Archive for the ‘Gifted Education’ Tag

Remember when you point the finger…   5 comments

three are pointing back at you. Yes, I went there with song lyrics again. Couldn’t help it. Dealing with ‘education rhetoric’ overload. Last week I wrote about the single parent-bashing that has been going on in the media, especially as it relates to Education. Since I wrote that blog ‘off-the-cuff,’ I didn’t have time to do any research on people raised by single parents or grandparents who are now very successful and well-adjusted. I am sure that we all know someone who, despite the statistics and negative Nellie, went on to college, graduated, and are making some form of contribution to his/her community. I know I can name a lot of people who are succesful and self-absorbed, but I digress because that is not the topic of today’s blog. Instead, I thought I would issue a challenge to those who are still playing the blame-game and laying the responsibility of Education’s demise at the feet of teachers and teacher unions.

For those who are ‘in’ the 3-ring circus of Education reform, I can’t help but wonder:

  • How many of the ‘experts’ attended public neighborhood schools? Not the elite schools where parents pulled a few strings, but the schools located right in their own neighborhood. Probably none.
  • Of the people, actually ‘in’ Education, who are bashing public school teachers, how many would be willing to contact their teachers to say they did a crummy job? Probably none. For the record, I try to connect with my teachers each year and thank them for their dedication and high standards. Some of them are actually still teaching. Yeah, who says teachers aren’t committed?
  • Has any union-basher actually done any empirical and peer-reviewed research on the detrimental effects of teacher unions? No one seems to notice that Georgia, a state without a union, consistently performs in the bottom five. Massachusetts, however, consistently performs in the top tier. Hmmmm. Could one dare to say that student performance is tied to teacher effectiveness, which is tied to a strong and active support system, a la unions? No one wants to admit that. Nevermind.
  • Will anyone admit the real issue with unions: The only reason why education ‘experts’ are calling for the dismantling or reorganization of these institutions is because they (experts) want to bring-in Rhee-type leaders to fire anyone who does not conform to the regime-of-the-moment and replace them with TFA alums. I guess I just did. Nevermind.

I would like to know when someone, anyone, will start addressing the educational infrastructure, which parents and teachers alone cannot change? You know, things like overrepresentation of minority students (particularly African-Americans) in Special Education. Or how about the underrepresentation of minorities in Gifted Education programs? Here’s a good one: What about the systemic tracking of minority and low-income kids into technical education programs? It’s one thing if kids are interested in those programs, but a completely different issue when kids are not provided with exposure to options. I guess I will continue to have this conversation with myself because no one wants to jeopardize losing powerful connections by admitting that our country’s education system (not teachers) and its archaic policies are, in fact, racist and classist.

Sometimes song lyrics are the best way to convey your point!

Are grassroots charter groups at a disadvantage?   2 comments

For those who have been following my blogs or Tweets, you are aware that I do not claim to be an expert on anything. Instead, I choose to rely on my common sense and observations to draw conclusions and offer my two cents on anything Education-related. My passions are, in no particular order: (1) Actually closing the achievement gap, instead of just talking about it; (2) more free school choice options for students who happen to be minority or from low-income families; (3) smaller schools; (4) ending racial barriers to Gifted Education programs; and (5) addressing the over-representation of African American students, particularly males, in Special Education. Perhaps I am most passionate about creating more school choice options because, when done correctly, it can alleviate the other issues.

In one of my blog posts, I asked ‘Can Education really be fixed?’ because there are so many companies jumping into the business of Education for the sake of making a profit. Whether they are publishers of Education-related textbooks, masking their companies as non-profit CMOs (See: Imagine blog post), or charging charter schools nearly $1 million dollars in management fees per year, a lot of people are getting very rich off of the ‘economically disadvantaged.’ When these new ‘miracle’ plans do not work, critics begin to point the finger at the victims, also known as students. In reality, we need to start addressing some of the other disparities in Education before we can really claim that we are trying to close the achievement gap.

Let’s take a quick look at the charter school movement, as these schools have become increasingly popular with parents who cannot afford private school tuition. For the states with charter school legislation (39 and D.C.), it is expected that each would have unique chartering process and policies. Since I have only studied the legislation of Indiana and Georgia, I will only comment on those two. Until this year, Georgia only had one charter approval process: Submitting applications to the Board of Education in the district where the school would be located. The local board then had two options: approval or denial. If the application is denied, the group could submit it to the State Board of Education to be approved as a State Chartered Special School. Unfortunately, this special status would mean less per pupil funding; schools would have to operate on a significantly smaller budget. Last year, Georgia’s Charter Commission was approved in an effort to further the charter school movement and as a response to the high number of denials by local school boards

While I applaud the state representatives, politicians, and others who support the move to increase charters, we still have a problem: Grassroots groups, mainly minority-created, are still at a disadvantage in the charter school movement. Some groups are required to raise exorbitant amounts of capital to guarantee approval; others are told that their projected salaries are too low to attract and retain qualified staff, even though salaries mirror those in the district. There are no stipulations for such requirements in Georgia’s charter school law; instead, the leadership determines who will receive approval based on whether one’s attitude is in line with their expectations. Parental support, student needs, and potential success are not factors. Also troubling are insinuations made that applicants must participate in charter school leadership training provided by the Georgia Charter Schools Association. Again, the law does not stipulate that this is required; however, it has been implied. The cost for GCSA leadership training is $10,000 for members and $15,000 for non-members. Most grassroots organizations are staffed by individuals who have full-time paying jobs, which usually support their families. Expecting someone to pay this amount of money for a school that may or may not be approved, is…well, a bit careless. Agree? Unless, of course, attending the training guarantees approval of your application. I certainly hope no one is stupid enough to charge people for an approved application. That’s almost as absurd as appointing one of your Teach for America colleagues to sit on the state’s Charter Committee, but I digress.

So again, how can we close the achievement gap when all stakeholders do not have a legitimate voice in offering solutions? There is a lot to be said about the charter school movement become an exclusive club only meant for people with access to millions of dollars of capital. Chances are, they don’t look like the ‘poor, disadvantaged’ people they plan to help.