Category: Influencing dropouts


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Voices of the Dropout Nation: Youth Violence Isn’t Just a Chicago Concern


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Phillip Jackson on youth violence.

CT FengerBeating07

As head of the Black Star Project, Phillip Jackson is often fighting a lonely battle to keep America’s black children in school and out of prison and trouble. These days, in his hometown of Chicago, it has become even harder. The city where “diploma dreams go to die”, has also seen hundreds of young students die inside and out of its public schools. In this piece, Jackson offers his own solutions for stemming youth violence for the long run.

Youth violence is a national issue. Since we began the Iraq war in 2003, an estimated 32,000 American youths lost their lives to violence — far more than the 4,349 U.S. soldiers who died in battle. Yet the United States treats youth violence as a nuisance, not as a war it wants to win.

We cannot fix the problems of children or schools in America without first fixing the problems of the adults in their lives and of the communities in which the children live. Anything else is pretending to fix the problem and is a community disservice!

So far, the most popular approaches to address youth violence have not made any significant nor long-term impact. More police merely militarizes and destabilizes communities. The other offering that haven’t worked includes: Stiffer sentencing for young offenders; direct intervention at the point of impending violence; vigils, peace rallies and peace marches through communities;  and prayers without concrete, supportive actions.

Meanwhile there are effective approaches cited by the U.S. Centers for Disease Control and Prevention (CDC) that have been shown to reduce youth violence over time and produce long-term, lasting, positive results. Build strong families and communities and employ good parents as the chief agents to reduce youth violence. Teach young children ways to resolve conflict peacefully. Provide mentors to serve as guides and role models for positive youth behavior. Reduce social and economic causes of violence in young people’s environments. And ensure spiritual or character-based training for young children and reinforce that training throughout their early teen years.

In Chicago, the youth, themselves, are asking for more mentors, more parent involvement in their lives and more job and economic opportunities. Their requests parallel CDC’s recommendations to reduce violence. But these requests – and the solutions – are ignored. While government attempts to study, analyze and understand youth violence, the Black Star Project is implementing workable solutions in Chicago — ground zero for the war against youth violence.

Each day, the Black Star Project has 250 male and female volunteers who mentor youth on school days.  Since 1996, the Black Star Project has provided classroom-based mentoring to nearly 200,000 Chicago-area students. We also have 100 Peace Walkers who patrolled high-risk neighborhoods in Chicago this summer; 70 Parent University professors who have taught thousands of parents to be great parents since 2004 and 25 college coaches who have helped prepare thousands of elementary school students for college.

Through our Million Father March 2009, we organized 625,000 fathers in 500 cities across America to take their children back to school on the first day. These are the kinds of “armies of hope” that the federal government needs to win this war.

If we continue to address this problem with the current lack of resolve, including misdirected, piece-meal efforts with too-few resources — just as we lost the war in Vietnam, then we are destined for a resounding defeat in the war against youth violence on the streets of America.

The effort to eliminate youth violence commands a national response that includes national resources, a national infrastructure and national leadership. This effort must be comprehensive and coordinated across foundation, government, faith-based and community-based organizational lines. Many organizations such as The Black Star Project are working to restore order in chaotic and violence-ridden neighborhoods.  Our efforts are essential to eliminate violence, restore hope and reduce the need for militarizing our many troubled communities.

Our war to save the minds and spirits of our children is the most important war that America will ever fight.  Saving our children is difficult because of the “No Snitching” code-of-silence among our American youth, which has proved devastating and unacceptable in this war.  Yet our government’s “No Support” policy for organizations that work for long-term solutions to fix this problem of youth violence in American communities is inexcusable.  In fact, “No Support” is far, far worse than “No Snitching,” and our children know it!

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Too Many Kids Attending or Not Attending College? Those Are Not the Real Questions.


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Are there too many teens attending America’s colleges? Marcus Winters says more of them need to attend. Robert VerBruggen, on the other hand, argues that since 25 percent of college…

One dropout at a time. Cartoon courtesey of Lisa Benson

One dropout at a time. Cartoon courtesey of Lisa Benson

Are there too many teens attending America’s colleges? Marcus Winters says more of them need to attend. Robert VerBruggen, on the other hand, argues that since 25 percent of college grads are allegedly working in jobs that don’t require college degrees, the answer is no.

The reality is that the argument is much more complex than either of them let on.

While a good portion of college students are working in jobs other than the ones for which they aspired, it is likely as much a failure of them to understand that college is not just about the degree. As a son of one of my former bosses learned recently, college is also about networking, building the relationships that can translate into jobs and future opportunities. Even before the recent recession, there were plenty of journalism majors who never realized that you had to also work at a college newspaper, freelance prolifically, and gain internships in order to move into the professional ranks.

