Tag: at-risk students

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Pass or Fail: Advocating for At-Risk Students through Communication

pass or fail

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

As educators, we know that minority children and those from lower socio-economic brackets are at a greater risk of falling behind academically, and eventually dropping out of school altogether. Things like alternative schools have been around for decades as a way to remediate any student who is behind his or her peers. But what if we could eliminate the need for these separate schools altogether?

Because of problems in identifying the optimal allocation of limited resources under high-stress educational scenarios, many districts have turned to costly intervention programs designed to keep “at-risk” students in school. Improved communication about the needs of struggling students might help generate support for the higher-cost intervention programs designed to keep “at-risk” students in school.

These intervention programs tend to be among the first to go when there are budget constraints, leaving educators with a very short list of effective low-cost options. More open and effective communication about standards and academic expectations could allow for the better application of intervention programs.

There is ample evidence that the programs are focused on at-risk students work.

Indeed, compared with the costs of retaining students, these programs are highly cost-effective. Let’s take a look at one of these programs.

Umoja (the Swahili word for “unity”) is a program for at-risk students developed in Chicago. Corey (his name has been changed), a teenager who came through the program, is the son of a single mother and has a sister whose severe disabilities required much of his mother’s time. Growing up, he did not enjoy the close supervision and parenting of other kids his age.

Corey first entered the Umoja offices as a freshman. He expected to be handed some pamphlets and told to come back as a senior. However, Executive Director Lila Leff personally took him under her wing. She accompanied him to several college campuses and arranged for him to talk to college students who came from a similarly disadvantaged background.

As a result of Leff’s interest, Corey became more engaged in his studies. He chose to participate in electives that honed his debating skills and learned to research and to examine all sides of a given issue. His presentations on pertinent issues such as race relations, police brutality, and problems associated with public transportation, have been well received in some venues. He has spoken at local community groups and boards.

With the assistance of Umoja, Corey submitted a successful application to Ohio State University and graduated four years later. Out of a desire to give back, he entered AmeriCorps, and recently completed his first year of teaching. Next year, he’ll teach in a Chicago high school. But he has bigger plans. He’s wavering between becoming a chef and becoming President of the United States.

For students such as Corey, a program like Umoja represents the difference between success and failure. Though the programs are expensive, they are nevertheless crucial and are arguably much cheaper than letting the talents of America’s youth go to waste.

Intervention programs like Umoja work. However, they should be used in tandem with clear communications about standards and expectations. All students should be aware of the intervention programs that are available to them.

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Why Teachers Should Embrace Technology in Their Classrooms

By Matthew Lynch

Teachers have a lot on their plate when it comes to measuring achievement. Student success is determined by assessments, graded materials and even technological savvy. The consensus seems to be that to give K-12 students a fighting chance in the real world, teachers and administrators must stay on top of any and all technology trends. While it’s impossible to use every piece of technology to the students’ advantage, there are some legitimate reasons (aside from the cool factor) that teachers should embrace technology in their classrooms.

At-risk students

Technology has made it possible for students who fall off the traditional path to jump back on and finish what they spent most of their childhood working towards. This may be in the form of taking remote classes from home, remedial classes in on-campus computer labs or even by enrolling in full-time online schools, public or private. The technology available for these options benefits students who face difficulties with a normal school schedule including teenage parents, students with short-term or long-term illnesses, teens with substance abuse struggles, or those who had poor academic performance due to learning disabilities or bullying.

Equality through Technology

Technology is also a great equalizer in K-12 classrooms. Students have the same access as their peers to whatever technology is available in their district and specific classroom. While there is certainly some technology discrepancies between one district and another, often based on the socioeconomic status of the families within that district, within each one, students have fair access to technology. In a way, things like computers and mobile devices in classrooms usher in the technology of the outside world and give students who may not otherwise have access a chance to use it for learning purposes.

Having in-classroom technology more directly impacts the graduation rate by providing customized learning experiences. A student who needs extra help on a particular topic need not hold up the entire class, or feel embarrassed asking for that help when there are computer modules and tablet apps available for individual learning experiences. Teachers who spot a trouble area with a particular student can gear that teen towards more exercises to master the topic. Of course, technology is not the magic wand to fix all problems, but it does allow for more flexibility of the learning process which in turn makes it easier for a wider group of students to stay in classrooms until the end of the K-12 journey.

College Prep

K-12 educators used to have the goal of helping their students reach high school graduation, but now the pressure is on to create students who go on to achieve college goals too. No matter how advanced the technology options in a particular school district, they are dwarfed by the reliance on and widespread use of technology on college campuses. High school students who become acquainted with technology for things like course selection, class management and actual learning modules are better.

Other Technology Perks

There are so many ways that academics are enhanced by technology that simply did not exist ten years ago. Today, students can benefit from online learning modules if a major illness or suspension keeps them at home. For students who are struggling under the academic and social pressures of traditional schooling, online learning provides a way to stay on track from the comforts of home. Online learning is just a brushstroke on the contemporary portrait of learning technology. Within classrooms, teachers can encourage students to work individually on a computer or mobile devices, freeing up some time to work in-person with those who might need the extra attention.

