A bi-monthly e-newsletter, Volume 2, Number 5, May/June 2004
This edition’s topic: Equity and Educational Excellence
Contents:
EQUITY AND EDUCATIONAL EXCELLENCE: BROWN V. BOARD OF EDUCATION’S ACID TEST (COMMENTARY)
As we noted in the fall issue, IELC has highlighted many articles and resources marking the 50th anniversary of the landmark civil rights case Brown v. Board of Education (BvB). IEL’s contribution to this plethora of observations was a roundtable discussion on May 10th, "Unfinished Business: Keeping the Promise of Brown v. Board of Education," co-sponsored with The Century Foundation and the Center for American Progress. We explored the topic through strategies on several fronts: Housing, Economic Integration, Standards, Racial Integration, School Choice, and Fiscal Equity.
Congressman Chaka Fattah of the 2nd District of Pennsylvania introduced the discussion by defining the unfinished work of Brown as children in substandard schools—the result of the poor political courage of today’s leaders to address the inequity in education in our country. Wendy Puriefoy, president of the Public Education Network, moderated the ensuing roundtable discussion. The panelists were John Brittain of the Texas Southern University law school; David Rusk, former mayor of Albuquerque; Richard Kahlenberg of The Century Foundation; Jim Ferg-Cadima of the Mexican American Legal Defense and Educational Fund; Jeanne Allen, President of the Center for Education Reform; and Rossi Ray-Taylor of the Minority Student Achievement Network.
Noted demographer Dr. Harold "Bud" Hodgkinson set the stage for the roundtable by painting a complex background picture gleaned from decades of data before and since BvB. Some of his telling observations: The states are becoming more unlike each other on many demographic indicators, which makes implementation of Federal policies and legislation increasingly difficult. Census 2000 revealed that, for the first time in our history, the largest minority group is not a race, but the Hispanic ethnic group. The issue of race itself is becoming ever more complex: 20 million Americans say that they are a mix of races or that the current racial categories do not apply to them (as when 24% of SAT takers refused to answer the race question last year). In addition to race, there are economic and social factors that raise a host of concerns, e.g., only one in four households has a school-age child, the number of children being raised by a married couple of one father and one mother is declining, and the U.S. has the highest child poverty rate of any developed nation. In addition, there is a growing generational conflict that does not bode well for reducing the child poverty rate (in 2022, 8% of the electorate will be under 20 and 33% will be over 65 years old). Racial diversity will be geographically concentrated in the lower one-third of the states.
The ensuing discussion amplified Hodgkinson’s groundwork and was too wide-ranging and long to delineate here. However, some key points, debates, and challenges the speakers offered which your editors would convey include: Educational equality was the ultimate goal of Brown, and desegregation was the tool. However, segregation was a symptom of the real disease, racism. While racial segregation was ostensibly ended, economic segregation is rising. Fiscal equity is now the issue in education as schools struggle with closing the achievement gap. Social science says that low-income children do better in a middle class environment, but economic desegregation is the hardest thing to do and does not address all the causes of the achievement gap. "Today, de jure segregation is illegal, but de facto segregation is legal, and it exists everywhere…. The law does not recognize disparities and discrimination in economic differences between wealth and poverty – only between race and ethnicity…. We’re going to have to come up with a new theory that attacks de facto segregation, and produces a racial and ethnic integration, as well as economic remedy." (Brittain)
The panelists agreed that it was the convergence of systemic issues—housing, governance, poverty, school management, etc.—that created the current environment and cannot be battled one problem at a time. Several panelists also took issue with the strategy of school choice. Wendy Puriefoy wrapped up by noting that Brown was not only about education, it was also about participation in America’s democracy: "The issue of Brown, a question back at all of us, is ‘What are we prepared to do to make sure that there is equity in these United States for every child?’"
Your editors would add: How do those of us who care enough to grapple with Puriefoy’s question take a leadership role in the classroom, in the schoolhouse, in the district, in the voting booth, in businesses, in the statehouse, and at the dinner table to do what we can to ensure equity and a quality education? What specific resources and tools already exist or need to be developed to fulfill both the letter and the spirit of equity and educational excellence? IELC notes that part of the solution is that people need to learn to listen to one another and work together. We will continue seek out answers to these and other knotty education questions in our future issues.
