Online Schools Test Students’ Social Skills

CAROL’S SUMMARY:
As online high schools increase in popularity nationwide, educators and psychologists are seeking to address a potential pitfall for students of digital learning: social isolation. The upside of these programs is that students can work at their own pace and delve more deeply into subject matter than a traditional classroom might allow. The downside is that some students feel lonely and see they’re missing out on proms, homecoming football games, and other social venues customary to high school life. According to the article below, approximately 100,000 of the 12 million high-school-age students in the U.S. attend 438 online schools full-time, up from 30,000 five years ago, based on research by the International Association for K-12 Learning Online, a Washington nonprofit representing online schools. The article reports:

“Online schools appeal to gifted students who want to work at their own pace, students who dropped out of traditional high schools or who are taught at home by their families, students who travel with globe-trotting parents and teens with competitive outside pursuits like ballet, tennis or gymnastics. Many more students take some classes online, while attending traditional schools.”

Of the home-schooled population, approximately 1.1 million students (2.2 percent of the school-age population) were being educated at home in 2003, compared to an estimated 850,000 students in 1999, says the Department of Education. The National Home Education Research Institute concludes that the homeschooling population is increasing each year. The institute estimates that the number of chil­dren being homeschooled grows 7 percent to 12 percent per year.

1) How can programs like LifeBound’s People Smarts for Teenagers be introduced to home school populations, as well as more fully integrated into conventional school curriculum so that all students develop the requisite social and emotional skills to thrive in our global world?

2) What can local high schools do to help connect online learners with their student populations?

3) How can online programs foster human connection so that students don’t become lonely or miss out on the socialization important to teen and young adult development?

ARTICLE
Wall Street Journal
By Paul Glader
PALO ALTO, Calif. — Tatyana Ray has more than 1,200 Facebook friends, sends 600 texts a month and participated in four student clubs during the year and a half she attended high school online, through a program affiliated with Stanford University.

Although top public and private high schools abound in her affluent area of Palo Alto, the 17-year-old originally applied to the online school because she and her parents thought it looked both interesting and challenging. She enjoyed the academics but eventually found she was lonely. She missed the human connection of proms, football games and in-person, rather than online, gossip. The digital clubs for fashion, books and cooking involved Web cams and blogs and felt more like work than fun.

To view the entire article visit
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Skills Set Drafted For Students Nationwide

CAROL’S SUMMARY:

The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board. Governors and state commissioners of education from across the country have created a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12.

According to their web site at www.corestandards.org, these standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills. The NGA Center and CCSSO are coordinating the process to develop these standards and have created an expert validation committee to provide an independent review of the common core state standards, as well as the grade-by-grade standards.

In math, the goal is to have students “solve systems of equations; find and interpret rates of change; and adapt probability models to solve real-world problems.” In English and language arts, the goal is to have students be able to “analyze how word choices shape the meaning and tone of a text; develop a style and tone of writing appropriate to a task and audience; and respond constructively to advance a discussion and build on the input of others.”

There is still much work and research to be done if a national consensus on education is to be adopted, but one thing is certain: Students from the United States need to be prepared to compete in the global marketplace among students from Asia and Europe. With education reform inevitable, here are some important questions to consider:

· Could standards be developed by type of student? College-bound, career-school bound?

· Could we identify skills that will make students successful no matter what path they choose and emphasize cross-curricular learning?

· How can we better work with the initiatives such as the 21century skills, which foster critical thinking, technological literacy, cross-curricular core-competencies and global knowledge needed to compete with counterparts world-wide?

Whatever standards are developed, the voice of Higher Education and employers will need to be heard. Learning needs to be linked to success in the working world. To fuel our economy of the future, students will need knowledge, skills and the initiative to tackle the toughest problems with confidence, competence and faith that the solutions—while difficult and elusive—can and will come with a quality mindset and follow-through.

ARTICLE:

Skills Set Drafted For Students Nationwide
By Nick Anderson
Washington Post Staff Writer
Tuesday, September 22, 2009

Experts convened by the nation’s governors and state schools chiefs on Monday proposed a set of math and English skills students should master before high school graduation, the first step toward what advocates hope will become common standards driving instruction in classrooms from coast to coast.