The bigger problem is that far too many students of all socioeconomic backgrounds are ill-prepared for college in the first place. This problem lies not so much with universities, but with the abysmal instruction inside America’s public education system. More than one-third of college freshmen and sophomores reported that they took at least one remedial reading or math class, according to a 2006 study by the U.S. Department of Education. It starts early with the social promotion of students who should be held back and given different teachers who can help them get up to speed. After elementary school, the additional preparation for college — in the form of Algebra 1 classes in the eighth grade and solid college-level reading courses in ninth grade — doesn’t come early enough.

And then there is the nature of the comprehensive model used in America’s public education system, in which students and their parents aren’t given the choice to give their children a college prep education in the first place. The fact that teachers and guidance counselors are the gatekeepers to these college prep courses means that many students not deemed college ready for subjective reasons never get the shot they need until high school — if at all.

The question isn’t whether or not there are too many kids attending high school. The real question is how to improve America’s public schools — and give them the kind of enriched education that gives children as many choices in life as possible. Sure, not every kid will attend college. But not every kid can also become a plumber. Besides, even a plumber should be literate enough to quote Chaucer — and aspiring welders need Trigonometry and Algebra in order to become apprentices.

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The Read


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All there is to know in the dropout nation. Updated throughout the day (updates and new stories are *): No standard left behind: As large a role poor instruction plays…

These kids need to be back in school, not in truancy court. So let's help keep them there.

These kids need to be back in school, not in truancy court. So let's help keep them there.

All there is to know in the dropout nation. Updated throughout the day (updates and new stories are *):

  • No standard left behind: As large a role poor instruction plays in fueling the dropout crisis and the nation’s overall crisis of low academic achievement, another can be found in efforts by many school districts to essentially water down academic standards set at the state and federal levels. From social promotion of laggard students (when they should be left back and given different teachers and instructional settings that fit their learning styles) to grade inflation, school districts engage in the kind of, well, let’s call it fraud that would lead to prison sentences if it were consider criminal offenses. Essentially, the districts are arguing that they are improving academic performance when all they are really doing is providing children with a slipshod education. So the report by the Dallas Morning News that teachers are annoyed at such an attempt by officials in the city’s Independent School District is both wonderful and disheartening to hear. The former, because teachers are being serious about their job. The latter? Because the district is up to the old nasty tricks again.
  • When math teachers aren’t being well-instructed to teach math: The National Council on Teacher Quality released a study earlier this year on the woefully inadequate math instruction training by almost all of the 77 schools of education it surveyed. Now George Leef of the Pope Center offers some pointers on how math instruction must be reformed in order to improve the poor math performance of America’s students.
  • Speaking of math (and immigration and teachers and H-1B): At Free Trade Nation, your editor analyzes one immigration skeptic’s criticism of the “H-1B Education” piece that ran earlier this week in The American Spectator.
  • Teacher pay reform on sight: Kevin Carey gives a full report on the battle between new D.C. schools chief, Michelle Rhee, and the lackluster district’s teachers union over a teacher pay reform plan. Rhee may actually be winning over the younger (and more performance-oriented) teachers. But, while Carey is more optimistic about the results, I would argue that being the head of a school district within the nation’s capital — with a bevy of Democrat congressmen and senators who collect donations from the two major teachers unions – is no easy task; succeeding in winning salary reform may lead to a Congressional edict that will end the plan altogether.
  • Speaking of Carey: Alexander Russo takes a shot at him for arguing with the Broader, Bolder gang. Although I understand Russo’s complaint that so many ed policy types aren’t as willing to engage in the dirty work of reforming schools in order to improve the education of poor kids, I would argue that the fact that Broader, Bolder includes the ones who do doesn’t mean that they are on the right side.  The latter, after all, is arguing for letting schools off the hook for their rather sizeable role in perpetuating the nation’s dropout crisis.

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The Read


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What is happening inside — and outside — the dropout nation. Updated throughout the day (new stories and updates marked by *): The revolving door: Some 1,352 freshmen in California’s…

These lockers should be filled by the kids who have dropped out. Let's find a way to bring them back.

These lockers should be filled by the kids who have dropped out. Let's find a way to bring them back.

What is happening inside — and outside — the dropout nation. Updated throughout the day (new stories and updates marked by *):

