Category Archives: High School

Waiting For Superman

If you have not seen “Waiting For Superman” yet, go see it. The “docu-movie” is filmed as a documentary about the American education system but delivers a powerful emotional punch that will make anyone with a pulse want to get up and “do something” about education.  Ok, so what does “do something” mean exactly? Well it depends on who you ask! Many people saw the movie and came away with completely different views of what needs to happen. (Kudos to the director for igniting a passionate discussion, hopefully we can arrive at a dispassionate decision-making process)

To some people “do something” means we need to build more charter schools, to others, it means we need to provide more effective training to our teachers. There a many other actions that the audience may believe we need to do as well, such as fire ineffective teachers, decrease class sizes, increase parent involvement, decrease the emphasis on standardized testing and cut wasteful spending to list a few. All these actions are aimed at one singular goal; to reduce the randomness associated with a student’s intellectual and economic future by reducing the randomness of the quality of education they are provided with.

For example, let’s say there is one really great public school in your district. Unfortunately, if a student does not live in a school zone assigned to that school the chances of the student going to that school are slim to none. The student is then required to attend a school of lesser quality. Depending on the school, the quality can be so low that only 10 percent of the students graduating from that school go on to complete college. Having grown up in a low-income neighborhood these numbers do not surprise me since I witnessed my classmates and neighbors drop out on a fairly regular basis.

What is surprising, as the film states, is that the public k-12 education system has been rotting for the past 40 years and continues to rot today. This film has not ignited a discussion that we as a society have not had before. But hopefully it brings knowledgeable and influential stakeholders to the table to craft the most effective solution. By the way, you do not need a million dollars to be knowledgeable or influential. As a well-known American anthropologist, Margaret Mead, once said “never doubt that a group of thoughtful, committed citizens can change the world; indeed it’s the only thing that ever has.”

Of course, if the student’s parents or guardians can afford to send the student to private school the likelihood of a positive educational outcome is dramatically increased.

Given enough time many people would generate massive to-do lists that would look the same. Where the discussion becomes interesting is when we are asked to prioritize the order of each action to take. Obviously there are only a limited amount of funds (although the rate at which money was printed to stave off the last recession might mislead some to think otherwise), resources and human capital that can be deployed. The argument rages on regarding how to most effectively utilize the resources we have. As the film states, the U.S. spends more on education per pupil on k-12 education than any other developed country but is ranked near the bottom in terms of academic achievement. Clearly, spending more resources is not the answer.

But to think that solution to our education woes only is only due to poor management of resources would be naïve. A fundamental shift what we value must also occur.

The film emphasizes how every president since the Regan administration vowed to be the “education president” (i.e. the Superman we are waiting for). In fact, each President has enacted some law or another that was supposed to greatly improve the education system. Perhaps the most influential is the infamous “No Child Left Behind” which hoped to reform education so that 100 percent of American public school students would be proficient in the basic subjects by the year 2014. Unfortunately, the emphasis the bill placed on standardized testing has provided education administrators with a reason to finagle achievement results for their schools and districts with the wizardry of an accountant at Enron, out of fear of losing their job or credibility if their schools are depicted as failing.

For example, a district can “improve” its test scores by labeling a sub-sector of students as dropouts and thus eliminate the lowest performing students from the performance calculation for the district as a whole. The emphasis on test scores has also eliminated arts and music programs to focus more on preparing for the exams that “No Child Left Behind” mandates in order to measure student performance (For more on this subject read “The Death and Life of the Great American School System” by Diane Ravitch). Ironically there is almost no correlation between a student’s standardized test scores and their success in life.

Unless we place less emphasis on high test scores garnered by summative assessments and place more emphasis on knowledge acquisition, we risk repeating history and incorrectly treating students as empty vessels as the film did. There was a scene in the film that showed a teacher opening a student’s head and pouring knowledge into it. However, we know from research in the education field that knowledge is acquired through ACTION and not simply through passively consuming facts.

As Herb Simon a Nobel Laureate from CMU once said, “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance the learning only by influencing what the student does to learn.”