The proposal aims to lift expectations for students beyond current standards, which vary widely from state to state, and establish for the first time an effective national consensus on core academic goals to help the United States keep pace with global competitors. Such agreement has proven elusive in the past because of a long tradition of local control over standards, testing and curriculum.

To view this entire article visit www.washingtonpost.com

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Schools Official in New Jersey Orders Plan to Combat Hazing

CAROL’S SUMMARY:

Bullying can take many forms (verbal, psychological and physical), and administrators for a district in New Jersey will participate in sensitivity training and devise a plan within the next two months to combat hazing at Millburn High School. These actions were ordered by the president of the Board of Education after a board meeting revealed that another school year started off with hazing of freshman girls by seniors that included being pushed into lockers, having whistles blown in their faces and the release of a “slut list.”

In the past, some seniors have been expelled, but Principal William Miron said that no student will be disciplined without proof. Board member Debra Fox remembers being hazed as a freshman and suggested punishing the entire female population of the senior class in order to get the names, saying “because no one is going to take the rap for someone else.” One parent was applauded when she said parents must also take responsibility when their children acted like bullies.

Tragically, every day thousands of students wake up afraid to go to school. As educators, we have an inherent responsibility to make our schools safe, bully-free cultures because every child and teenager has the civil right to learn unhindered. Because parents, teachers, and other adults don’t always see it, they may not understand how extreme bullying can get. According to the web site, www.kidshealth.org, two of the main reasons people are bullied are because of appearance and social status. Bullies pick on the people they think don’t fit in, maybe because of how they look, how they act (for example, kids who are shy and withdrawn), their race or religion, or because the bullies think their target may be gay or lesbian.

Hazing is a form of bullying and often the result of underdeveloped emotional intelligence, or people smarts, such as empathy and compassion. LifeBound’s book, People Smarts for Teenagers: Becoming Emotionally Intelligent, helps students develop these skills by boosting self-awareness and empathy. Every chapter includes a real-life story about another teenager who overcame their own obstacles to emotional well-being. This past spring, a progressive district in Colorado Springs used this book with all of their sixth graders and observed a spike in test scores, which they attribute to this program. Learning is linked to emotions and when we teach children and teens emotional and social skills we give them another advantage in the learning process. For more information about this and other student success and transition resources, visit www.lifebound.com

ARTICLE:

The New York Times
September 22, 2009
Schools Official in New Jersey Orders Plan to Combat Hazing
By TINA KELLEY

MILLBURN, N.J. — The president of the Millburn Board of Education said on Monday night that district administrators would have to undergo sensitivity training and ordered them to come up with a plan within the next two months to address the longstanding tradition of hazing at Millburn High School.

The action came at a board meeting that drew about 50 parents and lasted more than three hours.

“This is not acceptable behavior; it will not be tolerated,” the board president, Noreen Brunini, said of the most recent hazing, which included the distribution of an annual “slut list” of incoming freshman girls. “This is the end of this.”

To view this entire article visit www.nytimes.com

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Colleges Are Failing in Graduation Rates

CAROL’S SUMMARY: In the United States only half of students who enroll in college end up with a bachelor’s degree. Italy is the only rich country with a worse college graduation rate. In a new book titled, “Crossing the Finish Line,” authors William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president) analyze the data of about 200,000 students at 68 colleges.

Although the book’s statistics are alarming, there is hope. Instead of requiring a total overhaul of today’s educational system, McPherson and Bowen suggest large strides can be made if institutions shift their focus from enrollment to completion and become accountable for their failures. The first problem “Crossing the Finish Line” identifies is under-matching. According to the article below, under-matching refers to “students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive.” To combat this, the Obama Education Department now informs students of the graduation rate at any college in which they express interest when they fill out an online form for federal financial aid.
College graduation is important to career success. According to the Labor Department, last year workers with bachelor’s degrees made 54 percent more on average than those who attended college but didn’t finish. When people, especially students fresh out of college, enter the workforce and contribute to society, everyone benefits.

What can high schools do to prevent students from under-matching themselves with colleges?

How can colleges and universities shift their focus from enrollment to completion and balance these efforts on both fronts?

In addition to implementing student success and transition programs at the high school level, what else can we do to improve our nation’s college graduation rates at public institutions?

ARTICLE:
September 9, 2009
Economic Scene
The New York Times
Colleges Are Failing in Graduation Rates
By DAVID LEONHARDT

If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three.

