Showing posts with label EdReform. Show all posts
Showing posts with label EdReform. Show all posts

Monday, December 27, 2010

HE:ED Interview (Joe Champion) : STEM education and black youth

HE:ED is trying something a little different...letting you have the spotlight. This is the first of a series of interviews which will feature various takes on youth, education and health-care in America. This post is an interview with Joe Champion, author of the blog The Power of Pao. Joe is a technology professional, blogger and speaker that we thought would be an excellent "firestarter" for this interview series. Below are our questions and Joe's responses.

What role does STEM (science, technology, engineering and mathematics) play in the education of black youth today?

I'm not an educator so I can't accurately judge the role of STEM in the education of black youth today. It is my opinion that given the globalization of the world’s economies, driven by corporations' constant desire for lower costs and higher profits, STEM education is a necessity for personal, group and national competitiveness, If our youth can't compete academically, particularly in the STEM fields, with the youth from other nations, we all face a future of lower standards of living, higher incarceration rates, and less and less control over our personal and national destiny.

What role did STEM (science, technology, engineering and mathematics) play in your education?

My education in technology played the primary role in determining my career direction and in enabling me to progress from childhood poverty to a comfortable economic status.

What led you to your career in information technology?

Actually, it wasn't something I consciously chose. After a couple of years of college, I still wasn't sure what direction I wanted to focus on. I dropped out and was working some entry-level jobs, not making much money, and was forced to live with my parents because I couldn't afford my own place. My childhood best friend had joined the Air Force after high school and he was telling me what a great time he was having, traveling the world and meeting all kinds of great, interesting people. That

sounded a whole lot better than working for minimum wage and living with your parents, so I went to the recruiting office and signed up. I took the ASVAB (Armed Services Vocational Aptitude Battery) test and it identified my primary strengths in the Verbal field, and next in Mechanical, which I found surprising since I never was a hands-on kind of person, The recruiter advised me to go into the electronics field in the Air Force, even though my higher verbal scores pointed towards the administrative field, because he said it would be easier to get a job in technology once I got out. I took his advice and the rest is history.

Why do you think (racial) education disparities exist in America? (Ex. the difference in math and reading scores of white male youth vs. black male youth)

I think the answer to that is pretty simple: Economics. Children who grow up with more money have more opportunities. They eat better, they have better schools, they have more extracurricular choices, and they feel safer, more self-confident, more optimistic, and more loved. It is not all about money, but it is the major factor that determines opportunities.

Despite the fact that minority, and particularly black youth, are disproportionately at economic disadvantage compared to white youths, this shouldn't excuse them and their parents from competing. Countless cases throughout history show people who grew up poor, in bad areas with bad schools, with little or no parental guidance, and who became successful financially and productive members of society, demonstrating that environment can be overcome. Is it easier to make it when you have all the advantages that money brings in our world? Absolutely. But the evidence is there that it's not money that determines success. It's the adults in a community deciding that the care and nurturing of the youth is the most important factor in ensuring the viability and survival of that community.

What input do you have regarding the argument that blacks are "where they are" because they are lazy?

It's always been a strategy of victimizers and exploiters to diminish, demean, dehumanize and blame the victims of their exploitation. Whether it is been religious establishments justifying imperialism by labeling targets of imperialism as 'Infidels' or 'Savages ', regimes such as the Nazis or Rwandan Hutus portraying Jews or Tutsis as nonhuman devils to justify genocide ,or the modern Republican / Tea Party blaming the economic collapse on "sub-prime" borrowers (i.e., the blacks and illegal aliens), blaming the least powerful to excuse discrimination, exploitation and violence is as old as humankind. If blacks are portrayed as mostly "lazy and shiftless'; it justifies discrimination in the mind of an employer or bank against a qualified black job or loan applicant. 'Hey, you know if you hired one they would always be late, or if you gave them a loan they wouldn't pay it back, right?'.

