Need for change presentation
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- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies. - It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market. - The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
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- 1. Global trends that force us to rethink education What our students need to compete.
- 29. U.S. Colleges and Labor Market
- 30. Rise in Female Drop outs
- 32. Children of Foreign Born Parents
- 34. National Dropout Comparisons 2008
- 37. Total Child Population (Number) Texas http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 From 1990 to 2007, there was an increase of 1,362,683 children in Texas. 6,438,744 6,376,714 6,238,177 6,172,624 6,108,755 2007 2006 2005 2004 2003 Showing most recent 5 years; Show All Years 6,051,933 5,968,378 5,886,759 5,762,614 5,692,222 2002 2001 2000 1999 1998 5,618,202 5,528,757 5,405,550 5,311,112 5,198,203 1997 1996 1995 1994 1993 5,076,061 4,971,769 4,835,839 1992 1991 1990
- 39. Poverty -- Child Population (Number) http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 1,492,668 1,508,771 1,520,101 1,537,475 1,431,931 2008 2007 2006 2005 2004 1,425,828 1,325,620 1,294,807 1,237,626 1,189,935 2003 2002 2001 2000 1999 22.5% 23.1% 23.8% 24.7% 22.7% 2008 2007 2006 2005 2004 Percent 1,298,486 1,350,837 1,502,026 1,539,249 1,159,710 1998 1997 1995 1993 1989 22.8% 21.3% 21.2% 20.7% 20.5% 2003 2002 2001 2000 1999 22.4% 23.6% 26.9% 28.6% 24.3% 1998 1997 1995 1993 1989
- 41. Children receiving food stamps http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 1,317,029 1,535,953 1,292,354 1,158,212 727,930 2007 2006 2005 2004 2003 Children Receiving Food Stamps (Number) 657,333 553,634 539,696 570,920 755,771 2002 2001 2000 1999 1998 20.5% 24.1% 20.7% 18.8% 15.7% 2007 2006 2005 2004 2003 Children Receiving Food Stamps (Percent) 938,537 1,004,176 1,059,976 1997 1996 1995 10.9% 9.3% 9.2% 9.9% 13.3% 2002 2001 2000 1999 1998 16.7% 18.2% 19.6% 1997 1996 1995
- 42. Uninsured Children http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 23.3% 2005 Uninsured Children (Percent) 1,435,683 2005 Uninsured Children (Number)
- 44. Live Births http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 399,309 385,537 381,441 371,915 376,977 2006 2005 2004 2003 2002 Total Live Births (Number)
- 46. Babies Born at Low Birthweight (<2,500 grams) out of all Live Births (Number) http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 33,749 32,006 30,647 29,727 28,657 2006 2005 2004 2003 2002 27,728 26,927 25,836 25,549 24,374 2001 2000 1999 1998 1997 23,797 22,943 22,531 22,968 22,413 1996 1995 1994 1993 1992 22,430 21,979 1991 1990
- 48. No Prenatal Care http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 38% 35% 2006 2005 Births to Women Receiving Late or No Prenatal Care - New Birth Certificate in 2005 (Percent) 151,500 136,021 2006 2005 Births to Women Receiving Late or No Prenatal Care - New Birth Certificate in 2005 (Number)
- 50. Births to teens (number) http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 53,954 52,019 52,363 51,961 53,105 2006 2005 2004 2003 2002 Births to Teens Ages 13-19 out of all live births (Number) 53,927 55,578 55,644 55,298 54,049 2001 2000 1999 1998 1997 53,531 53,472 52,829 51,678 50,969 1996 1995 1994 1993 1992 50,758 49,241 1991 1990
- 53. TAKS Scores for Eco Disadvantaged (ELA) http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 1,208,270 1,140,056 1,053,428 995,173 883,909 2008 - 2009 2007 - 2008 2006 - 2007 2005 - 2006 2004 - 2005 Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA Number and percent 82.0% 80.0% 80.0% 78.0% 73.0% 2008 - 2009 2007 - 2008 2006 - 2007 2005 - 2006 2004 - 2005 69.0% 60.0% 2003 - 2004 2002 - 2003
- 55. TAKS Non Eco Disadvantaged (ELA) http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45 1,278,245 1,276,717 1,227,088 1,196,467 1,147,345 2008 - 2009 2007 - 2008 2006 - 2007 2005 - 2006 2004 - 2005 Non-Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA (Number) 94.0% 93.0% 93.0% 92.0% 89.0% 2008 - 2009 2007 - 2008 2006 - 2007 2005 - 2006 2004 - 2005 Non-Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA (Percent) 1,145,340 1,035,700 2003 - 2004 2002 - 2003 87.0% 81.0% 2003 - 2004 2002 - 2003
Editor's Notes
- The job market is continuing to evolve, yet we are still teaching students the same subject matter that we have presented for the last 30 years.