To listen to the full, 2-hour audiotape or view a videotape of highlights of the May 10th roundtable, go to http://www.centuryfoundation.org/4L/4LMain.asp?SubjectID=5&ArticleID=111.]
BROWN V. BOARD OF EDUCATION/EQUITY RESOURCE PAGE
Space does not permit us to list all the BvB and related equity items that we’ve collected since the last issue of IELC. Therefore, for your convenience, we have created a special Web page on the IEL Web site containing articles, discussions, classroom resources, personal reminiscences, and more. To access the page, go to http://www.iel.org/brownvboe.html. For news not directly related to BvB, see the following sections.
NEWS FROM THE FIELD
Just in time to inform the current discussion on how far we have or haven’t progressed since Brown, "The Condition of Education 2004" arrives from the National Center on Educational Statistics. In addition to data in the categories of enrollment trends and student characteristics, student achievement, student rates of progress, courses taken and other contextual factors in K-12 education, postsecondary contexts, and societal support for learning, this year’s special analysis is on paying for college. To read or download the full 324-page report or portions thereof, go to http://nces.ed.gov/programs/coe/
Thousands (yes, that’s thousands) of students from a range of socioeconomic and ethnic backgrounds are disengaging from and/or dropping out of high school each day. A new report from the National High School Alliance, "Crisis or Possibility? Conversations about the American High School," looks at the ways leaders are beginning to transform America's traditional, comprehensive high school to make them more responsive to the needs of all students. Based on proceedings from a series of conferences in the fall of 2003, the report identifies seven "key levers for change," and exposes the gaps and challenges that remain. Go to http://www.iel.org/news.html to read the press release or download a copy of the full, 56-page report that was released at a panel discussion that included Susan Sclafani of the U.S. Department of Education.
Bill Cosby just might want to take a look at the Southwest Educational Development Laboratory’s recent report, "Diversity: School, Family, and Community Connections," that synthesizes 64 studies and addresses diversity as it relates to student achievement and school, family, and community connections among minority and low-income populations. It is the third in a series of reports to help local school, community, and family leaders explore barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that can be adapted to meet local needs. The report, which includes an executive summary, is available in PDF at http://www.sedl.org/connections/resources/diversity-synthesis.pdf.
A new report from the Educational Policy Institute and the Pew Hispanic Center documents the progress of Latino students from eighth-grade to the workforce. Latino Youth and the Pathway to College uses data from the U.S. Department of Education’s National Educational Longitudinal Study (NELS), which first surveyed eighth-grade students in 1988 with follow-up surveys in ’90, ’92, ’94, and a final follow-up in 2000, eight years after scheduled high school graduation. The survey explores Latino attitudes towards public schools and a variety of educational issues. Substantial samples of whites and African Americans were similarly polled revealing (again, we might add) diverse opinions among the nation’s major ethnic and racial groups, and some sharp contrasts between the native and foreign born within the Hispanic population. To download a PDF of the report, visit www.educationalpolicy.org.
The National Center for Secondary Education and Transition has just published "Increasing Rates of School Completion: Moving from Policy and Research to Practice," a "cutting-edge" manual for educators, administrators and policymakers that describes eleven proven interventions for increasing school completion among youth with disabilities. Contents include reproducible handouts, current statistics and information on dropouts, a concise literature review, and related Web sites, journal articles, publications, and organizations. Available in html and PDF formats (74 pages) at http://www.ncset.org/publications/essentialtools/dropout/. You can purchase hard copies from the Institute for Community Integration at 612-624-4512 or publications@icimail.umn.edu.
The 2004 Kids Count Data Book from the Annie E. Casey Foundation reports some positive trends in child well-being including a decline in the child poverty rate for almost every state between 1996 and 2001 (which unfortunately still leaves the United States with a deplorably high level.) The data also show that nearly one in six young adults (ages 18 to 24) are not working, have no degree beyond high school, and are not enrolled in school. The number of "disconnected" young adults has increased by 19 percent since 2000, reflecting the difficulty many young folks are experiencing in the current tight labor market. To view the data or download a copy, go to http://www.aecf.org/kidscount/databook/.