Blacks are no lazier than any other group of people, and most people know this. We are still coping with the effects of hundreds of years of slavery, terrorism, apartheid, discrimination and media assaults on our collective psyches and economic resources. Just because we have not progressed as a group as far and fast as we would have liked, or others tell us we should have, we should never accept others or ourselves characterizing us as 'lazy' and therefore less deserving of the good things in life.

What do you think we should do?

I read an article last year in a magazine called YES!, called 'Why is Costa Rica Smiling?', which describes a study by the New Economics Foundation, called the Happy Planet Index, which ranks countries ''based on their environmental impact and the health and happiness of their citizens ". Costa Rica ranked No. 1. The United States was No. 114. Costa Ricans live longer than Americans and "there is little difference in life expectancy across income levels, unlike in the United States". The article points out that the reasons that Costa Ricans are much happier and content than Americans is because they receive free or very inexpensive ($200 a year for college tuition!) education and health care, they spend a lot of time with family, friends and community, and, since Costa Rica abolished its military in 1948, it has more to spend on health and education.

What does this mean for the challenges facing blacks in the United States regarding education and achievement? It points out the importance of priorities. To paraphrase Malcolm X," We've been bamboozled, we've been hoodwinked, we've been led astray". When we embraced the so-called American dream that was pushed to us by corporations through the media, the dream that told us that things are more valuable than people, that the individual is more important than the group, that he who dies with the most toys wins, that we deserve more than others because we are America and God blesses America more 'cause we’re God's favorite, we did not realize that chasing that dream was just a trap to impoverish the majority of us and imprison, physically and psychically, the rest of us (See the current economic depression as proof that short-term thinking and shallowness always leads to ruin).

What should we do? To quote brother Malcolm again," Education is the passport to the future, for tomorrow belongs to those who prepare for it today". Look at our priorities. A college education should be a right. All education should be a right. Health care should be a right. Having enough to eat should be a right. This is all easily attainable. Guns or Butter? Profits or People. Fear or Courage. We just have to look at our priorities.

Monday, December 20, 2010

HE:ED Highlight : Is Potential School Superintendent Corruption More Important than the Students?


The media (and many other groups within American society) are so focused on who gave contracts to whom or made the call on which dirty deal that the actual issue is being ignored. That would be educating the children who will inherit the country. If people put half the energy they spend on writing about dirt (on possibly corrupt superintendents) into education reform; maybe Black and Hispanic students would not be so far behind White and Asian students (who incidentally are still behind students around the globe).

Maybe the nauseating focus should be on creating, implementing, revamping and auditing worthwhile programs that will turn our youth into the physicists, engineers, developers and surgeons of tomorrow, instead of the unemployed and incarcerated of next year.

Basically, if you're bummed because you didn't get the superintendent's position, that's cool but, the kids that SUCK at math and reading in the nearest public school could really use your attention. Try writing about that. Moreover, the parents in your community that weren't educated themselves and have no idea what education reform is (let alone which Charter schools they may be able to send their children to) may benefit from your two sense as well.

So, if you've written an article about any of the following in the past quarter, understand that the whiff of corruption is not the only issue within that district/school system.

Melody Johnson Fort Worth, Texas
Arlene Ackerman Philadelphia, Pennsylvania
Michael J. Ritacco Tom's River, New Jersey
Nicholas Perrapato Garfield, New Jersey
Ramon C. Cortines Los Angeles, California
Carlos A. Garcia San Francisco, California
James Notter Fort Lauderdale, Florida

Saturday, December 18, 2010

HE:ED Highlight : Hey, ever heard of CES? Which one?

Well, as it turns out, there's CES and there's CES ...after speaking with a parent who was confused after being directed to "CES" as an ed-options resource it seemed logical to look into to this "organization that had two different websites". Upon further investigation it turns out there are actually to seperate entities.

The Coalition of Essential Schools' is a nonprofit organization dedicated to creating intellectually challenging schools, based in Portland, ME. Their offices are located at 482 Congress Street.

At the Coalition of Essential Schools' website - http://www.essentialschools.org/items/1 - the organization's vision is described by saying

"We envision an educational system that equips all students with the intellectual, emotional, and social habits and skills to become powerful and informed citizens who contribute actively toward a democratic and equitable society."

