Goals. Flexibility. Data.
Those are the three fundamental principles that have helped Alabama raise its graduation rate 8 percentage points between 2010 and 2013 — one of the fastest increases in the nation.
More specifically, state superintendent Tommy Bice recently told National Public Radio that the rise can be attributed to setting the target of a 90 percent graduation rate by 2020, providing "a new level of flexibility that's led to locally tailored programs," and ensuring more precise identification of students with academic and attendance problems.
We know this model works for raising graduation rates — we’ve seen it do so across the nation. There is little excuse for education leaders who have not embraced it as Alabama has.
The next question we need to be answering is: does this model work for ensuring students succeed in their post-secondary pursuits?
Unlucky in Kentucky: Why the Bluegrass state will struggle to implement its new school attendance law
Ten thousand bucks.
That’s how much each school district in Kentucky will get this year to help implement a law that has made leaving school without a diploma before the age of 18 illegal.
Laws like these come from a good place. Recognizing the immense damage young men and women can do to their lives (and their communities) by leaving school before earning a diploma, state legislators have recognized that laws that permitted students to leave school before becoming legal adults didn’t make a lot of sense.
Then again, expecting students struggling with abuse, neglect, homelessness, food insecurity, economic hardship, transience, gangs, bullies, pregnancy, parenting, sickness, mental health issues, learning disabilities, and other challenges to succeed in one-sized-fits-all school environments in four years doesn’t make any sense.
Math is not memorization — and to raise the high school graduation rate, we need to change that assumption
We hear it all the time.
“I’m not good at math.”
In most cases, though, a little digging reveals a much different problem. Students who think they’re bad at math are often struggling with memorization.
On May 7, a Stanford University mathematics professor made a plea to fellow educators to help students understand that mathematics has little to nothing to do with memorization.
In fact, she notes, memorization is a particularly bad strategy for learning anything more than very basic equations. That’s evidenced by data from the 13 million students who took PISA tests in 2012. The lowest scoring students, Professor Jo Boaler wrote, were “thosewho thought of math as a set of methods to remember and who approached math by trying to memorize steps.
What’s in a word?
A new blog post from NPR’s Anya Kamenetz dives into the terms our society has used to describe young men and women who are of school age but aren’t enrolled in school.
In the post, Kamenetz discusses the history and baggage that comes with terms line “delinquent,” “dropout,” and “at-risk youth.”
For our part, long-time readers of this website might have noticed that we’ve recently steered clear of the word “dropout” to describe individual people, though we still use the term to describe an educational crisis facing our nation. For many of the reasons that Kamenetz discusses, “dropout” is simply a poor description of many of the students we have met over the years who left school before earning a high school diploma.
Households with adolescent workers tend to rely less on federal assistance programs than those with youth who aren’t in school and aren’t working.
That’s a key finding in a new analysis by the Urban Institute, which also found that working youth tend to be disproportionately male, Hispanic and first-generation immigrants.
In other words, by doing what our society broadly asks immigrants to do — taking care of themselves and their families so the government doesn’t have to — these individuals are sacrificing their own futures.
The average wage for these workers is $9,500 a year. But, at least in the short-term, that money is helping raise 42 percent of poor households over the poverty line. In about 10 percent of such cases, the working youth earns more than half of their family’s total income.
The shot that needed to be fired has been.
So there should be no doubt that there’s already been a time or two — or perhaps a hundred — in which a teacher has thought twice about falsifying student test scores. In the wake of the indictment of 35 Atlanta educators for cheating (and today’s sentencing of eight of them to prison terms) we can safely assume that, to the extent deterrence ever actually works, it’s working now.
Is that justice? Hardly. But trying to find justice in a situation like this is like trying to balance a scale in a world where Newton’s laws have been suspended.
Yonkers Partners in Education seemed to be doing everything right.
Recognizing that few students and families from the working-class New York suburb had anywhere near the information and readiness they needed to get to college, the local organization set out to make a change.
It opened college and career centers in seven Yonkers high schools, then hired advisers to staff the centers and supplemented that effort with community volunteers.
It held regular college admissions test prep sessions, financial readiness seminars, and essay-writing workshops. It took Yonkers kids on bus tours of nearby colleges.
And, as journalist Lane Anderson wrote for The Deseret News National Edition today, the results were nothing short of impressive.
“In the 2013-2014 school year, Yonkers students made almost 30,000 visits to the YPIE college centers, and 95 percent of seniors used them,” Anderson wrote. “Scholarships secured by Yonkers students soared from $23 million in 2009 to more than $61 million in 2014. Over 60 percent of Yonkers high school grads enrolled in college within six months — most to Westchester Community College in nearby Valhalla.”
And then it came to light.
A new research paper from The Hamilton Project, an economic policy initiative at the Brookings Institution, concludes that increasing the educational attainment of people without a college degree will increase their average earnings, increase their likelihood of being employed and reduce inequality in the bottom half of the earnings distribution.
Sounds good and makes sense, right?
But in a summary for The New York Times on Tuesday, senior economics correspondent Neil Irwin focuses first and foremost on what helping more people get educated won’t do: It won’t, apparently, do much to change the very extreme differences between the super-rich and everyone else in the United States.
To which we say: Really? That’s what you focused on?
Think you can typecast people who didn't earn a diploma before leaving high school?
And no matter if you're a long-time advocate of helping more Americans re-ignite their educations or if you're new to this fight, it's worth your time today to read the words of reporter Dennis Yohnka from The Daily Journal in Kankakee, Illinois:
Every classroom comes with stories. Each student, from kindergarten to college, brings a different set of experiences, special interests and specific hurdles that teachers have to accommodate.
Still, the GED classroom at Lafayette Primary School takes that diversity to a whole new level. The students in this new Kankakee School District 111 project range from 18 to 59. Some still recall some of the lessons learned in their aborted high school careers. For others, high school was only a matter of a few disjointed weeks of starts and stops.
College savings, broader post-secondary awareness, two parts of the fight to get more students to graduation day
Yes, a high school diploma is a ticket to college.
No, that’s not all it is.
That’s an important message that is often lost on high school students — especially those in high schools where college as the next step is the status quo and post-secondary alternatives such as workforce training, military enlistment and service organizations are seldom discussed.
A recent paper demonstrating the importance of college savings plans to lowering student debt is getting a bit more attention than what usually comes upon other research published by the Federal Reserve Bank of St. Louis. That’s because President Obama’s proposed budget suggested the plans should be cut.
But the paper suggests that — rather than killing the program — the best economic decision would be to get more people to use it.
Even before the paper was published, the Obama administration relented to public pressure, and Congress has responded by proposing increased benefits to the program, known as the 529 college savings plan.
So how does this relate to other-than-college options for high school graduates?