Education Week: Early-College High Schools: 'Why Not Do It for All the Kids?'

This is an example of why I will not accept POVERTY as the catchall excuse for poor kids not learning.

Click on the link below for a rewarding view at what success looks like in a economically depressed community.





Education Week: Early-College High Schools: 'Why Not Do It for All the Kids?'

Building a Grad Nation_FullReport_FINAL 11-30-10.ashx (application/pdf Object)

"Together we can-and we will-prepare children and youth for college,work and life." General Colin Powell

America's Promise Alliance is a national effort to improve the lives of children and youth through education. Founded by General Colin Powell, it reflects the hope of our entire nation for our children.

The link below is to a recent report for this group. The report should be considered by all with an interest in this subject. Click the link below to view the report online.

Building a Grad Nation_FullReport_FINAL 11-30-10.ashx (application/pdf Object)

The way we speak now - Science, News - The Independent

Depending on the point you wish to make, some argue that the vocabulary gap between affluent children and children of poverty is huge. Diane Ravitch in a tweet on December 31, 2010 said "Read Ristley and Hart studies of vocabulary gap between children of affluent and of poverty. Gap is there in first year of school."

This of course refers to the so called 30 Million word gap.

I am posting this link to establish a baseline as to just how many words are estimated to be in the entire English language. Looks like they came up with just over 1 million. And, that most folks know some 75,000 words and only actively use about 50,000.

There is no consensus as to how many words a child should know when starting school. You can do your own research to confirm this statement, if you wish.

My concern is that Ristley/Hart in the tweet above is more of the poor kids vs. teacher expectation debate.

While I am squarely in the "poverty is not an excuse or destiny" camp when it comes to learning, I believe it works both ways. That is, poverty is not an excuse for the child nor the teacher. Both have a responsibility in the education equation.

The child is there to put forth an effort to learn and the teacher is there to adopt strategies that meet students where they are developmentally. Both are accountable.

Click on the link below to read the article.


The way we speak now - Science, News - The Independent

Equality, a True Soul Food - NYTimes.com

Equality, a True Soul Food - NYTimes.com

Education reformers made bold strides in 2010, but what’s next for 2011? | StudentsFirst.org

Although I think the movie Waiting for Superman was an example of special interest (charter schools), it did serve to spark more conversation and interest in the overall topic of education. That said, at this point, I am pleased to cosign the message from Michell Rhee. Click on the link below to view her comments.


Education reformers made bold strides in 2010, but what’s next for 2011? | StudentsFirst.org

How Do You Get Black Kids to Learn? Teach!

When we argue for "Supportive Parents" and "Quality Teaching" as critical factors in achieving academic excellence, it is difficult to convey this message in a meaningful way. In addition, this site argues for "Building a Learning Culture" again, a difficult concept for many to visualize.

In the following interview with teacher Anitra Pinchback, it all comes together for me.
Note the following statements by Ms. Pinchback:

"We are always looking for outside accountability but as educators we should have inside accountability, too. You should do it because it works not because someone is looking"

"Each year, I meet with my parents during the first 2 weeks of school. I cover learning expectations and standards, and set the tone."

"I worked with parents on their (the child's) behavior and attitudes. I told them it's a lifestyle (culture) change for the family."

I hope these few excerpts have whet your appetite for more. Because there is much, much more.

Click on the link below for the full interview. If you have a passion in this area, you will not be disappointed.



How Do You Get Black Kids to Learn? Teach!

Shanker Blog » Teachers Matter, But So Do Words

I have made the argument in using the Priority Impact Matrix (PIM)that of the five critical factors driving achievement, the teacher is number 3 on my list. That is behind a motivated student and supportive parents. These are followed by the principal and finally a rigorous curriculum.

Therefore, the post below makes good sense to me, and is one of the reasons I use the PIM. We must be careful with all the information coming forth and depending on the interest group, it can cause confusion in the public.

Again, this is a good post. Click and read.



Shanker Blog » Teachers Matter, But So Do Words

What I Learned in 2010 - Bridging Differences - Education Week

Diane Ravitch comments on her takeaways from 2010. I learn from her thinking and perspective on the current ed reform debate.



What I Learned in 2010 - Bridging Differences - Education Week

Schools Matter: To Starve the Beast, We Must Drown the Children

Could our public school system( with its billions in budget dollars) be a takeover target for wall street?

Could the Republican party be a part of sinister plot to weaken the Democratic party (and thus obtain more money and power) by moving to privatize our schools?

Read this post by Jim Horn. This is an analysis that should be kept in mind by all of us (like me) who support a strong public school system.

I will watch Students First closely, and Michelle Rhee, to be certain this is not her end game. One good place to watch from is inside the organization.


Schools Matter: To Starve the Beast, We Must Drown the Children: "Posted at Kenniwick School District Citizens: Waiting For SuperFraud By Michael T. Martin Public schools have to fail. There is no alternat..."

Why Finland's schools get the best results?

This is a good read. Note the comments on culture and how parents support their children. All while actually spending less time in the classroom.


BBC News - World News America - Why do Finland's schools get the best results?

Self-Efficacy

A motivated student is critical to academic success. Please consider this piece on Self-Efficacy. It makes sense.

V39N3_FT_Self-Efficacy.pdf (application/pdf Object)

There Are No Unmotivated Students | Dropout Nation: Coverage of the Reform of American Public Education Edited by RiShawn Biddle

I disagree with the assertion that "there are no unmotivated students".

I follow Dropout Nation. Usually the comments are strong and well reasoned. However, in this instance, I could not disagree more regarding the topic of motivated students.

In my view, there are five factors that drive academic excellence. They are: a motivated student, supportive parents, high quality teaching, high quality principal leadership, and a rigorous curriculum.

This is the recipe that represents the total shared responsibility for academic success.

You can not leave out any one of these factors and expect academic excellence.

I am not a "...lazy, shiftless adults in schools and communities." I am a parent of three adult children with a deep concern for the education of all children, but with an emphasis on the black community.

And I believe motivation matters. To demonize individuals as "lazy and shiftless" for holding an opinion on this topic appears somewhat extreme and unreasonable.

As well, not holding students and families accountable for a child's behavior is both demeaning and disrespectful.

Instead, we should make every effort to coach parents and make available to them key resources for assisting their children.

The obligation to educate the nation's children is an important trust. It should not be reduced to name calling, insults and blame.

Only a shared, healthy, and inclusive approach will work in the end.

Thanks to Dropout Nation for putting this topic in the conversation.

Your comments are always welcome. Please join in.



There Are No Unmotivated Students | Dropout Nation: Coverage of the Reform of American Public Education Edited by RiShawn Biddle

Class Struggle - Why Jay's classroom focus is wrong

I follow both Jay Matthews and Rishawn Biddle. Therefore, it was interesting to see the two of them exchange views as Jay presents on his blog.

I have personally adopted a view that five (5) factors are more important and have more impact on overall student achievement. They are in order of importance: A motivated student shows up to school, Supportive parents/guardians, High quality teaching, High quality principal leadership, and a Rigorous curriculum.

With that in mind, I enjoyed the following exchange. I hope you will as well. Click on the link to view.






Class Struggle - Why Jay's classroom focus is wrong

Should Students Help to Assess Teacher Performance? | StudentsFirst.org

Should Students Help to Assess Teacher Performance? | StudentsFirst.org

In the work place, I often experienced what was called 360 degree feedback. That simply means your performance is rated not only by your supervisor, but also by peers, and subordinates. These ratings were combined and compared with self-evaluations.