In answer to the question, "Who’s minding our kids?", "America after 3 PM," the "first-ever national household survey on how kids spend the after school hours," has some disturbing findings: 14.3 million K-12 children take care of themselves in the hours after school, including 34% of middle school students. For summaries of the report, press release, key findings, PowerPoint presentation, and fact sheets for your state, go to http://www.afterschoolalliance.org/america_3pm.cfm.
Two new guides, "Creating Strong Supplemental Educational Services Programs" and "Creating Strong District School Choice Programs," have been published by the Office of Innovation and Improvement in the U.S. Department of Education. Each guide contains key action steps for implementation and numerous quick reference charts as well as information and materials from the five school districts profiled in each guide. To read, order or download the reports, go to http://www.ed.gov/admins/comm/suppsvcs/sesprograms/index.html and http://www.ed.gov/admins/comm/choice/choiceprograms/index.html.
"Choosing Better Schools: A Report on Student Transfers Under the No Child Left Behind Act," from the Citizens' Commission on Civil Rights, examined the public-school choice option requirement under No Child Left Behind for the 2002 through 2004 schools years. Although the data can at best be described as limited, (only 12 states and the District of Columbia were able to provide all of the information requested), a number of findings and recommendations ensued which will be of interest to policymakers, school personnel, and families. To download the 138-page report, go to http://www.cccr.org/ChoosingBetterSchools.pdf.
The Progressive Policy Institute has just released an unvarnished, even-handed discussion of the charter school experience in Arizona titled "The Rugged Frontier: A Decade of Public Charter Schools in Arizona." The report covers outcomes, risks and rewards, challenges and obstacles, and recommendations for addressing the "tension between restrictiveness that stifles innovation and permissiveness that undermines quality." To download the short (40 page) report, go to http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=110&subsecid=134&contentid=252675. Stay tuned for similar reportsto be issued later this year on charter schools in New York City, Indianapolis, Ohio, and Texas.
The May issue of Research Matters (RM) provides key findings from a Harvard study, "Pursuing a Sense of Success: New Teachers Explain their Career Decisions." The study found that "teachers leave when they do not believe they can be successful in teaching effectively" and that teachers from "short cut" alternative route programs were the most likely to leave teaching. Bonus: The Research Matters format is perfect for busy policymakers—brief and to the point. For present and past issues of RM, go to http://www.teachingquality.org.
Speaking of teachers, "The Effects of Teach for America on Students: Findings from a National Evaluation" from Mathematica Policy Research found that TFA teachers did no better or worse in teaching reading and only slightly better in teaching math than the control teachers. This report will surely be used to defend alternate routes to teaching, but your editors are wondering if the real issue isn’t the huge disparity in the "competitiveness" of the undergraduate education of the two teacher groups. For a third party discussion of the report and to download the full report and other resources, go to the Southeast Center for Teaching Quality at http://www.teachingquality.org/resources/html/TFA_Report.htm.
How’s this for a real-life leadership case study: A new assistant superintendent is named to the superintendency of a rural school district with 40,000 students by the school board that just fired her boss. Community members are angry, and staff members are in turmoil. What do you do to pull the community together? Find out how Jacqueline Haas handled this situation, including the lessons learned, in Harford County, MD, by reading "We Don’t Just Serve the Children" at http://www.scholastic.com/administrator/march04/articles.asp?article=spotlight.
Now here’s a novel intervention worth implementing, particularly since it’s tackling several issues facing our schools and society. The Progressive Policy Institute’s 21st Century Schools Project Bulletin reports that the Appleton Central Alternative [Charter] High School in Wisconsin got rid of burgers, fries, pizza, and other fast food six years ago and replaced them with a more nutritious lunch menu. Grades and attendance are up, more students are graduating, and discipline problems are down. For a description of the school’s Physical Health, Wellness and Nutrition Program (and some scary health statistics), go to http://www.aasd.k12.wi.us/aca/phys%20health.htm.