But I would suggest that the list should also include a less obvious nominee: public universities.

At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing.

To view this entire article visit www.nytimes.com

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A New Assignment: Pick Books You Like

As the article below iterates, some schools nationwide are forming reading workshops which allow students the freedom to select their own books rather than the traditional approach of assigning a classic that the entire class reads together. Critics of this approach are concerned that children won’t be exposed to classic literature because they’ll gravitate toward books that are trendy or popular.

This debate begs the question: What is the goal of reading in school and for that matter what is the goal of educating our children? Educational reformer John Dewey said, “The most important attitude that can be formed is that of a desire to learn and go learning.” As most educators agree, a passion for learning isn’t something you have to inspire kids to have; most children are innately curious. Author Alfie Kohn writes, “Anyone who cares about this passion will want to be sure that all decisions about what and how children are taught, every school-related activity and policy is informed by the question: “How will this affect children’s interest in learning, and promote their desire to keep reading, and thinking and exploring?”

Several months into the experiment, the English teacher at Jonesboro Middle School in a south Atlanta suburb says, “I feel like almost every kid in my classroom is engaged in a novel that they’re actually interacting with. Whereas when I do ‘To Kill a Mockingbird,” I know that I have some kids that just don’t get into it.”

Perhaps a middle-road approach could be implemented where children are allowed to choose books, and so is the teacher. It’s best to teach reading in a way that mixes free choices with great literature. We want to trust students enough to give them some leeway in making decisions at school, which might help promote a lifelong love of reading while also exposing them to some of the reading “greats” from throughout time.

_________________________________________________________________________________________________________________

ARTICLE:
A New Assignement: Pick Books You Like
By MOTOKO RICH
Published: August 29, 2009
The New York Times

JONESBORO, Ga. — For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage.

But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.

To view this entire article visit www.nytimes.com

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Money Management to be Taught at Some Massachusetts Schools

As the article below indicates, our nation’s recession is pressing schools to include personal finance in their curriculum. The aim is to help students learn valuable lessons about finance and credit before they get into debt. According to the Richmond Credit Abuse Resistant Education Program, the number of 18- to 24-year- olds who declare bankruptcy has increased 96 percent over the past decade. Seventy percent of employers look at the credit histories of job candidates. In some fields, like law enforcement, bad credit means you cannot get a job.

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Atop the Latest ‘U.S. News’ Survey, a Higher Response Rate and the Usual Winners

This week U.S. News & World Report released their annual rankings of “America’s Best Colleges,” amid one of the most tumultuous admission cycles in history. Approximately 3 million students are entering colleges and universities this Fall. However, given the current economy environment and the scarcity of financial aid, many students have been forced to downsize their college dreams, opting for a state school instead of “big name” institutions.

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Making the Transition to Middle School: Tips for Students and Parents

The transition to middle school can be a tough one for both parents and students. As I have often noted, US students can go toe to toe with their counterparts in the other developed nations until they get to 6th grade. Once students are in middle school, their scores start to slip and by the time students are in high school, U.S. students perform near the bottom in math, science, reading and other academic measurements.

Given these harsh facts, how can parents ensure that the transition to middle school is smooth? According to the article below, it’s not what you would think.  By the time students hit middle school, many parents are used to the “involvement” model of participating in their children’s education: volunteering in class, helping with homework, getting to know teachers, etc.  However, once middle school hits, this model is often turned on its head: parents are encouraged to let students experience school on their own.   Now that parents have stepped away from the classroom, how can they best help their students?

The answer is simple, and one LifeBound has been promoting for years through our work, Stop Parenting and Start Coaching.  Parents must become an advocate and a sounding board for their child’s education, encouraging their teenagers to set goals, value learning and hold themselves accountable for their decisions.  Equally important is that both parents and students understand the unique academic and social challenges that come with the transition to middle school.  The sooner that students build a solid understanding of how to face the new challenges that middle school presents, the better they will do during this difficult time.

To find out more about how to help your student make a successful transition to middle school, visit www.successinmiddleschool.com

How Parents Can Best Help Middle-Schoolers

juggle_class_art_257_20080506110155.jpg

Associated Press
I volunteered often in my children’s elementary school, serving as a classroom tutor and becoming close to many of their teachers. Sara has posted on how volunteering is a good way to say thanks to teachers and to be more than a “phantom presence” in school.