Needless to say, this type of system can be quite revealing. My take away was that we all have blind spots and can usually improve. If done appropriately, the student input can indeed be a valuable part of the teacher evaluation process.

Critical Race Theory - An Organization Forms, Spin-off Movements, Criticism, Methodology, Derrick Bell, Related Legal Movements

Critical Race Theory - An Organization Forms, Spin-off Movements, Criticism, Methodology, Derrick Bell, Related Legal Movements

Derrick Bell on the civil rights movement and the convergence of black/white interests.

Atlanta Schools Face Scandal While Searching for Leader - NYTimes.com

Atlanta Schools Face Scandal While Searching for Leader - NYTimes.com

The Atlanta school system is certainly not a model at this point in time. Rocked by an alleged cheating scandal regarding standardized tests, it now faces a challenge to its accreditation.

On top of the cheating investigations, it appears the school board is aligned along "ideological and philosophical" factions which has caused it not to be able to govern effectively.

And of course while the adults fight over who controls the sandbox, the children languish.

Cheating is wrong. Nothing else to say if that is a true allegation. While I am no fan of high-stakes tests, I am equally no fan of cheating. Not only is it morally wrong, but what kind of lesson is that to teach our children.

My advocacy is for understanding the lay of the land, and working hard to compete within the boundaries of the rules and regulations. Otherwise a win- is no win at all.

StudentsFirst off to a great start | StudentsFirst.org

StudentsFirst off to a great start | StudentsFirst.org


Check out the latest update.

How Testing Feeds the School-to-Prison Pipeline | FairTest

How Testing Feeds the School-to-Prison Pipeline | FairTest

The Answer Sheet - What international test scores really tell us: Lessons buried in PISA report

The Answer Sheet - What international test scores really tell us: Lessons buried in PISA report

Michelle Rhee & StudentsFirst

It is great to see that former D.C. school leader, Michelle Rhee has launched a new and exciting initiative.

She recently announced the formation of StudentsFirst.org. The new organization is a nationwide effort to bring interested parties together to support education reform.

Her stated mission is to: build a national movement to defend the interests of children in public education and pursue transformative reform, so that American has the best education system in the world.

The core beliefs of the organization are:

1. Great teachers can make a tremendous difference for students of every background; all children deserve outstanding teachers.

2. Attending a great school should be a matter of fact, not luck; every family should be able to choose an excellent school.

3 Public dollars belong where they make the biggest difference-on effective instructional programs; we must fight ineffective practices and bureaucracy.

4. Parent and family involvement is key to increased student achievement, but the entire community must be engaged in the effort to improve our schools.

These four beliefs make sense to me.

Nationally, Ms. Rhee has her critics. Some claim her only focus is high-stakes testing, merit pay, closing schools and opening charters. I do not buy that framing of this initiative, or her past work.

At any rate, I am pleased to have joined this new initiative. The stated mission and beliefs are consistent with this site, and what I believe is the right focus for improving learning for all students.

WHAT NEXT:

1. I have created a link to StudentsFirst.org under the links section of Learn to Learn for your easy use.
2. We have established a group on the StudentsFirst site called "Black Americans for School Reform." Check us out and please consider joining our group.
3. For more information check out the new site at: http://www.studentsfirst.org

Congratulations to Ms. Rhee on the new initiative. I think it is right for the current time, and will no doubt help drive improved academic performance.

President Barack Obama, meet Derrick Bell

Slightly off the core subject of education, but nevertheless focused on educating, we are struck by the tone and tenor of the political climate of the nation. And some comment is in order.

The president is at once being attacked from all sides. A unified front of Republican opposition has resurrected a party, that following the 2008 election, was thought to be on life support.

From inside his own party, a steady drumbeat of criticism. The jabs have ranged from allegations of one testicle (James Carville) to simply having to prove he is not an idiot (Mother Jones).

Through it all the president has remained outwardly calm. He seems to display reliance on an inner power to control his disappointment while keeping focused on a previously charted course.

To borrow from Dr. Charles Stanley in describing a different situation, I believe his words apply to the president. "By showing peace instead of anxiety or practicing patience rather that speaking a sharp word, a Christian bears witness to the beauty of the gospel."

But there is also another reality that the president must have clearly and calmly faced. And that is the fact that he is a black man in the white house.

Here, we introduce the president to Derrick Bell.

Bell says "Black people will never gain full equality in this country. Even those herculean efforts we hail as successful (becoming president of the United States--my emphasis) will produce no more than temporary "peaks of progress," short-lived victories that slide into irrelevance as racial patterns adapt in ways to maintain white dominance (100% of Republican senators and some Democratic senators unite against the president--my emphasis). This is a hard-to-accept fact that all history verifies. We must acknowledge it and move on to adopt policies based on what I call: "Racial Realism." This mind-set or philosophy requires us to acknowledge the permanence of our subordinate status."

Bell goes on to say, "We call ourselves African Americans, but despite centuries of struggle, none of us-no matter our prestige or position-is more than a few steps away from a racially motivated exclusion, restriction or affront."

Now I would not expect that president Obama would be as direct in his assessment of his current situation. After all, he would be accused by that right wing machine of playing the race card.

However, I do not have such restrictions. And, I don't much care what anyone thinks or feels about what I'm saying. For I know, deep inside, it is factual and it is the truth.

This is not in any sense a call for blacks to surrender. It is simply a clear statement of our condition.

It also underscores the need for black folks to wake up to the necessity of an education and a competitive spirit for our survival.

Good luck and best wishes, Mr. President. I admire your courage.

Black Children Still Left Behind

The article titled Black Children Still Left Behind appeared in District Administration.

I am creating a link to the article. It is a good read.

However, it is also the type of article that my recommended Priority Impact Matrix (PIM) is designed to assist with.

This article throws many reports and conventional theory about improving black achievement at you all at once.

No way for the average reader to sort through and lift out useful information perhaps for personal application or application with a local educational interest group.

This is a good article to use the PIM with.

Look forward to your thoughts.

The link to the article is: http://www.districtadministration.com/

Then CLICK on Magazine-Current Issue-Black Children Still Left Behind

Priority Impact Matrix (PIM)

Left click on the image for viewing,.

This is my Priority Impact Matrix (PIM). It helps organize my thoughts around those factors I deem to be critical to improving student achievement. Factors in the More Important/More Impact section are where I think most of our time and effort should be spent.

Teacher Quality in High Poverty Schools

A new report by The Education Trust finds that high poverty schools have fewer in-field teachers.

Teacher quality is very important and has a high impact on student achievement. It is clearly one of those areas parents should pay close attention too.

What is the situation in your local school or district?

For more information on the report see The Education Trust Web site and click on NEW REPORT ON TEACHERS: STUDENTS WHO NEED THE MOST DON'T GET THE BEST: http://www.edtrust.org/

Motivated Student (Critical to High Achievement)

My favorite football team, the New Orleans Saints, won a Thanksgiving day thriller over the Dallas Cowboys. Final score, Saints 30, Cowboys 27.

It is a game that fans will talk about for some time to come. While there were mistakes made by both teams, it is the game-changing play by New Orleans safety Malcolm Jenkins that made an impression that will last for many, many years it football folklore.

You see, Jenkins stripped the football from the clutched hands/arms of Dallas receiver Roy Williams, who was surely on his way to a game winning touchdown.

