Tag: k12

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2 Reasons Colleges Need Athletes as Minority Mentors

When it comes to getting more minorities into college, and then graduating them, there are a lot of different ideas out there. Stronger high school recruiting, better guidance programs for first-generation students, and more minority faculty members are just a few of the ways to make college campuses more diverse to the benefit and success of everyone.

Having strong minority role models as mentors is another, and perhaps the most powerful idea of them all. Successful people who look like the students a particular college or university is trying to graduate, and who come from a similar background, can leave a lasting impression and inspire students to similar heights.

One particular group of minority mentors that I feel should be getting even more involved in the minority recruiting and mentorship process is student athletes. Whether still athletes at the school, or alumni, this particular subset of minority mentors should play an important role in graduating other traditionally disadvantaged students. Here are a few reasons why I think so:

  1. Many of them have powerful, relatable life stories.

Athletes often seem like larger-than-life superstars while they are on campus. But many of them have had personal lives that are relatable and inspirational to everyone else.

One great example of a college-athlete-turned-minority-mentor is The Ohio State University alum Maurice Clarett. The former college running back has taken on a new role as both a cautionary tale, and inspiration, to other young people. If his name sounds familiar, it is because his claim to fame was not just on the football field or as a national champion in the sport. Clarett served four years in prison for aggravated robbery and carrying a concealed weapon. It was behind bars that he started reading up on personal development and ways to grow beyond a delinquent and even ways to rise above his association with being a football star.

Today he talks with other college athletes about things like personal responsibility and being accountable for actions, no matter their upbringing. Clarett has visited athletes at Alabama, Notre dame, Tennessee and Mississippi State. He recently spoke with the national champion Florida State football team and acknowledged that many minority college athletes come from home environments that leave them “undeveloped” and without the skills needed to function successfully in life. Taking advantage of the resources available on college campuses and determining to be better than life’s circumstances are two lessons that Clarett tries to pass along to the people he mentors.

A story like Clarett’s is so much more powerful than the seemingly-empty warnings from adults on college campuses, many of whom look nothing like the students they are trying to influence and have no shared life experiences. By finding ways to tap into the stories of athletes, colleges can give their students a more impactful way of committing to success.

  1. Athletes themselves can acquire necessary life skills from like-minded mentors.

Traditionally getting into college on an athletic scholarship has been a way that minorities have been able to break onto college campuses, particularly if they came from educational environments that simply did not offer the same resources as advantaged peers. I’d argue that getting these athletes to graduation day is simply not enough; a whole other realm of life skills is needed to ensure that they are successful long after their athletic playing days have passed. When the cheers die down and the attention turns to the more practical things in life, these student athletes need ground to stand on. Pairing them up with mentors, or at the very least bringing in former athletes to share their after-college success stories, is a great way to inspire greatness that lasts a lifetime.

Leadership. Teamwork. Hard work. Earning a “win.” Losing gracefully. All of these are lessons that college athletes know in the context of their respective sports. Translating that to life beyond college can be challenging but can be made much easier with the help of mentors that have a common understanding with the students they address. Schools should make this as much a priority as recruiting minority students to sports and academic programs. Colleges and universities have a responsibility to their students to prepare them for all aspects of life and proper mentorship can be a necessary building block in that process.

Focusing on recruiting more athlete mentors for minority students is a somewhat unconventional option, but it just might work.

How do you think colleges can best mentor minority students?

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Dirty Schools: 3 Interesting Statistics on School Cleanliness

Educators focus a significant amount of time, energy and resources on education reform, policy, and curriculum – and rightfully so.  But do they spend enough time and resources on the physical environment they are providing for our students?  Are we insuring that our students are learning in a sanitary and clean working environment?  And do parents feel comfortable and satisfied with the environment school systems are providing for our students?

To find out, OpenWorks—a leading national commercial cleaning franchise—surveyed more than 300 American workers aged 25-55. Here are just a few of the results.

  1. More than 3 in 5 parents have ongoing concerns that their kids are exposed to germs at school.
  2. This stretches further than the classroom, too. 50% of working parents surveyed pack lunch for their kids because they think the cafeteria is “unclean” and 1 in 3 respondents won’t let their kids ride the bus because of concerns that it is unsanitary.
  3. Ironically, these same parents who voiced strong concerns about the cleanliness of their school environment also admitted to contributing to the unsanitary conditions in the classroom.  Nearly half of all parents surveyed confessed that they feel pressure to send their kids to school sick, and often do, because they can’t miss work.