  • The revolving door: Some 1,352 freshmen in California’s San Bernardino school district dropped out of school at least once, according to WestEd in a study that included the district. Yet a third of those students returned to school at least once — even though a mere 77 of them would ever gain a diploma. Why? WestEd told the Press-Enterprise that the reasons were myriad. Some just returned in order to meet a condition of probation while others tried to avoid getting a General Educational Development certificate, which has less value for job seekers. And some wanted to bolster their chances of getting a job. One wonders what solutions can be extended to these returning dropouts so they can finally stay in school and get true diplomas.
  • Race and a poorly-run school district: Houston’s North Forest school district is a mess. It’s high schools is rated as one of the worst in the Lone Star State; charges of test cheating has haunted its other high school (now shuttered) were alleged int the pages of the Dallas Morning News last year. Its special education program has been accused of misconduct by parents, according to another news investigation. And it’s insolvent. So what happens when state education officials move to remove the school board? The board members hires a civil rights attorney to keep them ensconced in their seats. And, of course, being a majority-black school district run by an all-black board, the board members and their friends in the state legislature (along with Congresswoman Sheila Jackson Lee) are claiming the board is being removed due to racism. Fail children and then claim bigotry? How nice.
  • More Broader, Bolder: Kevin Carey wishes that the anti-No Child Left Behind group — which includes dropout crisis skeptic Lawrence Mishel of the NEA-funded Economic Policy Institute — would actually explain their positions and why they hold them. Alexander Russo gets a response from Mishel to some questions about the position of Broader, Bolder on testing.

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Watch and Learn: Why alternative schools aren’t educational


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Alternative high schools are often touted as solutions to stemming dropouts. But the evidence so far only shows that these programs do little more than serve as a way-station for…

Alternative high schools are often touted as solutions to stemming dropouts. But the evidence so far only shows that these programs do little more than serve as a way-station for students on their way to leaving school without a diploma. In this video, Los Angeles Times reporter Duke Helfand and a couple of at-risk women students discusses what happens to these students on their way out. Pay special attention to the first woman, who talks about her conversation with a guidance counselor about her academic failure.


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Ignoring the canaries in the coal mine


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Although one can appreciate Mike Petrilli’s argument that school systems should focus more on developing strong systems of academic instruction over finding talented aspiring collegians to teach (I’ll explain more…

Should she be ignored by her teacher?

Or should she?

Or should he? (Photos courtesy of Adobe Systems)

Should he be ignored by his teacher?

Although one can appreciate Mike Petrilli’s argument that school systems should focus more on developing strong systems of academic instruction over finding talented aspiring collegians to teach (I’ll explain more of this tomorrow, with the help of The American Spectator), the reality is that the quality of instructor matters as much as the quality of instruction.

As pointed out so often by teaching guru Martin Haberman, it is important for a teacher to care about the children in his care as it is for that teacher to have strong instructional skills and subject-matter competency. All the instructional systems won’t matter if the teacher doesn’t know his subject and doesn’t care as much about the children lagging behind — either because the student’s learning style doesn’t

match the teacher’s instructional style or because of poor academic instruction before he reached that particular classroom — as for those landing on the student honor roll.

Exemplifying this reality is the poor advice given to teachers by Huston over at Gently Hew Stone, who tells teachers to not bother thinking about improving the performance of the laggards in their classroom. From where he sits, Huston thinks that “we can’t afford to dwell on those who choose to fail.”

And this teacher is absolutely wrong.

The teacher should especially care about the laggards — most notably the ones that are dramatically failing class — because they are the proverbial canaries in the coal mine: They alert teachers to the other students that are lagging behind, but aren’t given much attention because they aren’t misbehaving or they are barely skating by with Cs and Ds. Given the reality that a quarter of America’s students are failing to graduate from school — and that a large portion of those who do graduate will need remedial math and science once they reach college — the need to pay attention to every early warning indicator is crucial to keeping kids in school and on path to graduation.

The failure isn’t always the fault of the instruction given by the particular teacher (although, along with weak curriculum, is often part of the problem). The kids may need different kinds of instructional methods — and instructors — in order to get back on track. Or may need to be held back and given new settings in order to improve their performance. The kids may be struggling with Dyslexia or another learning disability and therefore, needs a new academic setting. Or the kids may come in from atrocious schools and are struggling in better-performing settings. And if the problem lies with the teacher’s instruction, then he — along with the principal — can take the steps needed to improve his methods or core subject knowledge.

What is needed — and the improvement for which Huston and Petrilli or should advocate — is expanding the amount of individual student data available to teachers. This can help them — and administrators — tailor instruction and lessons for each student. As I have discovered as part of another project on which I am working, school data systems often don’t extend beyond the central offices of school districts; even when schools are connected to the systems, access to information is limited to the clerical personnel and administrators charged with data processing work. As a result, teachers at the elementary level know little about their students save for the information they gather during the time the student is with them and the gossip shared with them in the faculty lounge. States should follow the path of Florida, which is now attempting to allow each teacher to access individual student data as part of the expansion of its school data system.

Collaboration at the middle- and secondary-school level is also key. A student’s academic problems are often not limited to one subject or teacher. Schools are attempting to do more of this, but it will take time to become a wide-spread — and well-done — practice.

Either way, a teacher should pay attention to those falling behind. Because it is a sign of deeper problems among the student body that aren’t always manifested in flunking out.

(Photos courtesy of Adobe Systems)

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