Now, enough about the plays of the game. And, what does this all have to do with one of my other favorite subjects, education.

Motivation, or more particularly self-motivation, is just as important in the pursuit of academic excellence as it is in the game of football or almost any other endeavor in life.

Some commentary by the hero of the game may help add clarity to my point of view.

Jenkins observed that "You can attribute Gregg Williams {defensive coordinator} --how he preaches effort. "When our guys hustle to the ball, good things happen."

Jenkins goes on to say "You can't stop effort. "We're going to play to the end. We're going to fight you to the last play. You can coach up schemes, you can coach up routes, or what ever, you can coach plays, but at the end of the day what wins football is effort and heart. {MOTIVATION, my emphasis}

Saints Head Coach, Sean Payton seemed to agree. He said "The play that Malcolm Jenkins makes is an effort play, a heart play.

Implication for academic achievement: You must have a motivated student show up in the class room every day. A student willing to put forth the effort required to achieve and succeed.

Now this observation is clearly not revolutionary. But it is more important to the issue of increasing graduation rates and closing achievement gaps than most educational discussion captures.

As work continues on achievement going forward, perhaps it would be useful to adopt a more disciplined and organized approach. More on that later, but for now, Go Saints!

Frederick Douglass (a black male role model)

I have just finished reading "Narrative of the Life of Frederick Douglass, an American Slave."

Of course I have read other material about Mr. Douglass in the past, but this experience was quite different.

In this case, I was reading his first hand account of his life as a slave, up to the time of about 1845 which would have made him all of 27 years old.

To briefly illustrate the eloquence and tone of the book, note the following:

"I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!"

"You have seen how a man was made a slave; you shall see how a slave was made a man."

"My long-crushed spirit rose, cowardice departed, bold defiance took its place; and I now resolved that, however long I might remain a slave in form, the day had passed forever when I could be a slave in fact. I did not hesitate to let it be known of me, that the white man who expected to succeed in whipping, must also succeed in killing me."

Frederick Douglass, born into slavery, taught himself to read and write. Remember, a slave who could read was considered a danger to the very system of slavery.

This volume should be highlighted to black males. He is truly a role model for the challenges facing black males discussed on this site and others.

Low academic achievement, high unemployment, low graduation rates, etc., are but a few of our modern day issues.

I believe a close read of this book and seeing the world as Mr. Douglass saw it, would do wonders to motivate today's black males to conquer the world now as we see it.

Your thoughts?

Social Costs of Achievement......

The social costs of achievement have now been identified as a result of a new study.

Researchers "...found that for African American and Native American teenagers, the higher their GPAs at the start of the study, the more their feelings of social acceptance decreased over the one-year period. In contrast, for White teens and teens of other races and ethnicities, the higher their GPAs at the start of the research, the more their feelings of being socially accepted increased over the year."

See a report on the study at http://littleurl.info/dwa.

John McWhorter in Losing The Race identified what he called a Cult of Anti-Intellectualism operating in the black community. He further states that "...the main reason black students lag behind all others starting in kindergarten and continuing through postgraduate school is that a wariness of books and learning for learning's sake as "white" has become ingrained in black American culture."

The late John Ogbu, as early as 1986, observed the phenomenon he called "acting white" as a primary driver of black peer pressure adversely impacting black achievement.

McWhorter points out that this is not just "..an inner-city pathology-it is culture-wide."

This site, in its Learn To Learn brochure, argues in favor of building a "learning culture." I know this may be oversimplified and easier said than done.

However, I believe the evidence is clear that much of our lag in achievement is self-imposed.

And, if we are ever to compete successfully in the academic realm, it will be as a result of nothing less than a black cultural academic revolution.

One day (and it will occur one day at a time) we will arrive at a place where achievement at the highest levels will garner respect and will not be viewed as something other than being "black."

Rather it will have become as natural as breathing. And, when that day comes, the achievement gap will no longer exist.

The Achievement Gap (Race, Economics, and Class)

Dalton Conley noted in Being Black, Living in the Red that:

"Overall, blacks do worse than whites (the result one expects from anecdotal information and summary statistics), but when the differences in economic endowments that African Americans and whites bring to the educational system are taken into consideration, blacks do better than whites in some measures and the same as whites in others."

""For instance, net worth is the second most important predictor of attaining the increasingly important college degree (after parental education level.) This central importance of assets in financing higher education in an increasingly technical economy shoots a hole through the enticing account of inequality offered by Herrnstein and Murry in The Bell Curve."

"While young African Americans may have the opportunity to obtain the same education, income, and wealth as whites, in actuality they are on a slippery slope, for the discrimination their parents faced in the housing and credit markets sets the stage for perpetual economic disadvantage."

""...black-white asset gap will continue to widen. This is true because of the cruel fact that wealth begets greater wealth. Starting with a few hundred dollars at 10 percent compounded interest, an individual will end up with a thousand dollars after a decade or two. Starting with a thousand dollars, however, another individual will end up with several thousand dollars, and the wealth gap will have grown in absolute terms despite equal access to investments."

"Wealth, not occupation or education, is the realm in which the greatest degree of racial inequality lies in contemporary America."

On the other hand, Annette Lareau, in her book, Unequal Childhoods, make the class argument.

She states "Many Americans believe that this country is fundamentally open. They assume the society is best understood as a collection of individuals.  They believe that people who demonstrate hard work, effort and talent are likely to achieve upward mobility. Put differently, many Americans believe in the American Dream.  In this view, children should have roughly equal life chances.  the extent to which life chances vary can be raced to differences in aspirations, talent, and hard work on the part of individuals.  This perspective rejects the notion that parents' social location systematically shapes children's life experiences and outcomes."

Other scholars,  Ms. Lareau points out, take the position that "...systemic forms of inequality, including, for example, differences in parents' educational levels, occupational prestige, and income, as well as in their child-rearing practices do exist. However, "These scholars, see such differences within society as a matter of gradation. To explain unequal life outcomes, they see it as helpful to look at, for example, differences in mothers' years of education or the range of incomes by households in a particular city." "Scholars who take this perspective on inequality typically focus on the ways specific patterns are related (e.g., the number of years of mothers' schooling and the size of children's vocabularies, or the number of years of mothers' education and parental involvement in schooling).

Lareau challenges both views. "...I see as more valuable a categorical analysis, wherein families are grouped into social categories such as poor, working class, and middle class.  I argued that these categories are helpful in understanding the behavior of family members, not simply in one particular aspect but across a number of spheres.   Family practices cohere by social class."

Lareau therefore concluded "Social group membership structures life opportunities.  The chances of attaining key and widely sought goals-high scores on standardized tests such as the SAT, graduation from college, professional jobs, and sustained employment-are not equal for all the infants whose births are celebrated by their families.  It turns out that the family into which we are born, an event over which we have no control, matters quite a lot."

All in all, this is excellent information. No doubt scholarly and of significant merit. But, we as a people, can not accept or be confined in terms of our life aspirations by any preconceived notions or explanations.  We must confront this type of information squarely, and resolve to break the gravitational pull of either race, economics or class.

Louisiana State Government diverts $147M in Ed Funds

Louisiana Gov. Bobby Jindal is a darling of the Republican party. Some reports indicate he is not home long enough to take care of state business. Apparently in high demand across the country, he maintains an extensive out of state travel schedule.