But I was at a loss to figure out a new role for myself when my kids entered one of the big public junior high schools in our town, which was six times the size of their elementary school. Overnight, it seemed, I was unwelcome in my kids’ much larger classrooms, and expected to communicate with teachers only through my student. That, actually, is exactly what should happen when a kid hits 12 or 13 years of age. But it took me a while to figure out what parents should be doing at that level to remain involved and support their students.

A new research survey on parental involvement in middle school nails down an answer: The best way to promote achievement in middle school isn’t to help student with their homework, or even to volunteer for school fundraisers. Instead, middle-school students posted the best results in school when their parents stepped back a bit and moved into more of a “coaching role,” teaching them to value education, relate it to daily life and set high goals for themselves, says the study, published recently in the journal Developmental Psychology.

Duke University researchers Nancy E. Hill and Diana F. Tyson came to that conclusion by surveying 50 studies of parental involvement. They divided parents’ roles into three categories: One was home involvement, included helping children with homework, taking them to museums or libraries, or making books and educational materials available. School-based involvement included attending parent meetings, volunteering for school activities or communicating with school officials.

A third kind of involvement, labeled “academic socialization” by the researchers, included communicating your values and expectations about education; pointing out connections between schoolwork and current events; encouraging children to set goals and follow their dreams; discussing learning strategies, and preparing and making plans for the future. Basically, it means helping your kid make good decisions about school, with an understanding of what those decisions will mean to him or her, and linking class work with students’ interests and goals.

Students whose parents played this coaching role posted the strongest academic gains, after controlling for other factors. School-based involvement was only moderately helpful. So were most kinds of home-based involvement, with one startling exception: Parental help with middle schoolers’ homework was actually linked to poorer school performance. This could be because parents tend to get involved with middle-school homework only after a kid is already in academic trouble. Also, middle schoolers may feel pressured or smothered by parents’ help at this stage.

Readers, what has been your experience trying to stay involved in your middle schoolers’ academic lives? What has worked for you? What about your younger or older kids?

Read original article…

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Students Paying for Unpaid Internships: Carol’s Take

Searching for a job.  Handing out resumes.  Setting up informational interviews.  Writing thank you notes.  We’ve all been there – the challenging (and occasionally exhilarating!) world of the job search.  Given all of the frustration and hard work involved in searching for a job, would you pay to have someone else take care of it for you?  For your kids?

Today’s article discusses the growing number of students paying thousands of dollars for unpaid summer internships at prestigious companies.  While companies like the “University of Dreams” laud their efforts to “facilitate” students’ internship searches and match them with the right companies, I believe they are doing students a huge disservice.

Now, if you’re like most parents, you’re probably saying, “My job is to protect my kid and provide them with the best life possible.  If I can prevent them from going through the misery of a job search and secure them a great career opportunity at the same time, why not?”

Here’s why:

While we all complain about searching for a job from time to time, the process of doing so teaches important skills:  Persistence.  Resume writing.  The ability to deal with rejection.  Accountability.  Networking skills.  Resourcefulness.  Maintaining a positive attitude.  Interview skills.  ALL of these skills are important and can benefit students in their future career, and ALL of these skills are rendered unnecessary by expensive internship placement services.

What is more, internship placement services foster a dangerous sense of entitlement in students.  When parents pay for these services, students are simply “handed” a job at a prestigious firm without having to do any work – a job based not on their merits, but on the fact that their family can afford this costly service.

My advice?  As your students move ever closer to entering the job world, don’t “buy” an internship to ease their transition -  let them dive into the job search on their own two feet.  Of course, you can prepare them in a very different way: let them know you’re behind them all the way, and make sure they have the emotional intelligence, persistence and humility to succeed.

Unpaid Work, but They Pay for Privilege

Chang W. Lee/The New York Times

Students attending a panel discussion at New York University about internships and the companies that assist in obtaining them.

With paying jobs so hard to get in this weak market, a lot of college graduates would gladly settle for a nonpaying internship. But even then, they are competing with laid-off employees with far more experience.

So growing numbers of new graduates — or, more often, their parents — are paying thousands of dollars to services that help them land internships.

Call these unpaid internships that you pay for.

“It’s kind of crazy,” said David Gaston, director of the University of Kansas career center. “The demand for internships in the past 5, 10 years has opened up this huge market. At this point, all we can do is teach students to understand that they’re paying and to ask the right questions.”