This survey sheds light on the fact that the responsibility to provide a clean, germ – free school environment falls on both educators and parents.  Parents have a responsibility to keep their sick children home from school and educators have a responsibility to provide a clean working environment for children.

What can educators do to enhance the current classroom conditions, provide a cleaner environment for our children, and address the concerns of parents? They can partner with an experienced commercial cleaning and integrated facility services provider to clean up their schools.

OpenWorks, who has been partnering with schools for decades to improve the health and cleanliness of their facilities, commissioned the survey to showcase just how important it is for education leaders and school administrators to take cleanliness seriously.  According to David Bosley, OpenWorks’ Executive Vice President and lead contact responsible for the company’s outreach to school systems, these results generated by the survey should be a true eye-opener for education leaders who have a responsibility to maintain healthy learning environments.

“The survey shows parents believe schools aren’t making the grade when it comes to keeping facilities clean, creating unhealthy environments for students,” says Bosley. “We want to restore that trust by partnering with schools around the country to set up cleaning programs that are sustainable and affordable.”

To learn more about OpenWorks, please visit http://www.openworksweb.com.

What do you think educators and parents should do to keep their students’ learning environments clean?

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3 Reasons K-12 Education Still Needs Federal Oversight

Educating American children has always been a responsibility that has fallen heavily on the states. As the public k-12 education matured in the 20th century, however, it became increasingly apparent that states left to their own educational devices meant dangerous consequences for many children—especially students with disabilities and those living in poverty, for example. Historically, the federal government has always been the one to pick up the slack in k-12 education when states have fallen short.

In his piece for The Daily Beast, Jonah Edelman of Stand for Children warns that members of the newly-seated Congress have already voiced intentions to reduce accountability and transparency over states’ educational systems, while providing additional flexibility with federal funding.

I have my reservations about this. Contrary to what some states-rights activists claim, states do not always act in the best interests of their residents, especially when it comes to education. Left to their own devices, states tend to enact discriminatory practices. Allow me to share a few reasons I think education still needs the support of the federal government:

  1. Some states will run wild once given control.

My home state of Mississippi is an example of state control gone awry. If its schools were wholly reliant on the state to outline learning benchmarks and divvy up funding (based on a state population with 24 percent in poverty and over 70 percent of its students eligible for free-and-reduced-price lunch), the inequalities would compound exponentially.

And those inequalities are already startling. For example, while 83 percent of high schools in New Hampshire offer calculus, only 41 percent of those in Mississippi do.

Mississippi has never quite been able to recover from its rampant poverty that began after the Civil War. Even when freedom was granted to slaves in the state and nearby, the African-American population was not able to elevate its quality of life due to the barriers erected by segregation and Jim Crow laws. Less-overt inequalities still exist that keep each new generation of African-American students in the state from breaking the cycle of poverty at home and underachievement in the classroom.

  1. Federal intervention can give students rights when states refuse to.

Edelman mentions issues like desegregation as wins for the federal government when states refused to do the right thing for all students. Without federal intervention, for instance, we wouldn’t have programs like the DREAM Act, which encourages continued education for students who might otherwise have been eligible for deportation. Instead, because of this federal program, they can contribute positively to their communities and to our country.

  1. The federal government can help raise the standard of education so that all states have something to aspire to.

Federal guidance is needed to measure how much students are learning from one state to the next. Establishing a common high bar for academic performance that includes rigorous college-prep expectations can only be brought forth through federal involvement in schools.

It will be interesting to see what twists and turns the NCLB rewrites take and certainly no group will ever be completely satisfied. But the basic principle that guaranteeing every student in every state equal access to education is one worth fighting for.

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Educational leadership: Tips for inspiring students and making a difference

**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 column by Anita Ginsburg

As a teacher, you do your best to plan every lesson and prepare every lecture several days in advance. You follow the curriculum to the letter, and you only use the best textbooks when planning your assignments. But as a teacher, you want to do more than just hand out grades and percentages. You want to inspire, encourage and motivate students. You recognize that a complete education doesn’t always come from a textbook or essay. If you truly want to make a difference in the classroom, you’ll need to implement the following steps:

  1. Set High Expectations

At the beginning of each school year, you probably establish a few ground rules for expected behavior. You let students know that you want their homework in on time, and you tell them to turn off their phones when they enter the room. But your expectations should go beyond basic classroom guidelines. You need to communicate that you expect them to not just listen but to absorb, and that you want them to not just pass a test but to remember what they’ve learned. At every opportunity, let your students know when you see an improvement in their progress. Give your students examples of what a successful assignment, paper, or test looks like, so they can work toward that goal.