However, he has found the time to divert $147M in federal money that had been promised to local school districts, according to recent press reports.

The state education department announced in September, 2010 the filing of its application for federal jobs fund money. That announcement clearly committed that money to local districts.

Please see the actual announcement at http://littleurl.info/axt.

However, recent press reports indicate that state Superintendent of Education Paul Pastorek now tells local school superintendents they will not get that money.

Press reports indicate that "...the Jindal administration wants to use the money to help fill in budget gaps next year and to offset cuts to higher education."

The governor, who has maintained a -no new tax-cut the budget-live within your means- public position, apparently could not resist filthy federal money available for the taking.

This is in spite of the fact that local state school districts were counting on that money to provide needed educational services.

And this action is symbolic of the current national conversation about fiscal responsibility. Many claim the no new tax position while the need for additional revenue to maintain quality services is clear and growing.

When will the public grow up and stop forcing politicians to adopt such dumb positions?

A Call for Change

A new report was released on November 9, 2010 by Council of the Great City Schools (CGCS).

This report is titled A Call for Change and it primarily examines black male achievement in 6 areas.

1. Readiness to learn
2. Black male achievement on the National Assessment of Educational Progress (NAEP)
3. Black male achievement on the NAEP in selected big city school districts
4. College and career preparedness
5. School experience
6. Postsecondary experience

Much of the information contained in this report has been revealed from other sources. However, this document does serve to collate significant data sets for review and further analysis.

One of the recommendations by CGCS is to "Convene a White House conference on the status of Black males and develop an overall call to action and strategic direction for improvement."

I vote no on this one. The last thing we need, in my view, is to be studied in the glare of a White House summit as some helpless endangered species.

Instead we should say thanks for the data and the hard work that went into pulling this information together and then get to work making our own corrections.

Government has neither the time nor resources to devote to what I consider to be our problem. When will we (black males) summon the courage and will to reverse these trends?

Marian Wright Edelman notes that "Education is a precondition to survival in America today."
Surely when talking about self-preservation, black males must take ownership of this cause themselves.

To review the report go to http://www.cgcs.org and click on ACHIEVEMENT.

Do Black Leaders Practice Straight Talk With the Black Community

Are black leaders capable of communicating with the black community with straight talk?

By straight talk I mean, state the facts as they are and without trying to concurrently open an escape hatch for our mostly dismal results.

I am not talking about the so called blame the victim mentality. However, it is dangerous and demeaning to always sugarcoat the facts. And why is it wrong for us to admit that a lot of our problems are self-inflicted? And that many of the solutions are within our reach and control.

Here are examples from a recent news stories.

"The fact that our nation seems tone deaf regarding the economic inequality faced by African Americans is of great concern." This statement is followed by a litany of economic measures i.e., income, unemployment rates, poverty rates, wealth, etc., all of which show the black community trailing everyone else.

Another news story proclaims "Because of the current economy and high unemployment rates, Black people in the U.S. are witnessing a severe downturn in economic status with respect to wealth attainment and empowerment."

On the one hand, it is the NATION that ignores our problems and on the other it is the CURRENT ECONOMY that is taking us out.

Now, I am not naive to the historical conditions out of which black Americans have arisen. For illumination on our struggles, I would suggest a read of at least From Slavery to Freedom by John Hope Franklin and Roll Jordan Roll (The World The Slaves Made) by Eugene D. Genovese.

And I think Norman Kelleys' The Head Negro in Charge Syndrome provides a thought provoking critique of black political and intellectual leadership.

I am just plain nauseated by black writers and leaders who will not state the facts; point to a strategy that is self-owned, managed and monitored, and challenge our folks to regain the will demonstrated by our ancestors.

If they could survive slavery and create the foundation for our existence, then surely we can summon the courage to honor their suffering by competing and winning in any modern day arena.

Food for Thought

"This is the keynote to control of the so-called inferior races by the self-styled superior. The one thinks and plans while the other in excited fashion seizes upon and destroys his brother with whom he should cooperate" Carter G. Woodson

Relationship or Leadership

A very nice commentary in the October 27, 2010 edition of Education Week reports some excellent results involving an Ohio high school.

Laura Pappano writes about an aspect of the school turnaround conversation that it not being measured nor receiving the kind of attention it deserves. She says "it's about relationships."

The piece describes an inner-city Cincinnati high school that was transformed from an "...absolute failure by any measure..." to one that has been nominated for national Blue Ribbon School honors.

Apparently the school was assigned a new principal in 2001 by the name of Anthony G. Smith. The article goes on to describe how Mr. Smith engaged his staff, the community and business to forge "relationships" that obviously mattered.

The commentary makes the absolute correct statement that "At the heart of all reform efforts are the people who bring the strategies to life."

Together, the various interests have transformed this once "...dark and impersonal building..." into a campus of excellence.

That these kinds of results are achievable with an inner city school should not be surprising if the school has the right "leadership" at the helm.

Derrik Bell has said, when commenting on successful black schools "The common element among successful black schools was a strong principal willing to give priority to his or her vision of education even over policy directions coming from the central administration. To buck the system, the principal must have the strong support of the parents and the community, support that can come only if the school makes measurable progress with the students."

And herein lies my major point of contention with an otherwise excellent commentary. The winning characteristic observed in this turnaround is impeccable "leadership" that delivered "measurable" improvements.

There is nothing new about that combination. Whether in education, business, sports or almost any other arena. Great leadership will usually produce measurable results.

And yes, most, if not all great leaders, either know (or learn) how to establish, nurture, and leverage important relationships for the benefit of the enterprise.

That is why exceptional leadership by the principal combined with a highly qualified and motivated teacher in the classroom is an absolute must for any school to succeed.

Money and power clouds debate on education reform

The world of social media is buzzing with all sorts of activity in the overall debate on what constitutes true education reform.

And this fight (yes it is a fight) is full of the usual elements of any good fight. We have lots of name-calling, use and abuse of statistics, finger-pointing, and scapegoating.

But what else is new when the real fight has less to do with educating children, particularly poor (most often black) children and more to do with money and power.

The latest debate is being sparked, in part, by the movie Waiting for Superman. I have not seen the movie but I did study the article by Diane Ravitch titled "The Myth of Charter Schools."

Ms. Ravitch does a very thorough job of reviewing the movie before she launches her analysis and rebuttal.

Her article has been well received in the social media arena. It is all over Twitter and being celebrated as the knockout punch for the movie.

I have always admitted to not being an educator or policy expert. But, I am not intimidated by those who are either or both.

My overarching concern is focused primarily on the black community. I am trying to raise our level of appreciation for the real value of a good education and how that relates to the ability to make a living.

That's it. A good education is a tool that helps you protect and care for your family.

I am also in favor of a strong public school system. I am a product of public schools and most of the people I know are also like me.

However, I do not care to witness an endless debate over the merits of charters vs. non-charters. Frankly, I do not care what works, as long as it works.

And, works for me means that black kids are:

1) graduating from high school on time and on grade level,

2) performing on unbiased standardized tests as well as any other ethnic group,

3) attending and graduating from college or other post secondary training programs in numbers similar to any other ethnic group, and

4) prepared to compete for and win a fair share of the many rewarding career opportunities available in this wonderful country.

Now poor kids (remember mostly black) are being highlighted as the real problem. Well, let's frame it the way at least two recent presentations say it.