- The job of today depend on the ability of our students to “think outside the box.” Students need to learn how to use knowledge rather than how to memorize facts.
- Other countries want our business. Labor unions do not dictate to CEO’s. Production is simpler and more economic in other countries than in the United States. We have gone from a major producer to a major consumer.
- Workers need to understand the concept of individualization. Team work is important but the individual that develops the plan for improved production or new efficiency it the one that will move ahead.
- People can teleconference, communicate globally, and work from anywhere in the world. There is no limit to interaction with the available technology and this will only improve astronomically with time.
- The job market has changed, but the education students receive in high school is stagnant. This is why students now need at least 2 years of college to compete with their peers. When they enter college, they have to take general courses to catch up with students in other countries. Our students lack the education to be at the college level in the core subjects.
- If we do not learn new skills, there are not going to be enough jobs for people of all ages. As we learn more about medicine, life expectancy will continue to increase. What will we do with the population? Will it be possible for people to “buy” a longer life? What are the moral implications? What will life be like for those without the means to support themselves as they age? What will we do with all the people? How “long” should we choose to allow people to live. Case in point– Stephen Hawking.
- Are our students ready to compete in a global economy?
- Where do US students rank in college readiness with other countries? Observe the yellow bars. 23/30 in math, 21/30 in science, 15/30 in reading, 24/30 in problem solving.
- Our education system is not keeping up with the information students can access on their ipods. The information we are giving students is already obsolete. What we have to do is use technology to our advantage and challenge students to find and use new information.
- The measure of one’s IQ will not be the same as what we measured 10 years ago. Creativity and use of information will be the centerpiece and prediction of success.
- Schools have got to change to meet the demands of a student population that is learner centered or public education as we know it will be obsolete. Online classrooms education is expanding. Students are able to interact with others from home while taking an array of classes not offered in traditional schools. By the year 2014, the average time students spend in face to face setting will be half the time spent now. Students will learn virtually for at least half of the school day.
- The labor market is changing and US colleges are not. This causes a gap in the skills needed in the labor market. US college students are not equipped for the job market when they graduate. Further training is needed.
- The drop out rate for teenage girls is on the rise.
- Dropouts among the children of foreign born parents is increasing.
- Dropout rates are increasing nationally and the dropout rates for border states is continuing to rise.
- Increasing numbers of dropouts will have a devastating effect on our economy.
- From 1990 to 2007, there was an increase of 1,362,683 children in Texas.
- This means there are more children in poverty although the percentages seem to be steady. 22.5 % of 1,362,682 is 306,604 more children that are in poverty and need assistance or free school lunches. It costs more to educate this population or students in proverty.
- There is an increasing number of Texas children on food stamps. These numbers were taken in 2007, the recession was not yet impacting our economy. 20.5% means that out of 100 children, 20.5 are receiving food stamps.
- In 2005, the number of uninsured children was 23.3%.
- In 2005, there were 385,537 live births. This means that 89,830 of these children were not insured.
- Due to poor prenatal care and nutrition, there were more children born with a low birthweight in 2006 than in 1990. There has been a 35% increase in children born in Texas was a low birthweight. Think about how many were and are still uninsured.
- In 2006, 38% of the Live Births in Texas were to mothers that had no prenatal care.
- Of the live births in 2006, 53,954 were to mothers between the ages of 13-19. These are the children in poverty having more children that are born in poverty. Not only is there an alarming number without proper care during pregnancy, the quality of care and nutrition continue to plague these children during developmental years.
- TAKS scores are not really giving us an adequate picture f the number of children passing TAKS. TAKS scores are determine by the TLI each year. Texas still ranks 49 th in college entrance scores.
- Although the number seem to show the gap is closing for non eco and eco disadvantaged groups, the truth is students from socioeconomic advantaged homes score higher than do their low socioeconomic counterparts. The number of low socioeconomic students in our public schools is on the rise. The gap is still there and for more students. The math behind percents is the more students there are, the more are needed to impact percent. In other words, if there are more low socioeconomic students than there were 10 years ago, then more students can score lower on tests without impacting the percent. Therefore by having more students in s subpop, the more can fail.