Not that the parents are complaining. Andrew Topel’s parents paid $8,000 this year to a service that helped their son, a junior at the University of Tampa, get a summer job as an assistant at Ford Models, a top agency in New York.

“It would’ve been awfully difficult” to get a job like that, said Andrew’s father, Avrim Topel, “without having a friend or knowing somebody with a personal contact.” Andrew completed the eight-week internship in July and was invited to return for another summer or to interview for a job after graduation.

Andrew’s parents used a company called the University of Dreams, the largest and most visible player in an industry that has boomed in recent years as internship experience has become a near-necessity on any competitive entry-level résumé.

The company says it saw a spike in interest this year due to the downturn, as the number of applicants surged above 9,000, 30 percent higher than in 2008. And unlike prior years, the company says, a significant number of its clients were recent graduates, rather than the usual college juniors.

The program advertises a guaranteed internship placement, eight weeks of summer housing, five meals a week, seminars and tours around New York City for $7,999. It has a full-time staff of 45, and says it placed 1,600 student interns in 13 cities around the world this year, charging up to $9,450 for a program in London and as little as $5,499 in Costa Rica.

The money goes to the University of Dreams and the other middlemen like it. Officials at the company say they are able to wrangle hard-to-get internships for their clients because they have developed extensive working relationships with a variety of employers. They also have an aggressive staff who know who to call where. Their network of contacts, they say, is often as crucial as hard work in professional advancement.

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Community Colleges and Public Housing in the U.S.

Today’s article from Forbes.com is a piece by Jill Biden on the important role that community colleges play in the US education system.  Ms. Biden contends that community colleges are one of America’s “best-kept secrets” and that they provide key services for new students, career switchers and English Language Learners.

Ms. Biden’s article also ties in to the current administration’s ambitious goals for national graduation rates and educational standards.  If we, as a country, hope to achieve such high aims, we must not forget one critical population: the 3,000,000 people living in federal and locally-sponsored public housing.

Why, exactly, is this population so important? According to a report by the Department of Housing and Urban Development (HUD), 52% of tenants in public housing have not graduated high school, including 16.1% who have less than a 9th grade education.  These individuals who are struggling to work their way out of poverty are the perfect candidates for a community college education.  However, with such a large proportion of these tenants lacking a high school diploma, a comprehensive learning skills curriculum is critical to ensure that these students do not slip through the cracks. 

Over the years, we here at LifeBound have taught an array of courses through the local housing authority, from English as a Second Language to job skills to resume building.  We have discovered firsthand the immense need for training in such areas as study skills, problem solving and basic writing techniques are essential for these students.  Currently our nation’s public schools are evolving beyond teaching a standard test-focused curriculum towards teaching 21st century skills.  The education provided through affordable housing in the United States should strive towards these same innovative standards to better prepare individuals for community college, a new career and sustained success in their lives.

 

Consider Community College

Jill Biden, 08.05.09, 06:00 PM EDT

It’s no longer America’s best-kept secret.

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Every year around this time, I am struck by the growing number of college rankings available to prospective college students. While these reports can be helpful, many of them fail to include an option that nearly half of all U.S. undergraduate students choose to pursue–and one I know to be the single best path to opportunity for millions of Americans: community college.

I have been an educator for 28 years, and I have taught in the community college system for more than 16 of them. I don’t have to look any further than my classroom to see the power of community colleges to change lives. For years I have welcomed students to my classroom from many different educational, economic and cultural backgrounds, and seen how the community college system puts them on the same path of opportunity.

I have seen how community colleges fill important gaps: granting two-year degrees, teaching English to immigrants, providing vocational skills training and certification and teaching basic academic skills to those who may not yet be ready to pursue a four-year degree.

It’s also hard to ignore the financial advantages. In today’s challenging economy, community colleges are an increasingly affordable way for students from middle-class families to complete the first two years of a baccalaureate degree before moving on to a four-year university.

From a policy perspective, community colleges make sense; from an economic perspective, they make sense. But I am a teacher, and my experience with community colleges is personal. People sometimes ask me why I choose to teach at one and why I have continued to teach since moving to Washington, D.C. I’m always surprised by the question because there was never a doubt in my mind that I would stay in the classroom. The reason is simple: The students are inspiring.

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