A presentation for school educators that makes the case for the need to change American education and how to reshape the vision of a school around what needs to take place in classrooms to accomplish this.
The first step in reframing the vision of a school is to first grow the passion for change by examining present and future conditions in our nation’s schools to connect professionals with the type of world that children will face as they become young adults.
Need For Change Presentation
The Case for Urgent Change in American Education
Our addiction to isolation has been our greatest challenge in school culture.
Our ego’s tell us to go it alone and beat our own drum.
Because now more than ever, our democracy needs us to produce highly educated citizens who can compete and contribute to a rapidly changing global economy. To accomplish this, we must shed ourselves of outdated practices that lock us into the past.
“ Schools were never meant to be a place where parents could drop off their kids at age 5 and pick them up 13 years later as fully developed adults.” Jamie Vollmer Local Control Project
We allowed people to take us down many unmarked paths . . .
we couldn’t say no! As the world changed, the public wanted schools to add programs to “fix” the change, and . . .
Here is Vollmer’s list of programs that were added to our plates, while we were asked to educate children:
Public Education 1900 – 1920 In addition to the 3-R’s: We added: Nutrition, Health, and Immunization
1920 - 1940 We added . . . Vocational Ed. Practical Arts Physical Ed. School Lunch
1960’s Consumer Career Peace Leisure Recreation Education We added…
1970’s Special Ed. Drug/Alcohol Ed. Parent Ed. Character Ed. School breakfast programs
1980’s <ul><li>Keyboarding and computers </li></ul><ul><li>Global education </li></ul><ul><li>Ethnic education </li></ul><ul><li>Multi-cultural/non-sexist education </li></ul><ul><li>English as a second language </li></ul><ul><li>Bi-lingual education </li></ul><ul><li>Early childhood education </li></ul><ul><li>Full day kindergarten </li></ul><ul><li>Pre-school programs </li></ul><ul><li>After-school programs </li></ul><ul><li>Stranger Danger </li></ul><ul><li>D.A.R.E </li></ul><ul><li>Sexual abuse prevention </li></ul>We added. . .
<ul><li>HIV/AIDS education </li></ul><ul><li>Death education </li></ul><ul><li>Gang education </li></ul><ul><li>School violence prevention </li></ul><ul><li>Divorced parent groups </li></ul><ul><li>Student gay rights groups </li></ul>1990’s We added. . .
And in the new millennium, we have added . . . Terrorist prevention Internet crime prevention Obesity prevention Sexual predator alerts
And all of these programs were added onto the plates of our schools . . .
Without adding . . . one single day to the school year!
Sources: National Center for Education Statistics T.I.M.S.S. Boston College Country Days of School China 251 Korea 225 Japan 223 Taiwan 222 Israel 215 Switzerland 207 Italy 210 Russia 195 England 190 Canada 188 USA 180 International Average 193
But why change? We are still #1! Things are just fine. This is just drama.
“ America’s democracy and economic security have been driven by creativity and determination, and our education system has helped us pave the way. The hours spent in school during the K-12 years are more than just moments in time. They are the basis for future success and better lives than those of our parents. They are the building blocks for the society of tomorrow and the promise of a democracy stronger than the one we have today.” Elena Rocha Center for American Progress
Establish the need for change. Present Conditions + Future Challenges
Let’s take a look at some of these conditions and challenges.
Trends that are sending our children towards a crisis. . .