Teachers can also communicate more effectively with parents and students regarding upcoming assignments, supplementary lesson plans, and areas where students could benefit from extra practice. With browser-based technology, and cloud-based options, teachers can provide easy access to information and parents and students can log in at their convenience.

Technology is transforming the teaching process into one that is more interactive as well. Instead of waiting to see how much a student knows at the end of a term, progress can be measured in real-time – and adjustments can be made. Teaching is becoming less instructor-centric and more of a collective process.

What do you think? Did I leave any benefits of classroom technology out?

Read all of our posts about EdTech and Innovation by clicking here. 

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Why many smart, low-income students don’t apply to elite schools

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Carol Miller

It’s taken me a few days to respond, but when I went home the other day, the first thing my husband said to me when I got home was, “Did you listen to NPR today?  They were talking about Guidance Counselors.”

(Of course, before I could respond to his question, I had to correct him by saying, “You mean School Counselor.”)

But, I didn’t hear it, and I had to pull it up on the NPR website to listen.

You can listen to it here, or read the transcript here.

The basic premise of the report is that many low-income, high achieving high school students don’t apply to elite colleges because their “guidance counselors” steer them towards less expensive options. While NPR reports that recommending colleges is not always on the uppermost thoughts of many counselors due to high caseloads, they do state that  “guidance counselors may not have gone to selective colleges themselves.” and that your guidance counselor might not know “for a low-income high achiever, Harvard or Yale could be free.”

What NPR fails to report is that, while many low-income, high achieving students may be able to attend elite schools at a significant cost reduction, school counselors may not be privy to the net worth and financial backgrounds of each of our students.  In addition, when talking about different college options with students, we listen to their needs and concerns.  While Harvard or Yale might be free, transportation costs to and from these schools are not.

In addition, there is no magic wand that can guarantee a student’s acceptance into a college where the chance of admittance can be less than 10%.  Do we want students to apply to dozens of colleges on a chance that they will be accepted?  I know I want students to apply to a variety of colleges, but I also want them to apply to schools that would be considered reach schools, target schools and safety schools.  So throw a Harvard or Yale in the mix (because I DO know that the ivy league schools have a “no loan” program for students under a certain family income–I have encouraged a few to apply to Cornell), but also apply to a few state schools and also a few more small private schools that would have great financial aid packages with generous grants and fewer loans.

I also want students to think about the fact if they are majoring in Biology, Psychology, or Physical Therapy, that they will need more than 4 years of college.  I also want them to think about how they need to consider their indebtedness upon graduation.  I have seen more students come back to me with $60,000 or more in college loan debt by going to “elite schools” which they are then unable to pay back.

NPR fails to report that public schools have so many mandates for course requirements these days, with Common Core testing, Regents Exams, or State Exit Exam requirements, that school counselors do not have opportunities to  talk to students about these college awareness fundamentals.  Class time is a hot commodity, and is not given away by teachers easily.  Even at the middle school level, I struggle to find teaching time to talk about the things not covered in ELA, Math, Science or Social Studies but are important none-the-less.  Bullying, study skills, healthy behaviors, kindness, compassion, and college awareness are topics that are needed but not easily incorporated into the school day.

While I regularly listen to NPR, I was bothered by this article.  I would like those at NPR to know that first of all, I am a school counselor.  I am NOT a Guidance Counselor.  I am so much more than a paper pusher and a signer of transcripts to go on to colleges.  I am a teacher, a motivator, a cheerleader, and a coach.  I have inspired many low-income, high achievers to believe that college is an option.  I have taught them to understand financial aid packages, and what to look for on a college tour.  I have refused to give up on them and have helped them set goals.  I have encouraged them to take AP classes and helped to find them scholarships to cover the AP exam fees.  I have written letters to prestigious schools on their behalf carefully describing all the things that school would be missing if they didn’t accept my student.  I have given sound advice, but most importantly, I listened to my students, respecting their decisions, their values, and their goals.

I would like NPR to join me in helping to educate others on the important work of school counselors, and the need for school counselors in the lives of students.  We need smaller student caseloads and time with students.  We need an increased awareness of the importance of college planning and social emotional learning in the school day, as it can not be an afterthought to the Common Core and Teacher Evaluation System.  Our programs should be as developed as any other class curriculum, as we teach important life skills. This last report did not highlight the strengths of School Counselors.  I know, however, that every day, we do great things for these great kids.  It’s really unfortunate that you did not get the chance to see it.

This post originally appeared on The Middle School Counselor, and was republished with permission.
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Carol has organized School Counseling Conferences for several years in Central New York through TACA and has presented at these conferences on College Admissions, Best School Counseling Programs, and Sharing Counseling Resources. She is a member and past President of the Tompkins Area Counselor Association, and  a member of NYSSCA and NACAC, and NYSACAC. Carol is a mom to three sons, a crafter at heart, and a soccer and basketball coach in her free time.