Mike Rose in a piece for the Washington Post blog, The Answer Sheet, says "There is a crisis in American education, and it involves mostly poor children, and thus it is a moral as well as educational outrage. But it is just not accurate to characterize public education itself as being in a 30 -year crisis."

Mr. Rose goes on to point out the well worn nexus between poverty and low achievement.

Diane Ravitch in her rebuttal to the movie makes the statement that "Guggenheim seems to believe that teachers alone can overcome the effects of student poverty, even though there are countless studies that demonstrate the link between income and test scores. He shows us footage of the pilot Chuck Yeager breaking the sound barrier, to the amazement of people who said it couldn't be done. Since Yeager broke the sound barrier, we should be prepared to believe that able teachers are all it takes to overcome the disadvantages of poverty, homelessness, joblessness, poor nutrition, absent parents, etc."


Well that's it folks. Poor kids are not generally getting a good education because of the impact of poverty, and they sure as hell are not going to break the cycle of poverty without a good education.

Sadly, too many are buying into this struggle over money and power and not staying tightly focused on the real issues.

Schools must be expected to educate the population they serve.

Educators and policy makers must be held accountable for devising the right combination of strategies to get the job done. The job is not to come up all the reasons the child is difficult to teach or reach.

Finally, I am also unforgiving when it comes to expecting parents to assume the ultimate responsibility for the health, safety and welfare of the children they have been blessed to have.

Parents can not delegate or abrogate that responsibility to anyone.

Now all stakeholders should begin to hold each other accountable for providing a high quality education to all this nations' children. Anything else is just plain criminal.

National Conversation on Education Picking up Steam

It appears that the national conversation on education and education reform is heating up.

Whether it is about the movie "Waiting for Superman" or the program "Education Nation" our focus is slowly but surely honing in on the area of education.

Of course, there are those with turf to protect who are immediately counter punching and/or circling the wagons. OK, do what you think you must do.

But the rest of us with an interest in this issue, better come up to speed quickly and be ready to jump in the discussion. Believe me the "special interest" folks are all over this one and you could get steamrolled very easily.

Subjects hitting the table are tenure, charters, teacher unions, charters, standardized testing, charters, etc. You get my drift?

There is also talk about the billionaire boys club (Bill Gates and others) seemingly pushing an agenda. Again, heads up to the general public and particularly the black community.

Stay informed and prepare to vigorously engage as this debate continues to unfold.

D.C. Chancellor Deserves Much Praise

My hat's off to chancellor Michelle A. Rhee for her untiring and focused work to improve the D.C school system. From most outside and objective observers, she made significant improvements and laid a solid foundation for the future.

With the recent election results that saw Mayor Fenty lose, it is perhaps only a matter of time before Ms. Rhee moves on. And of course Ms. Rhee will be just fine. Her career is only just beginning. The real victims here are the children of the D.C school system.

It is past time for parents and community leaders truly interested in education excellence to wise up. Rhee and Fenty were not in a popularity contest. Grownups should have known the educational ship was sinking and it needed strong and sometimes bitter corrective action.

Good luck and best wishes to Ms. Rhee and may you never compromise your principles where a child's education is concerned.

Black Male Graduation Rates

Our local Black newspaper, The Shreveport Sun, recently reported some results and conclusions published by The Schott Foundation for Public Education regarding graduation rates for Black males.

For example, it was reported that "...the overall 2007/8 graduation rate for Black males in the U.S. was only 47 percent." By any measure, it is unacceptable for only 47 Black boys out of 100 to graduate from high school.

However, some additional context for this statistic is needed, particularly as it may relate to local performance.

The 47% national rate for black males compares to a 78% national rate for white males for a 31% gap.

The black male rate in Louisiana is reported at 39% compared to white males at 59% for a 20% gap.

And, our own Caddo parish rate for black males is 38% compared to 57% rate for white males for a 19% gap.

Again, all unacceptable.

You may view the entire report on line at: http://www.blackboysreport.org.

We appreciate the Sun for bringing this matter to the attention of our community. Clearly we have significant work to do locally to aid our children, and especially black boys not only improve graduation rates, but also to gain an appreciation for high academic achievement.

Black Academic Achievement (Stopped)

This site has attempted to foster understanding and conversation regarding the challenges that face the black community from an educational perspective.

Although slow to catch fire here, we shall nevertheless continue to voice our concerns and point to good material that helps us better understand our problem.

So it is with a new report from the Educational Testing Service (ETS).

The report called The Black-White Achievement Gap (When Progress Stopped) is a must read for any who seek clarity on the issue.

Not all material in nor conclusions reached by any one report should be taken as definitive on almost any subject. However, I like this document and believe it could easily service as a working document for the black community.

Now get ready to read about some painful facts. Such as the unacceptably high births to unwed/uneducated black women; and the consequences to children who find themselves in these fatherless homes.

For example, the report documents some of the consequences as follows:

• Less academic success
• Behavioral and psychological problems
• Substance abuse and contact with the police
• Sexual relationships at earlier ages
• Less economic well-being as adults
• Less physical and psychological well-being as adults

The complete document may be viewed at WWW.ETS.ORG and click on RESEARCH, then select "Progress Has Stalled in Closing the Black-White Achievement Gap."


Look forward to your comments.

SAT Bias Against Blacks

Independent researchers Maria Veronica Santelices and Mark Wilson recently assert that "...the SAT, a high-stakes test with significant consequences for the educational opportunities available to young people in the United States, favors one ethnic group over another. Neither the specifics of the method used to study differential item functioning nor the date of the test analyzed invalidate Freedle's claims that the SAT treats African American minorities unfairly."

In 2003, Roy O. Freedle, then a retired research psychologist, first made the nation aware of the bias. The irony of Freedle's assessment was that he was retired from the Educational Testing Service (ETS), owners of the SAT.

Apparently he was roundly criticized by his former bosses for his position on the SAT at the time.

With the independent research of Santelices and Wilson confirming his work with respect to African American students, perhaps now more research will be undertaken to identify and understand the causes for the bias.

Regarding cause, Santelices and Wilson state that "We do not know if Freedle's (2003) hypothesis about cultural and linguistic differences, which was based on the work of Diaz-Guerrero and Szalay (1991), is driving the result or whether the systematic relationship between DIF and item difficulty is explained by some other cause. Our methodology also does not allow us to explain why there is White/African American DIF and not White/Hispanic DIF."

The trailing question now is what should the black community do with these new findings?

Should some powerful organization institute litigation to stop critical educational decisions from being made based on the faulty test?

Or should we work harder than ever to instill a competitive instinct into black students. Should we teach our students the absolute requirement to read widely and learn to write with power and clarity. Should we stress also the advantages of speaking standard English and doing your very best in school no matter what biases are found in instruments that purport to measure knowledge and predict future achievement?

I suggest we do both.

A defective test should be corrected immediately and not used to further disadvantage those already behind the curve.

But, as a community, we should not rest one second from pursuing known techniques for achieving academic excellence. If we do not create a "culture" that values doing well in school and achieving at the highest levels, correcting a defective test will not put food on the table.

Community Schools ( from idea to legislation and funding)

The fact that many students come to school with significant social needs unmet is not a revelation.

A lack of routine medical care, in-home academic support and limited knowledge about how the school system really works are just a few examples.

Community schools represent thinking that physical school plants can be transformed into extended service providers that meet local neighborhood needs.

Apparently there is strong evidence available suggesting this is a reasonable approach to improving education outcomes in certain unusually high stressed communities.