Trend #1 Globalization THE RACE TO ECONOMIC SUPREMACY CHINA INDIA SOUTH KOREA
The World Is Flat Release 3.0 by Thomas L. Friedman
“ It doesn’t matter whether you sit in Boston, Beijing or Bangalore, if you are smart you can now compete directly with the rest of the world on a level playing field – in a world that is flat.” Thomas L. Friedman
“ The Quiet Storm” The Numbers Gap The Ambition Gap The Education Gap “ The Quiet Storm” The Numbers Gap The Education Gap at the Top The Ambition Gap The Education Gap at the Bottom The Funding Gap The Infrastructure Gap
The Numbers Gap in U.S. <ul><li>1/2 of America’s scientists/engineers are 40+ </li></ul><ul><li>2/3 of math and science teachers will retire by 2010 </li></ul><ul><li>18-24 year olds who receive science degrees has fallen to 17th in the world. . . Down from 3 rd three decades ago. </li></ul><ul><li>National Science Foundation </li></ul><ul><li>National Commission on Mathematics & Science Teaching for </li></ul><ul><li>the Twenty-first Century </li></ul><ul><li>National Science Board </li></ul>
Percent of all bachelor’s degrees now earned in Science/ Engineering National Science Board
<ul><li>“ 56% </li></ul><ul><li>of </li></ul><ul><li>Engineering Ph.D.’s </li></ul><ul><li>awarded in </li></ul><ul><li>The U.S.A. go </li></ul><ul><li>to foreign </li></ul><ul><li>born students.” </li></ul>U.S. News & World Report 3-27-06
U.S. Trade Balance in High – Tech Manufactured Goods <ul><li>Billions </li></ul><ul><li>1990 </li></ul><ul><li>$33,000,000,000 </li></ul><ul><li>2008 </li></ul><ul><li>($ 53.5,000,000,000) </li></ul>Christian Weller & Holly Wheeler Center for American Progress 3-26-08
“ We had more sports-exercise majors graduate than electrical-engineering grads last year. If you want to be the massage capital of the world, you’re well on your way” Jeffrey Immelt General Electric Chief Executive U.S. News & World Report, 3-27-06
The Education Gap at the Top 60% of top science students 65% of top math students . . . in the United States are children of recent immigrants Education Week 7-28-04
Rising Above the Gathering Storm 2005 Study by . . . National Academy of Sciences National Academy of Engineering Institute of Medicine In 1999: 41% of American 8 th grade students received instruction from a math teacher who majored in mathematics instruction 71% was the international average that year
“ In the United States, 67.6 percent of the high-socioeconomic students are taught by highly qualified teachers, compared with 53.2 percent of low-economic status students. This opportunity gap of 14.4 percent is significantly larger than the international average of 2.5 percent.” Teacher Quality, Opportunity Gap and National Achievement in 45 Countries
T.I.M.M.S. 2003 <ul><li>► 7% of </li></ul><ul><li>American </li></ul><ul><li>students in </li></ul><ul><li>4 th /8 th grade </li></ul><ul><li>scored at </li></ul><ul><li>advanced </li></ul>► 38% of 4th grade and 44% of 8th grade student in Singapore scored at advanced Trends in International Mathematics and Science Study
NAEP Science 2005 USA Results <ul><li>% of 4th graders at proficient or advanced was flat </li></ul>% of 8th/12th graders at proficient or advanced fell since 1996 National Assessment of Educational Progress
The Ambition Gap The Ambition Gap Sending U.S. jobs overseas. . . Saves 75% in wages & Gains 100% in Productivity
Advice to our kids from U.S. corporate executives U.S. News & World Report, 3-27-06
<ul><li>“ There are huge populations out there who are motivated beyond your imagination. That’s what you’re going to contend with. They didn’t grow up with what you had, but they want it. And you can’t believe how much studying goes on in those families . </li></ul><ul><li>David Calhoun </li></ul><ul><li>Vice Chairman </li></ul><ul><li>General Electric </li></ul>U.S. News & World Report Interviews
<ul><li>“ Figure out something that you really like. Because you’ll be competing against students in Russia, China, India and the Czech Republic.” </li></ul><ul><li>Craig Barrett </li></ul><ul><li>Chairman, Intel </li></ul>
<ul><li>“ Make sure you are really good, because you are competing against people who are very, very good. Instead of going to Disney World, spend 3 or 4 weeks living with a family in a poorer country.” </li></ul><ul><li>Roy Singham </li></ul><ul><li>CEO, ThoughtWorks </li></ul>
<ul><li>“ The attitudes I see in Estonia, Mexico, Brazil, China, Latvia – they’re hungrier than we are.” </li></ul>Nicholas Donofrio I.B.M.
The Education Gap at the Bottom National Assessment of Educational Progress ■ Reading Literacy for 15 yr. olds in the U.S. is barely above average for Western countries ■ U.S. 8 th graders rank 9 th worldwide in science ■ U.S. 8 th graders rank 15 th in math behind Estonia, Hungary and Malaysia
“ Although there has been measurable progress in recent years in reading ability at the elementary school level, all progress appears to halt as children enter their teenage years.” Dana Gioia, Chairman National Endowment for the Arts To Read or Not to Read: A Question of National Consequence
“ A conservative estimate of the cost of remediation in public college exceeds $2 billion. Nearly four out of five remedial students had a high school grade point average of 3.0 or higher.” Diploma to Nowhere
“ Our analysis finds that graduating from high school in America’s largest cities amounts, essentially, to a coin toss.” Cities in Crisis: A Special Analytical Report on High School Graduation
“ I have never met the guy who doesn’t know how to multiply who created software . . .you need to understand things in order to invent beyond them.” Bill Gates American educators claim that our system stresses creativity, not rote learning like Asian countries.
The Funding Gap 2004 Task Force on the Future of American Innovation ► Federal funding for research in physical and mathematical sciences and engineering as a share of GDP declined by 37% between 1970 and 2004.