The Center for Effective Schools is an organization that offers consultations, trainings and workshops to prevent the escalation of anti-social behaviour. The Center for Effective Schools is based in King of Prussia, PA. Their offices are located at 2012 Renaissance Boulevard.

At the Center for Effective Schools website - http://www.devereux.org/site/PageServer?pagename=ces_about - the following is listed

"The mission of the CENTER FOR EFFECTIVE SCHOOLS, a part of Devereux's larger Institute of Clinical Training and Research, is to build capacity in schools for serving children with, or at-risk for developing, emotional and behavioral disorders. This mission is accomplished through training, consultation, new model program development, and applied research"

So, looks like both organizations are possible resources for parents, depending on the parents situation and needs…(as a parent) are you looking to work with an organization that creates schools or drives innovation within them?

Tuesday, November 30, 2010

HE:ED Share : iPads as textbooks (in some cases)

http://findarticles.com/p/articles/mi_qn4191/is_20100915/ai_n55230985/
Pike Peaks Prep, Colorado Springs, Colorado

http://www.examiner.com/presentation-skills-in-national/schools-testing-ipads-to-deliver-more-effective-teaching-and-learning
Marymount School , New York City, NY
Independence Middle School, Pittsburgh, PA
4 School Districts, California

http://www.bizjournals.com/washington/blog/2010/11/at-one-dc-school-ipads-for-everybody.html
Friendship Tech Prep Academy, Washington D.C.

Above are multiple links (and the names of the corresponding schools) looking to implement iPads as educational tools. Sounds great!
 
But, a few questions that come to mind...

  • How will these iPads be implemented safely?
  • What plans will be put into place to maintain a focus on educational use?
  • Will the staff be routinely trained on new capabilities and best practices from across the country?
  • Will the iPads stay at the school?

Sunday, November 28, 2010

HE:ED Highlight : So why aren’t there more Acoustical Engineers?

There are various programs and organizations that exist to drive awareness around (and address) America’s lack of educational achievement in science, technology, engineering and mathematics (STEM). But when asked, the student themselves don’t always know what STEM-related educational options and career possibilities there are. And when students are aware of them, STEM derivative careers don’t seem interesting to them.

Let’s take Acoustical Engineering for example, the word acoustical tells us that acoustical engineering has some to do with sound. In fact acoustics are the science of sound and vibration and acoustical engineering is the application of acoustics in technology. Since acoustical engineers are usually tasked with the control and/or manipulation of sound it stands to reason that they would need to understand and design sound absorbers, buffers, silencers and barriers in indoor and outdoor environments. These include working with medical personnel as it relates to ultrasound technology and/or architects on concert halls.

Since STEM has been mentioned it seems a given that one would have to study science, technology, engineering and mathematics to become an acoustical engineer. Start to finish that probably means attending middle and high schools that focus on achievement in science and mathematics, completing an engineering (and possibly physics) curriculum in undergrad and topping it all of with a masters or PhD in acoustics.

This is part where many parents (and students) would say, “Easier said than done.” One barrier to the education needed to create more acoustical engineers is public education in the U.S. The programs and organizations that exist to drive awareness around (and address) America’s lack of educational achievement in science, technology, engineering and mathematics have worked to bolster STEM programs in the current education system, recruit teachers, support students, encourage federal involvement and support local community partnerships. But the STEM stats are still lackluster. (This years STEM stats by state can be found at http://www.usinnovation.org/state-sheets.)

Many education reform advocates also agree that generating interest in STEM has to start at home. Moreover, parents need to be aware of options to get their children into schools with curricula focused on science, and mathematics and stress the importance of genuine academic achievement.