However, changing the education system is easier said than done. As one of the film’s protagonists, Michelle Rhee, former Superintendant of the D.C. Public School System pointed out. Although she is widely vilified for her perhaps draconian methods of firing principals and teachers and closing down schools, she did what she believed was necessary in order to change the entire system. Perhaps it was easier for her to act so decisively and fire personnel at will because she had no intention of pursuing a career as a superintendent. Like a kamikaze, she collided head-on with her opponents, the teacher’s union, in hopes of ending its iron-clad grip on one of the most important resources our nation has to improve the education system, its teachers. Only time will tell if she was successful and her approach appropriate. Likewise in a few short years, we as a country will find out if we had the resolve to reform education and pass on the dream to the next generation. For the sake of my friends and family, I hope we do.

Questions for Geoffrey Canada

  1. The success of Harlem Children’s Zone exemplifies the hard work that an entire team of people including you, the students, the parents and the community must dedicate to provide a quality learning experience. Is the problem that our education system is looking for a quick fix instead of putting in the countless hours it takes to coordinate efforts across all grades and schools to provide individual students with a quality learning experience?
  2. What techniques are you using in the classroom to help students learn and successfully complete the standardized exams? Are you focused on test taking strategies?
  3. How do you define a successful teacher or student? What evidence to you look for to demonstrate their success?

Also check out this great video.

http://www.youtube.com/watch?v=zDZFcDGpL4U

How Education Made A Difference For Me

Life IS like  a box of chocolates! (You never know what you are going to get) Getting a high quality education however, greatly enhances the control you have over your future and can afford you the sweeter things in life. Which, if you are like me and have no inheritance, means a whole lot! Let me explain.

I grew up in a pretty run down neighborhood in my hometown, Gainesville, Fl. Let’s just say many kids in my neighborhood didn’t exactly think that college was a viable path in their lives. However, I was fortunate enough be in academically accelerated programs that allowed me to plainly see the effects of a quality education as easily as day (school) and night (home). More importantly, my peers in those programs were really interesting and diverse people, which gave me the opportunity learn a tremendous amount about the world and myself just by watching how different their approach to life was than mine.

One such program, the IB program is in my opinion, a tremendous example of the positive change a quality education can make in one’s life.  I went through the program in high school and although it was one of the toughest things I had ever done (I wanted to quit a couple of times because it is academically and mentally VERY challenging), the benefits were well worth the effort. I was admitted into one of the best schools in the country, The University of Florida, I got a free ride to college, I earned enough credits to skip my freshman year of college, and I learned how to manage my time in high school so that, I could balance work time and play time and got the most out of all my time in college.  And since I was a student at UF, you better believe I wanted to tailgate and attend as many football and basketball games as possible! Go Gators! I ended up using that extra year in college to study abroad in Paris and Rome, a totally surreal experience. In high school, I would have never been able to afford such luxuries. But earning the IB Diploma opened doors that I never thought possible.

The effect that IB had on my life and the chain of events that it set off were so meaningful to me that I knew I wanted to do something in education for a living and pass on the opportunity. Unfortunately, a career in education didn’t exactly pay well, so I chose a career in finance to get a better understand of how people value things.

To be honest, I had no clue what people did after K-12 schooling. But the IB program gave me the opportunity to ask questions and help steer me in a positive direction. As a kid, did you ever play the game, “Pin the Tail on the Donkey”? To play, you stand a few yards away from a picture of a donkey. Someone blindfolds you and spins you around a few times. When they stop spinning you, you are supposed to pin a tail on the image of the donkey you were previously in front of. Unfortunately, you no longer know where the donkey is because you are blindfolded and you have been spun around many times! But if your friends are generous, they grab you by the shoulders and steer you in the direction of the donkey when you start to stumble in the opposite direction.

I often times felt like the dizzy, blindfolded student but luckily my education helped steer me in a positive direction.

After working in the financial sector for five years I now intend to pursue my dream of working in the education industry. I am now doing my MBA at Carnegie Mellon University (another academically rigorous program, but I already got the IB Diploma so this can’t be that bad, right?). I am starting an education technology company that will help college tutors with no programming experience, create online tutorials that adapt to their students’ specific learning needs. The goal is to help those students who are pursuing a college degree but struggling to graduate. Why? Because by the year 2016 approximately 50 percent of all jobs will require a college education. However, almost half of all public college students fail to graduate in 6 years.

I met some really great people at CMU who are passionate about education. I look forward to working with them and letting you know how it goes. I still have a lot to learn about the education industry before I launch anything. But for the time being, I feel at ease knowing that pursuing a high quality education has steered me in the right direction. Freedom, here I come!