Legislation was reintroduced in September, 2009 called the Full Service Community Schools Act. It seeks to provide some $200 million each year for five years to fund partnerships, through grants, with community-based organizations for needed services.

The legislation, so far, has not seen the light of day. And, in the current climate of huge budget deficits and other heavyweight fiscal issues, I doubt it will surface any time soon.

But that does not and should not stop individual communities from taking advantage of the idea. Local charitable resources could be directed toward creating local "test sites" with the aim of replicating other national success stories.

Examples appear to be Harlem Children's Zone as well as some 150 Chicago area schools that were transformed into community schools.

As we rightly and loudly complain about blooming federal programs and deficits, we still must pursue workable strategies to improve learning and quality of life.

And that costs money. The only choice appears to something akin to "pay me now or pay me later."

Proposal to Change TOPS Rejected

AP reports that a Louisiana commission on streamlining higher education rejected a recommendation to change TOPS. The suggestion was to cap the program and direct more funds to need-based aid. The sponsor of the proposal, Daved longanecker apparently points out the program is something "all the white folks get."

The article indicates an analysis by The Advocate indicates that 38% of the TOPS students come from homes earning at least $100,000 per year. To me, this fact is irrelevant.

On this one, I concur with the rejection of this proposal.

Instead, I would much prefer to see more emphasis in our community on competing for TOPS benefits rather than changing the rules.

Now to be sure, if blacks start earning most of that TOPS money, you can be sure the rules will be changed. But, let's first compete for the dollars no different than we compete for athletic scholarships.

Academic Excellence must become at least as important, if not more so, than Athletic Excellence.

Race To The Top

Federal rules for the new Race To The Top program have been released. It will benefit the community to review for understanding this information.

You may review the federal documentation at http://www.ed.gov/programs/racetothetop/index.html


State guidelines and other info on this program may be viewed at:
http://www.louisianaschools.net/lde/r2t/index.html

Cal Thomas Advocates Exodus From Public Schools

In a column by Cal Thomas that appeared in The Times on October 29, 2009, Thomas makes the following statement.


"If conservatives and Republicans support an exodus from public schools as a strategic goal, they will strike at the heart of liberalism, while simultaneously liberating minorities trapped in failed government schools. To free them and teach them about America and its promise of hope will produce everything they are looking for but can't find in politics. It will also pay political dividends as children and their parents see which party and persuasion cares about them enough to bring real change to their lives."

Oh, how benevolent master Cal is today. He wants to help "them" free "them" and teach "them" about America.

No thanks master Cal. I'm going to fight for a strong public education system that will not lead "them" to depend on the kindness of conservatives and Republicans.

How distasteful! How condescending! How downright insulting to "them" and to the very ideals this nation has come to stand for.

You better wake up folks. If we continue to buy into the myth of how terrible our public schools have become, and flock to voucher and charters as the savior, then we are getting on another boat destined for a reverse voyage in history.

Black leaders, where are you when we (them) need you the most?

Local Governance is Next Frontier in Education Reform

A close look at and reform of local school governance must be the next frontier in education reform.

More specifically, I refer to school boards.

These boards have been around for years, usually populated by local citizens. Their major purpose has been to oversee school administration. Most have an overarching range of authority granted by state legislatures.

However, it is becoming more clear that education requires more than a part-time investment by a body that usually does not possess the breadth of talent and experience required to manage complex organizations and issues.

We are no longer just talking about school lunch menus, uniforms, or local holidays etc..

The current state of public education in America has become critically important to our ability to lift individual standards of living, and to our competitive position on a global basis.

We must now rethink the entire structure of governance. Are school boards even the right model for the 21st century?

What kind of qualifications and experiences should form the minimums required to serve? Should this be an elective or appointive body? Should it have some minimal paid full time positions? Term limits? Who evaluates the performance of the school board? What sanctions are available for non-performance?

It is clear local communities must step up its appreciation for school governance overall and begin to engage in a serious debate about needed changes.

ACT Scores for Louisiana-2009

A national tool for evaluating college readiness is the ACT score. The results for the 2009 graduating class are now in, and being reported by ACT at http://www.act.org.

On a national level, some 23% of all students tested met the readiness benchmark in all four subjects, as compared with 15% in Louisiana.

Louisiana Composite Scores:


Asian American/Pacific Islander...22.3
Caucasian American/White...........21.5
National Average ..................21.1
Hispanic...........................................20.3
Other/no response........................20.2
Louisiana Average................20.1
American Indian/Alaska Native..19.4
African American..........................17.3

It is very important as parents and community leaders that we stay aware of these scoring trends, and that proper steps are taken to improve our results.

In addition to the focus on awarding scholarships, we should devote resources to making sure our students are prepared for this test.

We must consider that Louisiana's Tuition Opportunity Program for Students (TOPS) requires a minimum score of 20 on the ACT.

As college costs continue to increase, scholarship money of this nature can not and should not be left on the table.

Advocacy Role Expanding ( More Commentary)

As we move forward to engage the 2009-2010 school year and beyond, this site will begin to provide more direct commentary regarding our state and local school situation. We have been quite passive as Louisiana passed its new "Career Diploma" legislation and locally as the Caddo school board and the new charter community openly spar. No more.

Our original purpose was to mainly serve as a resource. However, we detect a clear need for commentary focused on helping with conversations and debates about the critical area of education.

Comments and opposing views are not only welcome but encouraged.

So help me as we attempt to heat things up in the future.

Thanks.

A New Economy (Join the Conversation)

Agenda for a New Economy, by David C. Korten is a must read. While this site maintains a focus on the need for a good education, we have also touched on things like income and wealth.

Mr. Korten makes the case that our current economic system is troubled and in fact should be replaced. "Our economic system has failed in every dimension: financial, environmental, and social. And the current financial collapse provides an incontestable demonstration that is has failed even on its own terms. He believes we have misdirected trillions of dollars. He goes on to say "The more intelligent course is to acknowledge the failure and to set about redesigning our economic system from the bottom up to align with the realities and opportunities of the twenty-first century."

A key point the book makes is the difference between what the author calls "Phantom Wealth" vs. "Real Wealth."For example Phantom Wealth includes "...money created by accounting entries or the inflation of asset bubbles unrelated to the creation of anything of real value or utility."

On the other hand Real Wealth may be characterized by things that you can't put a price on. For example "...things of intrinsic artistic, spiritual, or utilitarian value essential to maintaining the various forms of living wealth. "They include healthful food, fertile land, pure water, clean air, caring relationships and loving parents, education, health care, fulfilling opportunities for service, and time for meditation and spiritual reflection."

The current economic crisis has no doubt touched every American in some personal way. A good informed conversation on the reasons why we are here and how to avoid a repeat of this in the future seems very appropriate.

Mr. Korten provides extensive references for those seeking additional information and perspective on this issue. For instance the Business Alliance for Local Living Economies http://www.livingeconomies.org and the American Independent Business Alliance http://www.amiba.net. Others are also listed in the book.

I like this work. Korten makes sense and it is recommended that you take a look at this issue as well. Good reading!

President Barack Obama on Education

On February 24, 2009, President Barack Obama addressed a joint session of Congress. Below are some of his comments on education:

"In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity-it is a prerequisite."

"Right now, three-quarters of the fastest-growing occupations require more than a high school diploma."

"We have one of the highest high school dropout rates of any industrialized nation."