According to the National Science Board . . . The Percentage of Patents awarded to: ► Japan has increased 12 to 21% from 1980 to 2003 ► Taiwan has increased 0 to 3% ► U.S. has fallen from 60 to 52% since 1980
The Infrastructure Gap U.S. fell from 4 th to 13 th place in the world for broadband Internet usage 2001-2004
International Telecommunication Union April, 2005 “ Ranked the United States at 11.4 broadband subscribers Per 100 inhabitants… half that of South Korea” The World is Flat - Release 3.0
<ul><li>11.3% in poverty </li></ul><ul><li>12.5% in poverty (37.3 million) </li></ul><ul><li>45.7 million without health insurance </li></ul>U.S. Census Bureau Trend #2 Poverty in the USA continues to climb
Children represent 1/3 of all Americans living in poverty U.S. Census Bureau
Our National Disgrace ► 2000-05 the percent living at 50% of the poverty level (abjectly poor) increased by 26% ► For a family of four, this represents $10,222. A monthly budget of $851.83. ► This level is slightly above the 1960 poverty level ► In 1975 this group made up 30% of those living in poverty. Today the number has climbed to 43%. U.S. Census Bureau
The shrinking value of a high school diploma <ul><ul><li>Doctorate $70 - $100,000 </li></ul></ul><ul><ul><li>Masters $55 - $70,000 </li></ul></ul><ul><ul><li>Bachelors $50 - $60,000 </li></ul></ul><ul><ul><li>Associate $40 - $45,000 </li></ul></ul><ul><ul><li>H.S. Diploma $30,000 </li></ul></ul><ul><ul><li>Some H.S. $20,000 </li></ul></ul>U.S. Census Bureau Trend #3
<ul><li>JOB SALARY </li></ul><ul><li>Medical Assistants $20-28,080 </li></ul><ul><li>Home Health Aides $20,000 </li></ul><ul><li>Computer Software Engineers $40,000 </li></ul><ul><li>Personal & Home Care Aides $20,000 </li></ul><ul><li>Poverty level for family of 4 = $20,000 </li></ul><ul><ul><ul><li>- U.S. Census Bureau </li></ul></ul></ul>Occupations with Largest Job Growth
James Amos – Alliance for Excellent Education Dropouts, Diplomas, and Dollars: U.S. High Schools and the Nation’s Economy “ Over the course of a lifetime, a college graduate will earn, on average, $1 million more than a high school dropout. Dropping out is literally a million-dollar mistake.”
We are at a critical crossroads in public education. For the very 1st time, we are America’s hope!
We need a new mission of improving learning and a new vision wrapped around classrooms that deliver high quality instruction, curriculum and assessment.
Our vision must focus on what every classroom should provide each day of school . . .
Refining the Vision Instruction Curriculum Assessment
Refining the Vision Instruction ► DIFFERENTIATED INSTRUCTION Curriculum Assessment
<ul><li>Brain Research Indicates: </li></ul><ul><li>No two students are identical. </li></ul><ul><li>2. No two students learn identically. </li></ul>Differentiating . . Content Process Product
Instruction ► ENGAGING Curriculum Assessment Refining the Vision
Why do American high school students leave without a diploma? ■ 47% said classes weren’t interesting ■ 69% said they were not motivated ■ 88% had passing grades The Silent Epidemic: Perspectives on High School Dropouts
Teachers as Instructional Leaders Instruction ► AUTHENTIC Curriculum Assessment
Authentic engagement. The student associates the task with a result or product that has meaning and value for the student, such as reading a book on a topic of personal interest or to get information needed to solve a problem the student is actively trying to solve.
Teachers as Instructional Leaders Instruction Curriculum ► RIGOROUS Assessment
Redefining Rigor “ Results that Matter: 21 st Century Skills and High School Reform” Council of Chief State School Officers Partnership for 21 st Century Skills 21 ST CENTURY CONTENT LEARNING & THINKING SKILLS INFORMATION AND COMMUNICATION TECHNOLOGY LITERACY LIFE SKILLS CORE SUBJECTS
Teachers as Instructional Leaders Instruction Curriculum ► INTERNATIONAL Assessment
How would we prepare our kids for an Olympic Contest in Knowledge and Skills?
There is a growing skills gap. More than 80% of manufacturers say they are having trouble finding qualified employees. Sixty percent of manufacturers typically reject half of all applicants as unqualified because of the lack of basic skill. Moreover, entry-level skills in manufacturing have become more sophisticated, requiring more education and training to get to the first rung.
High School Graduates Need Similar Math, Reading Skills Whether Entering College or Workforce Training Programs May 8, 2006 IOWA CITY, Iowa—High school students who plan to enter workforce training programs after they graduate need academic skills similar to those needed by students planning to enter college, according to a new study conducted by ACT. The findings suggest that the math and reading skills needed to be ready for success in workforce training programs are comparable to those needed for success in the first year of college.