't discuss personnel matters but that she wanted students to focus on learning, not activism.
"I'm a child of the civil rights movement," Cassell said. But "this is not the time in the school year" to distract students from academics.
"In every situation, there are work rules," she said. "When rules are violated, there are consequences."
Harris said her teaching record was clean and that Cassell "wouldn't let me defend myself."
Harris said she still wants someone from the school to provide more details on why she was fired.
"I just want a reason," Harris said. "She's got my phone number, and I'd appreciate if she'd tell me what I did wrong."
Dawud Walid, executive director of the Michigan chapter of the Council on American-Islamic Relations, said the Academy's decision was a "travesty" that would only hurt students.
"It taught the students who tried to organize and tried to raise their voice in terms of social justice that they will be repressed," Walid said at a news conference Tuesday morning at King Solomon Baptist that previewed a rally that evening at the Detroit church. "Instead of empowering our children ... the Pontiac Academy is actually teaching children to internalize oppression and internalize racism."
A few dozen people who attended the rally -- including a number of clergy members and community activists -- voiced their displeasure over both Martin's slaying as well as Harris' dismissal.
Speaker after speaker at the rally offered their support to Harris, who sat in a chair behind the podium and smiled and nodded in appreciation.
"We're ready to protest, we're ready to march, and we're even ready to give you legal counsel," Walid said, turning and looking at Harris. "If we can't settle this in the streets nonviolently, then maybe we need to settle it in the courts of law."
Charles Williams, the church's pastor, said that if Harris doesn't have her job back by Friday, he will lead a march at the school in Pontiac on Monday.
Harris wore a blazer to Tuesday's rally, but underneath it was a hoodie.
"I thought it was appropriate," she said.
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