"It is our responsibility as lawmakers and as educators to make this system work. But is is the responsibility of every citizen to participate in it. So tonight, I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But what ever the training may be, every American will need to get more than a high school diploma."

"These education policies will open the doors of opportunity for our children. But it is up to us to ensure they walk through them. In the end, there is no program or policy that can substitute for a parent-for a mother or father who will attend those parent/teacher conferences, or help with homework, or turn off the TV, put away the video games, read to their child. I speak to you not just as a President, but as a father, when I say that responsibility for our children's education must begin at home."

Black History Month (Years of Tears)

Left click on image to enlarge.

Expenditures Per Pupil, Louisiana, 2006-2007

This link will bring you to the 2006-2007 expenditures per pupil for all districts in Louisiana.

http://www.doe.state.la.us/lde/uploads/12909.xls

Low Performing School Characteristics

The Louisiana Legislature requires reporting on low performing schools that are not making acceptable yearly progress. Currently, the report highlights schools with a School Performance Score of below 60 and growing at a rate of less than 2 points. The report is the Louisiana MFP Accountability Report. The most recent version is dated May, 2008.

The complete report is available at http://www.doe.state.la.us/lde/uploads/12524.pdf

I am quoting below highlights of findings as reported in the Executive Summary.

• Schools with the "Academically Unacceptable label" have higher percentages of student poverty, student minorities, and teacher minorities.
• Schools with higher K-12 student attendance rates and higher percentages of certificated teachers have higher SPS.
• Schools with higher percentages of minority and impoverished students have lower SPS.
• Schools with the "Academically Unacceptable label" have higher expenditures and lower teacher salaries compared to the average for all schools.
• Schools with higher percentages of minority teachers and higher teacher turnover have lower SPS.
• Schools with the "Academically Unacceptable" label have a higher percentage of teachers with a Master's degree, a larger pupil-teacher ratio and slightly less years of teacher experience when compared to the average for all schools.

Certainly this information must be considered in context. And the findings should add to the public understanding of educational issues discussed in the local media. For example, Teacher Quality was recently the subject of several news stories.

This information should also be helpful to PTA, alumni and other civic organizations with a stake in this community.

Education Financial Information for Louisiana

Many conversations regarding school performance center around resources. The question of financial equality (or rather financial inequality) is inescapable. I am therefore creating a link to the Louisiana Division of Education Finance for easy a quick reference. The link is as follows:

http://www.doe.state.la.us/lde/finance/home.html

Using this link, you can quickly get into critical financial reports and other financial information.

Governor's Education Focus

Louisiana Governor Bobby Jindal was in Shreveport on February 11, 2009 in part to promote the need for new education legislation. There appear to be three major areas that have so far been identified. They include:

• A discipline agenda
• Value added testing
• Removal of barriers that limit or restrict faith-based organizations relationships with charter schools.

According to news reports, the discipline agenda aims to give teachers more options in controlling the classroom as well as turning up the heat on parents who fail to take responsibility for student behavior.

This site has previously suggested some type of legislative approach should be considered in the area of parental accountability. However, we also believe in balance and funding. Balance would include provisions for mental health services and adequate funding to provide these services.

It does not take much imagination or research to know that much of the student anti-social behavior has its roots in the home and that the home needs, in many many cases, mental health services.

In any event, this overall legislative package should be closely monitored by concerned community members, to make certain that thoughtful and constructive ideas are incorporated in any final product.

Data Availability

The state has made a final decision with respect to the low performing schools in the Caddo school district. Two schools, Linear Middle and Linwood Middle with be under state control effective July 1, 2009.

The remaining 8 Caddo schools identified as low performing are to be operated under local control but with tight supervision from the state.

This community should obviously rally around all Caddo schools with the idea of making them all successful.

We may, as a community, be called upon to make some difficult and controversial decisions regarding resource allocation etc., as we move forward. I am therefore creating two links below that will allow for easy access to critical data.

1. The District Composite Report is produced each year and covers all Caddo schools. Extensive information is provided about overall district operations as well as performance information on a school level basis. That link is:

http://www.louisianaschools.net/lde/pair/dcr0607/dcr009.pdf


2. The state also issues an annual report on each school. There is a Principal's Report Card and a Parent's Report Card. The following link will bring you to that historical information:

http://www.doe.state.la.us/lde/saa/1639.html

Council for A Better Louisiana (CABL)

This organization has an awful lot to offer to anyone interested in improving our state. This site should be a regular resource for factual information to aid in decision making. They can be reached at http://www.cabl.org/

I am also creating a link directly to their 2009 Louisiana Fact Book. This is excellent work and should be a valuable resource tool.

Link to fact book: http://www.cabl.org/pdfs/2009_fact_book.pdf

Louisiana Graduation Rates for 2007

On January 8, 2009 the Louisiana Department of Education released its cohort graduation rates for 2007. Indicated below are the rankings for our area. You may view the complete release together with attachments at http://www.doe.state.la.us/

1. Caddo Parish Magnet High School------------96.4%
-State Goal for 2016----------------------------80%
2. C.E. Byrd-------------------------------------76.9%
3. Captain Shreve-------------------------------75.6%
4. Northwood-----------------------------------71.2%
-State Average---------------------------------65.9%
5. Southwood------------------------------------65.6%
-Caddo District Average-------------------------59.4%
6. Huntington-------------------------------------57.4%
7.BTW--------------------------------------------55.4%
8. North Caddo-----------------------------------54.4%
9. Woodlawn-------------------------------------47.7%
10. Green Oaks----------------------------------44.2%
11. Fair Park-------------------------------------41.6%

Chronic Absence from School

Our community is very focused in this area. Recent efforts have included tracking school attendance, as well as launching a new program called ACT Now! all in hopes of reducing truancy.

This is obviously a national problem and it is good to stay in touch with the issue at that level. Good information can be a critical tool in helping us better shape and execute local initiatives.

A report by Hedy N. Chang titled "Present, Engaged and Accounted For" can be viewed at http://www.nccp.org/publications/pub_837.html

I know those interested in this subject will benefit from even a cursory review of this material.

Mental Health Services

In a recent post, the availability of psychological services was identified as a key element in improving academic performance in some settings.

The Black Male Handbook, edited by Kevin Powell, makes an even stronger case for the need of these services. A chapter by Andrae L. Brown, PH.D, entitled Moving Toward Mental Wellness is certainly worth reading.

Dr. Brown talks about the prevalence of traumatic events in the everyday lives of black men and boys and makes the following observation:

"The most susceptible youth are young people from neighborhoods with high rates of female-headed households living below the poverty level, and low school attendance and employment rates. Research suggest, and my personal experience confirms, that up to 50 percent of youth involved in the justice system meet the criteria for post-traumatic stress disorder (PTSD) This rate is up to eight times higher than in the general population."

He goes on to say "For instance, maltreated children (those experiencing abuse and neglect) are 59 percent more likely to be arrested before they reach age eighteen, and 30 percent more likely to be arrested for violent crime. Furthermore, 92 percent of youth involved in the juvenile justice system report some type of trauma, which then can result in hyperactivity, inability to pay attention, extreme impulsiveness, aggression, anger, paranoia, aloofness, and the inability to develop close relationships."

Our school district is now promoting The Caddo Plan as it attempts to jump start 11 low performing schools and improve academic performance. Does the plan consider the need for mental health services in view of the communities served by many of these schools?