THINGS TO WATCH
Intersection: Navigating the Road to Work, the new electronic newsletter of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) is now available. The newsletter and the NCWD/Youth Web site provide information on improving services to youth, especially youth with disabilities. Current Collaborative products include a white paper on supporting intermediary organizations, a "Hot Topic" on Youth Development and Youth Leadership, and—coming soon—a career assessment guide. Visit the site, sign up for the newsletter, or read back issues at http://www.ncwd-youth.info.
Public Agenda has updated its Web site, which was previously rated as one of the Library Journal’s "best reference sources." To view a number of issue guides or research reports on education, go to http://www.publicagenda.org. To read or register for Public Agenda’s quarterly newsletter, go to http://www.publicagenda.org/aboutpa/aboutpa_newsletter.cfm. To whet your appetite, here’s a tidbit from the Spring 2004 newsletter: Percentages of parents who say their child has a TV set in his or her bedroom: 58% of parents with incomes $25,000 or less, 53% of parents with incomes of $25-75,000, and 43% of parents with incomes over $75,000.
The National Clearinghouse for Educational Facilities has a new Safe School page that "addresses those aspects of school buildings and grounds that help ensure the physical security of school occupants during natural disasters, accidents, and criminal acts and other man-made threats." The information is coordinated with the Office of Safe and Drug-Free Schools in the U.S. Department of Education and will be regularly updated with news, events, publications, and resources. To visit the page, go to http://www.edfacilities.org/safeschools/.
Attention policy wonks! The 21st Century Schools Project at the Progressive Policy Institute has created a daily blog (Web log) called "Eduwonk" containing "edgy commentary and analysis" of educational policy and politics as well as "news from the education policy world." Go to http://www.eduwonk.com to become a blogger.
RESULTS OF THE READER SURVEY:
In our last issue, we asked our readers if we should continue the reader survey. A small number of readers responded, and several offered explanations for the low response rate ranging from the proliferation of spam/e-mail "garbage" to workloads and layout issues. Only one reader said he didn’t like the survey, but he was very nice about it. Your editors, therefore, will take some time to think about whether to continue the survey and in what format. In the meantime, IELC hopes you will find some time for rest and reflection before we return in September with the next issue.
Submission deadline for the next issue: August 27, 2004
ABOUT IELEADERSHIP CONNECTIONS
IELeadership Connections is a free bi-monthly e-newsletter focusing on leadership for education. The editors are Mary Podmostko and Denise Slaughter. Please feel free to share this newsletter with interested parties. The editors will do their best to provide active links and information but cannot be responsible for expired links.
To submit a news item, suggest a topic for future publication, or provide feedback, send an e-mail to feedback@iel.org with "IELC" in the subject line. Submissions should include a link at which readers may find additional information on the highlighted program or issue.
To initiate or discontinue a subscription to IELeadership Connections, please send an e-mail to subscribe@iel.org with "subscribe" or "unsubscribe" in the subject line.
This e-newsletter is made possible by grants from The Ford Foundation, Carnegie Corporation of New York, and MetLife Foundation.
ABOUT IEL
For forty years, the Institute for Educational Leadership (IEL) - a non-profit, nonpartisan organization based in Washington, DC - has worked to achieve better results for children and youth. At the heart of IEL's effectiveness is a unique ability to bring people together to identify and resolve issues across policy, program, and sector boundaries. As a natural outgrowth of IEL's work, diverse networks have been created and nurtured. Today, IEL is working to help individuals and institutions increase their capacity to work together to improve outcomes for children and young people. We are building and supporting a cadre of diverse leaders, strengthening the capacity of education and related systems, and informing the development and implementation of policies. IEL supports a national network of over 15,000 policymakers and practitioners, publishes books and reports, facilitates meetings, produces seminars and conferences, and disseminates ideas that have an impact on policy at all governance levels. Please visit our Web site at www.iel.org to learn more about IEL.
Main E-Newsletter
Page
Institute for Educational Leadership
4455 Connecticut Avenue, N.W., Suite 310, Washington, DC 20008
Tel: (202) 822-8405, Fax: (202) 872-4050, E-mail: iel@iel.org
Home | About | Programs | Publications | EPFP | News | Contacts
|
|
