Carol On Education » Carol J. Carter

Opportunities for Low-Income Students: Summer Learning and Work Which Turns to Gold

For low-income kids, the oncoming summer vacation can bring forth different feelings than it does for privileged students. Due to a lack of accessibility, availability, and financial resources, low-income students often don’t have equal summer learning opportunities as privileged students, which contributes to increased summer learning losses and puts them at a disadvantage at the start of each new school year. Some of these students care for younger siblings all summer. Others play the role of parent to parents who may struggle with addiction or other issues. Others are in foster families or are raised by a grandparent because their parents are in prison or not fit to raise them.

This year, teen unemployment rates are soaring between 23.2 – 23.8 percentÂ ¹, which may prove to be even more problematic for low-income teens looking to work more hours to contribute to the family, make money for the upcoming school year, or to simply keep busy and off the street.

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Riding the Waves of High Teen Unemployment: Turning the Tide in Turbulent Waters

Teens enjoy using their summer months to unwind from the long academic year, but many also expect to spend summer working a summer job, or increasing the hours at their part-time job, to save money, get experience, and have something structured to do. And these are the lucky students who have the luxury of being able to get a “legitimate” job. Â Many disadvantaged students living in the housing projects or at poverty level will be struggling to avoid street temptations and other fast ways to earn money. This year almost one out of four American teens ages 16 to 19 were unemployed in February. On average, over the last 20 years, teens have held a steady unemployment rate of between 14 and 18 percent. The teen unemployment rate in 2012 has reached 23.2 to 23.8 percent.¹

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Defining Unique Skills Powers Economic Success for Grads

In a competitive global market theÂ soon-to-be college graduate andÂ new professional needs to know their unique talents and abilities in order to stand out from the crowd. Our economy is recoveringÂ slowly; a shift inÂ our schoolsÂ Â and colleges can set newÂ expectations toÂ better prepareÂ graduates forÂ workforceÂ realities. Many K-12 schools, whether out of choice or necessity, still teach to standardized tests and curriculums. However, the new professional is anything but standardized. The new professionalÂ is self-aware,Â stands outÂ because of their ability to develop unique strengths, can connect their education to their career, is fully integrated into traditional and digital communication, and understandsÂ how to use personal discipline for professional advantage. If there isnâ€™t enough time to emphasize this model in class, teachers can emphasize the importance of this exposureÂ outÂ of class.
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Skills to Succeed in the New Economy

Over the last few years, Americans have become more familiar with change. Our president’s campaign was based on change; our economy took a change for the worst and is making small steps to recovery; many members of our friends and families changed or lost careers; technology continues to change how we communicate, learn, listen to music, fight disease, etc. All of these factors have created a new economy that will only continue to get further away from what we know today (65 percentÂ of kids in grade school are predicted to have jobs that don’t exist yet.¹)

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Grit, Courage, and Messiness: Active Ingredients for Strong Finishers

The school year is coming to an end, and that means some students will be advancing to another grade, others will be going into college, and others will be graduating into the workforce. Whether you are a student, educator, or parent, there is one word that can help you and yours make a successful transition into the summer and the new year: grit.

Grit is the follow-through we all need to succeed. Professionals need grit to get through a busy week at the office, take classes on the side to improve their skills, network with those who can help them, volunteer for worthy Â causes, look for a new job, and find balance in life. Â Students need it to find the intrinsic motivation to keep studying, deal with friends, stand up to bullies, keep going in the face of disappointments, defy the odds, and follow their dreams.

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Do All Students Share a Universal Learning Style?

Since 2008, researchers have been conducting studies which have challengedÂ the idea that students have different learning styles, according to Annie Murphy Paul in the article “Do Students Really Have Different Learning Styles?” Studies have shown that students do have preferred ways of learning, but that the mode in which information is presented — whether using kinesthetic, auditory, or visual lessons — has no effect on their ability to “absorb information”.Â Â What is useful, and where I differ from the research Paulâ€™s references, is the critical area of learning styles and self knowledge:Â to make a better commitment to study to how you learn, to link learning to careers and fields which match your abilities, and to manage both learning strengths and weaknesses.
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The 3-Year Graduate: Can You Get to College Too Soon?

How are some students curing “senioritis”? By avoiding senior year all together, according theÂ Wall Street JournalÂ article “High School, Only Shorter.” The most recent data on 3-year high school graduates shows about 2.9% of sophomores graduated in three years or less in 2002, which is up from 1.5% of students in the early 1990s. One reason for the rise is the increased availability of online classes, allowing students to continue working after the school bell rings and during summer vacation. In some states, students even receive scholarships incentives for graduating in under four years.

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Cyberbullying Ends When Students Bring Social Sense to Social Media

The classroom bully is not a new character, but technology has given the bully new shape. The Internet and the accessibility of handheld devices for younger and younger kids has afforded the bully to be more elusive and far-reaching, both in audience and victims.

Findings of a new cyberbullying study illuminates the changes and challenges well. According to the study, physical bullying decreases as children get older, but cyberbullying increases. The study also found:

Almost 90 percent of students are online by third grade.
83 percent of middle school students have a mobile device.
35-40 percent of elementary students report being targets of bullying, and 50-53 percent of middle and high school students say they have been victims.

Â (“One-Fifth of Third-Graders Own Cell Phones” — CNET)

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Bringing Art to the Classroom for Engaging and Relevant Lessons

Is it mandatory that educators use technology to engage young minds in the digital age?

For many schools and individuals, the terms “student” and “education” have become redefined — and undefined — by digital tools. For example, “students” can still be teens who attend a brick and mortar high school, but they might also be a retired lawyer who takes advantage of Stanford’s free online classes. Some students attend a “flipped-classroom” where they take a lesson at home on YouTube and come to class to do their homework. Some students master activities through gaming, answer tests on their cellphones, and collaborate with peers by developing computer software.

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Lessons in Basic Neuroscience Build Persistence

How much do you know about how the brain works?

Studies show that children don’t have a solid understanding of how the brain functions, which isn’t surprisingly linked to the lack of education they receive in early childhood neuroscience. New research shows elementary students commonly believe the brain is like a container that holds memories and facts, according to Annie Murphy Paul’s article “What Kids Should Know About Their Own Brains.” Consider the limitations students might start putting on themselves at an early age when they envision the brain as having the same finite characteristics of a container. They might set unnecessary parameters on knowledge, knowing that a container acts as a holding tank and that it runs out of room. Â This runs counter to the brains’ nearly infinite and plastic capacity.
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