HE:ED Highlight : ED TV (Philadelphia)

EDtv

When asked the question “Why are so many countries ahead of the US in Math and Science?” Americans’ answers will vary. In fact they did[1] vary. This question was posted on a discussion page at http://www.currenttv.com, one blogger posited, “…currently in America, we've got kids who aren't concerned with education…this generation has so many things going for it in terms of technology and communications that it SHOULD make getting a quality education easier than ever, but instead we see something else: distraction.”(Johnny)

To be clear, technology-based distraction probably is not the sole cause for the state of the education system in America today, especially since achievement in the American school system has remained stagnant for years (with or without current technological advances). That being said, technological distractions are a reality and some media organizations not only acknowledge this reality but; are also doing something about it.

Three organizations in particular are taking steps to reach American youth with worthwhile material. In fact, more and more often, responsible members of the media community have changed their format and/or production practice to include shorter programs and programming created by the community.

Exploring key attributes like programming format, community involvement, and educational applications at MiND, WHYY and Current TV will allow us to highlight key differences and similarities in the ways broadcast media is being used in the Philadelphia area to reach and maintain awareness in American youth.

MiND

MiND is the brainchild of Independence Media, the non-profit owner/operator of WYBE (channel 35 for those of you that watch local television in the greater Philadelphia area). If your familiar with WYBE you know it has changed in the last five years.

More specifically during the last five years the leadership at channel 35 or MiND changed the line-up from a traditional half an hour and/or one hour format to include a broadcast block where every showing is five minutes long. Although the content it’s self has not changed, the manner in which the content is produced has changed. The diverse cultural insights shown on MiND are no longer only produced by the channel employees but now also include productions created by the community. Plus, not only is the MiND team making sure diverse compositions make it on air; they are also offering the community a chance to learn to create their own works from start to finished product.

MiND also has a multi-faceted media offering. Its components include, three channels - MiND, Global MiND, and MiND Worldview - these channels offer 5 minute programming, half-hour / one-hour programming and online replay.

MiND coordinates monthly screening and discussion events invite the community to gather, investigate, and celebrate a specific topic. These events connect enthusiasts and advocates of meaningful issues through community produced screenings based on the focus of that month, recent topics have included violence awareness, mentoring & volunteerism, going green, outdoor activities and voices of veterans. These topics/events bring people from all over the region together and create lasting communities of practice. Event info can be found on MiNDs website: http://www.mindtv.org/styles/mind/www/news/ .

If you’re at all familiar with public programming in the Philadelphia area and online, this may sound a lot like another media organization called WHYY.

WHYY

Originally called the Metropolitan Philadelphia Educational Radio and Television Corporation, WHYY has its roots in a community partnership lead by Dr. W. Laurence LePage, former president of The Franklin Institute. WHYY’s 1950s goal to culturally enrich and educate the greater Philadelphia area came to fruition after Westinghouse Radio Stations Inc. donated FM station WHYY 91FM in 1954 and the studios at 1622 Chestnut Street in Philadelphia were leased (and renovated) in 1957. Although WHYY was originally known as Channel 35 when it became the country’s 23rd public television station, it’s currently in most cable line-ups as channel 12 (the change over from channel 35 to channel 12 occurred in 1963).

WHYY also has a multi-faceted media offering. It’s components include, half-hour / one-hour programming, online replay, podcasts and radio.

WHYY has also recently added another extremely useful tool to its offering, Hamilton Public Media Commons. Previously referred to as the Learning Lab at WHYY, the Dorrance H. Hamilton Public Media Commons is located at 150 N. 6th Street, in Philadelphia, PA. Hamilton Public Media Commons is a regional digital technologies learning lab where people and organizations can learn, explore and create utilizing tools they may not otherwise have access to. The Hamilton Public Media Commons caters to learners of all types, including but not limited to students, career-seekers, recreational enthusiasts, those seeking public information, and WHYY members. Examples of this inventive facility’s uses include digital town meetings, digital art expos and technology-based field trips for k-12 learners. More information on the Dorrance H. Hamilton Public Media Commons can be found at http://www.whyy.org/hamiltoncommons/index.html.

Current TV

Created in 2005, Current TV has become a multiplatform company - based on viewer created media - purposed to explore and investigate aspects of life, globally. Current TV also has a multi-faceted media offering. Its fully integrated web and TV platform includes, short segments, half-hour / one-hour programming, online replay, community-style production (studio), and podcasts.