  1. Show Your Enthusiasm

You likely spent several years studying specific courses to earn your degree, so clearly you have a passion for certain areas of education. When you share your enthusiasm for your favorite subjects, you can spread that energetic spark to the rest of your students. Even if students don’t seem initially engaged in science, math, or social studies, your own excitement can often pique their curiosity. They’ll feel intrigued about your enthusiasm, and they just might want to do a little research of their own to find out more. To develop better teaching techniques and leadership skills to keep students engaged and excited, consider getting a master’s degree in education. The experience and knowledge you can pass on to your students can be very beneficial.

  1. Let Your Students Take Control

While you shouldn’t let your students push you around, you can give them a degree of choice about what they do in your classroom. Rather than reigning supreme and assigning what you think best, let your students choose their own topics for papers and projects, so long as they relate to the course content.

For example, if you teach history, you could let a student write about his or her family’s historical immigration experience, rather than restricting an essay to the immigration act of 1924. Or if you teach physics, you could let an athletic student compare the spin and rotation of a soccer ball versus a football. When you let your students connect their assignments to their own personal interests, you give them the opportunity to engage in and explore their work more deeply.

Of course, these are just a few ways you can make a difference in the classroom. It’s important to keep learning yourself to continue inspiring your students. From small seminars to higher education, every step counts to making a difference in the lives of your students.

 

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3 Critical Questions We Must Ask about the K-12 Online Learning Trend

Online learning is more than a fad. The facts are staggering: According to the International Association for K-12 Online Learning, there are nearly 1.9 million K-12 enrollments in online courses every school year, up from under 50,000 in 2000. The current number does not even include students enrolled in primarily online schools. Thirty-one states have full-time online schools that serve on a statewide basis.

But is this trend, quickly becoming a permanent feature of our education, a positive one? Here are three questions to ask to determine whether online learning is changing the quality of education for the better or for the worse.

  1. Do online courses really adequately prepare you for college? The top reason that districts give for offering online options is for credit recovery, with 81 percent of urban schools citing this reason. Are online courses really equal to ones in the classroom though? It really depends who you ask. Recent news reports out of California show that high school graduation rates are at an all-time high of 78 percent, with even higher numbers in areas like San Francisco and San Jose. While some educators use these numbers to point to student success, critics say the rise in graduation numbers does not necessarily mean that students are college ready. The rise of online courses as a means to “make up” failed or incomplete classes are part of the reason more kids graduate – but do they know what they should?
  2. How rigorous are online courses? This is likely a cloudy area for those of us who grew up before the Internet forever changed the face of distance education. On a basic level, if a student reads the material, and is able to give correct answers on a test, that means he or she has “learned” the content. When an educator takes into account other influential factors like learning style, intelligence and work ethic, that basic definition becomes murky. The general consensus in the education community seems to be that even though online courses have merit, they are less rigorous than classroom settings.
  3. Is making online learning mandatory in high school a good thing? Then there is the issue of online learning as an overarching ideology. Embracing the inevitability that online learning is a very real part of the average college education, the state of Florida began requiring in 2011 that high school students in the 24-credit graduation option to take at least one online course. The public, Internet-based Florida Virtual School leads the way in this innovation and is considered a national leader in the e-Learning model. So in this example, Florida is not simply offering online courses as a backup; the state mandates that students on a college prep path get early exposure to the type of learning they are likely to see in college.

Simply put, there are two very different ways to look at online courses in K-12 education. On one hand, there is educational merit, though that education is debatable as to the actual extent of its effectiveness. On the other hand, there is the practicality aspect of exposing students to online learning long before the college years. The second point paints online learning as a life skill of sorts – something for kids to understand before entering the real world as adults, much like balancing a bank account or learning how to create a resume.

Regardless of the limitations of online learning, those who oppose K-12 online courses are just wasting their breath. The momentum of online learning is gaining speed. Educators can best spend their time looking for ways to enhance the content of what is offered in virtual courses and making the most of what classroom time is available.

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