Both MiND and Current TV offer short programs (less than minutes long), and WHYY, MiND and Current TV offer the opportunity to watch programs both on television and online. But, unlike MiND and WHYY, Current TV is a for profit company with a myriad of resources and a powerhouse leadership team including former U.S. Vice President Al Gore and businessman Joel Hyatt.

And although it’s not a local media organization; Current TV has highlighted issues on its discussion boards and amongst its broadcasted topics that focus on Philadelphians (or are written by them). Various examples including, Philadelphia native, Rosie Mashale’s Baphumelele Children's Home in Cape Town, South Africa (an orphanage that is home to about 120 children affected by HIV/AIDS) can be found online at www.current.com.

Current can also be used to highlight positive national/international developments in the use of social media/social broadcasting to promote student achievement. Examples being Anna Rodrigues’ Global Student Journalists project (a social media network connecting student journalists worldwide) and “Math, Science, And The Future Of Our Nation: A Global Online Town Hall Meeting” which was held on November 17, 2010. Local teachers using social media within in their curricula often use topics like “Why are so many countries ahead of the US in Math and Science?”(a question derived from the Global town hall meeting) to create awareness and head-off technological distraction.


[1] johnny, music. "untitled." Why are so many countries ahead of the US in Math and Science?. Current Tv, 11/18/10. Web. 25 Nov 2010. <http://current.com/bfd/92804057_why-are-so-many-countries-ahead-of-the-us-in-math-and-science.htm#92807576>.

HE:ED Highlight: STEM

HE:ED Highlights – STEM

Even though former vice president Al Gore has just recently focused on American youth’s lack of interest in STEM, it’s been an issue for a while. In fact organizations like ASTRA and STEM Education Coalition (www.stemedcoalition.org) have been posting STEM data for years. (By the way, this years STEM stats by state can be found at http://www.usinnovation.org/state-sheets.)

So, American kids aren’t opting (or prepared) to study science, technology, engineering and mathematics…Al Gore didn’t propose a solution during his global, online town hall meeting.
So…what do these groups propose we do?

Lets look at the STEM Education Coalition’s Core Objectives: (found at http://nstacommunities.org/stemedcoalition/objectives/)
1. Strengthen effective STEM education programs at all levels – K-12, undergraduate, graduate, continuing ed, vocational, informal – at the National Science Foundation, the U.S. Department of Education, and other federal agencies with STEM related programs.

2. Encourage national elected officials and key opinion leaders to recognize and bring attention to the critical role that STEM education plays in U.S. competitiveness and our future economic prosperity.

3. Support new and innovative initiatives that will help improve the content knowledge skills and professional development of the K-12 STEM teacher workforce and informal educators and improve the resources available in STEM classrooms and other learning environments.

4. Support new and innovative initiatives to recruit and retain highly-skilled STEM teachers.

5. Support new and innovative initiatives to encourage more of our best and brightest students, especially those from underrepresented or disadvantaged groups, to study in STEM fields.

6. Support increased federal investment in educational research to determine effective STEM teaching and learning methods.

7. Encourage better coordination of efforts among federal agencies that provide STEM education programs.

8. Support new and innovative initiatives that encourage partnerships between state and local educators, colleges, universities, museums, science centers and the business, science, and technology communities that will improve STEM education.

...and those seem great but, where is the evidence that these “new and innovative initiatives” exist in the urban (and rural) school districts where many argue they are needed? And if they exist how are the parents - that  manage the earliest parts of education - being made aware?

Wednesday, November 24, 2010

HE:ED Highlights: November 2010 NAEP Report

NAEP Table (math scores up, gap remains)


NOTE: Accommodations were not permitted for the NAEP reading assessment in 1992.

So, although twelfth-grade public and private school students' mathematics scores were up across the board in 2009 versus 2005, reading scores were not up across the board. 

Quoted directly from NAEP report:

"Racial/ethnic and gender achievement gaps did not change significantly in either reading or mathematics."

"In comparison to 1992, reading scores were lower in 2009 overall and for both male and female students. There were no significant changes in the reading scores for any of the racial/ethnic groups with samples large enough to report results in both years, and no significant changes in the racial/ethnic or gender achievement gaps compared to 1992."

Click here to go to November 2010 NAEP data.

Sunday, November 21, 2010

HE:ED highlight: Teachers say "it's the parents"...but, is it?

After seeing Whitney Tilson's presentation 'A Right Denied' or Davis Guggenheim's documentary 'Waiting for Superman' its easy to become angry and/or depressed about the state of public education in America.

In fact, it seems to be that no matter how you look at public education in america, it's a fail. American students are not competitive internationally (and while other countries show growth american acheivement is stagnant).

Many students are still learning to read when should they should be reading to learn in or after the 4th grade. And these same students don't catch up to "where they should be" by graduation.

Now, teachers will say that it's not the schools that are the problem, "it's the parents". And since parents play a large part in a successful education, that may be partly true.

But, just a thought, if we ask ourselves what American children are actually learning in public school systems, can we say that active, involved parents would make all the difference? Are public school curricula addressing all the needs of american children in large cities?

And for argument's sake, if "it's the parents" than why isn't our President (an active, informed parent himself) sending his children to public school?

HE:ED Share : Ed-Reform food for thought...Whitney Tilson's Presentation

A Right Denied – The Critical Need for Genuine School Reform

Thursday, November 18, 2010

HE:ED Links on ed-options/ed-reform

Just in case you need more info on ed-options/ed-reform in your state.

American Federation for children : http://www.federationforchildren.com/
The Alliance for School Choice :
www.allianceforschoolchoice.org/
The Center for Education Reform : www.edreform.com/
The National Assessment of Educational Progress (NAEP) : http://nces.ed.gov/nationsreportcard/
The America's Promise Alliance : www.americaspromise.org/


Tuesday, November 16, 2010

Snippet: Does higher education equal better health?

It's been said before and it continues to be said that there is a correlation between good health and higher education.
So it's interesting that some school districts seem to have to choose between the two!

LINKS to past and not so past articles related to the HE:ED correlation:
http://www.bepress.com/bejeap/contributions/vol4/iss1/art8/
http://www.worldwidelearn.com/hispanic-education/health-lifestyle/wealth-is-health.html
http://www.texastribune.org/texas-education/public-education/group-links-healthy-habits-to-student-performance/
http://women.webmd.com/news/20090506/more-education-better-health
http://www.boston.com/news/health/blog/2008/03/life_expectancy.html

Not sure I agree Das...

I recently read an article at http://youthonhealth.com/cell-phones-a-health-hazard-for-the-youth/ by Devkainya Samadrita Das. Das posits that cell phones are "A Health Hazard for the Youth".  The fact that Das uses terms like "fiddle with", "the cellphone" and "the youth" through this literary work, leads me to believe that this article was not written by "the youth". But, before I get onto my generation next soapbox, we must take a look at this picture of "destructive dependence" Das paints with phrases about young people "saying that they would rather go without food for a day than without their cellphones". You'd think that if someone was going to write an article about a "destructive dependence" they would have some proof of the destructive part. But, not Das. Instead Das disproves the articles title by stating "So far, there has been no conclusive evidence that electromagnetic radiations caused by cellphones cause cancer, tumors and other deadly diseases of the kind".  Das does go on to say that "there have been enough studies and researches that have been conducted to raise eyebrows" and that "prolonged usage has been shown by studies to cause extreme fatigue, high blood pressure, increase of heartbeats and warming of the brain cells" Sans the brain cell warming, sex has the same effects on some people...and sex ain't destructive.

Monday, November 15, 2010

HE:ED intro

Whats HE:ED?

HE:ED will convey a mere mortal's views on health and education. More specifically, health tech, health disparities and the state of education in the U.S. You may not always agree and that's cool. The goal is to ignite the intellect of anyone that has two minutes to read a post and add feedback...