This appears to be an area worth exploring no matter what entity ends up controlling these schools.

Barack Obama and the Achievement Gap

Our nation and the world just witnessed a history making event. With the election of Barack Obama as this nation's 44th president, the first African American to achieve such a goal, America clearly has demonstrated to itself and the world that what seems impossible can be turned around with the right preparation and effort.

So it is with the troubling academic achievement gap that has perplexed so many.

I believe Obama's election, with its accompanying high profile, will serve to inspire underachievers to recognize the fact that their futures are more within their own control than many have previously understood.

There is at last clear and compelling evidence that personal responsibility, hard work and high academic standards can propel anyone to new and previously unimaginable heights.

Parents, you remain the key to creating the right environments within which your impressionable youngsters can succeed. They will model your actions and expectations.

Study this site and others for suggestions and ideas on how to make it happen.

At this point, there simply are no more excuses.

Low Performing Schools-Caddo Parish

There are apparently 11 identified "low performing schools" in Caddo parish that are currently sweating possible state takeover. Recent news media reports indicate superintendent Dr. Gerald Dawkins is planning some major changes at each of the schools.

There is also state superintendent Paul Pastorek breathing down everyone's neck, threatening (or maybe promising) major changes as well.

OK with me! Something clearly must be done to generate real change which leads to improved academic performance.

In the October 22, 2008 edition of Education Week, I came across an article about a program called Making Waves. This program appears to look at a wide range of student needs and provide the necessary services. These services go well beyond the usual tutoring etc., and of course, the program is voluntary.

I wonder if the interested parties ( State Legislators, State School Board, Caddo School Board and local citizens) could reach a consensus around recommending the following elements of change on a non-voluntary basis.

1. Zero-tolerance policy regarding unexcused absences
2. Required parent workshops to aid in equipping parents to participate in the child's education
3. Mandatory parent/teacher conferences
4. Mandatory additional support for students who earn a (C) or below in any core subject
5. Make psychological services easily available to students in need of same

There is also the need to make certain the students have inspired leadership at each location. This battle to improve academic performance starts in the home and will be won or lost there.

What do you think?

Excerpts from Sen. Barack Obama's Speech to the NAACP

The selected excerpts track closely with the focus and philosophy of this site. However, Sen. Obama makes the points with such passion and precision. Now, Barack in his own words:


" ...the fight for social justice and economic justice begins in the classroom."



"But I'm not going to stop talking about it (personal responsibility). Because I believe that in the end, it doesn't matter how much money we invest in our communities, or how many 10-point plans we propose, or how many government programs we launch-none of it will make any difference if we don't seize more responsibility in our own lives."



"I know that Thurgood Marshall did not argue Brown versus Board of Education so that some of us could stop doing our jobs as parents. And I know that nine little children did not walk through a schoolhouse door in Little Rock so that we could stand by and let our children drop out of school and turn to gangs for the support they are no getting elsewhere.


"...we have to do more in our own lives, our own families, and our own communities. That starts with providing the guidance our children need, turning off the TV, and putting away the video games; attending those parent-teacher conferences, helping our children with their homework, and setting a good example."


"It starts with teaching our daughters to never allow images on television to tell them what they are worth; and teaching our sons to treat women with respect, and to realize that responsibility does not end at conception; that what makes them men is not the ability to have a child but the courage to raise one."

Our thanks to Sen. Obama for framing this issue so clearly.

The Achievement Gap Initiative (Harvard University)

The Achievement Gap Initiative has as its mission in part "...to help raise the achievement of all children..." with some particular emphasis on those traditionally lagging their peers. I like this site and the awesome array of information provided. It is a must reference point for any serious education advocate. This initiative is led by Mr. Ron Ferguson.

Please visit this site at http://www.agi.harvard.edu/ for more information.

Louisiana House Should Pass LA4 Bill

The Louisiana Senate has passed SB286 and it is now in the hands of the House. This bill provides for the implementation of universal early childhood education in this state. Although this bill takes a phased in approach, it does nevertheless clearly point the state in the right direction.

The value of early childhood education and in particular the LA4 program is well documented.

This type of training should be made available to all students in our state without a needs based test. That is the direction we are headed and we concur with this movement.

So please get involved. You can go to http://www.legis.state.la.us and make your voice heard. There you can identify your local representative and send a quick email asking for their support.

Also, you may wish to see today's edition of The Times. Dr. Phillip Rozeman writes an excellent piece on this program

Thank you for your support.

Grade Retention and Accountability

I make no secret of the fact that I am not a fan of high stakes testing. The pass/fail nature of these tests is simply unfair and wrong in my view.

However, there seems to be another side of this question that bears closer examination. Is grade retention itself an effective strategy for improving student achievement.

Enter the National Association of School Psychologists (NASP) with some interesting observations. In a position statement on this subject, the association states "...that as many as 15% of American students are held back each year, and 30% -50% of students in the US are retained at least once before ninth grade. Furthermore, the highest retention rates are found among poor, minority, inner-city youth."

Now I am no supporter of a simple policy of so called "social promotion" either. In fact, the association points out that "...neither grade retention nor social promotion is an effective strategy for improving educational success."

NASP argues in favor of what it calls "promotion plus" specific interventions that focus on student needs. I particularly like the very first thing on its list which is to "encourage parents' involvement in their children's schools and education through frequent contact with teachers, supervision of homework, etc..

Other suggestions include:

-offer extended year, extended day, and summer school programs that focus on facilitating the development of academic skills
-establish full-service schools to provide a community-based vehicle for the organization and delivery of educational, social and health services to meet the diverse needs of at-risk students
-Implement effective school-based mental health programs

NASP says "a recent systematic review of research exploring dropping out of high school indicates that grade retention is one of the most powerful predictors of high school dropout."

With local and national emphasis on understanding and reducing what is called a dropout crisis, it is clear to me that automatic grade retention policies are part of the problem and not the solution. They should be stopped immediately in favor of more innovative approaches. Start with a detailed study of NASP recommendations.

Improving the Lives of Children

Today we highlight the efforts of one of my heroes and his lovely wife. I speak of General Colin Powell and, his wife, Mrs. Alma Powell. General and Mrs Powell have launched a nationwide effort to contain and reverse the high school drop out crisis that we face as a country. In particular, they focus on the at risk child which more often than not tends to be black and/or Latino.

Mrs. Alma Powell, chair of America's Promise Alliance, recently launched its 15 in 5 initiative.
This effort has at its core the goal of reaching 15 million young people (particularly those most as risk) in the next five years by exposing them to the five promises.

The five promises that have most been correlated with future success are:

• Caring adults
• Safe places and constructive use of time
• Healthy start and development
• Effective education for marketable skills and lifelong learning
• Opportunities to make a difference through helping others.

This effort, together with its overarching message, is one our site is proud to showcase. It promotes the right values and focus. We concur with the promises and encourage you to join us and the 15 in 5 campaign.

We have created a link to the 15 in 5 Web site for your easy use. It is a great site. A powerful resource for anyone interested in kids and their education. I look forward to making it one of my first daily reading sources.

Thank you General and Mrs Colin Powell. You are an awesome team and an inspiration to me and I suspect many, many others.

Best Practices 2007- 2008 School Year

"What we do well here is teaching middle-class predominately white children whose parents push them," he said of Caddo Parish's school system. "The thing we don't do well is teaching the kids of color whose parents may be poor or who have other risk factors."

The above quote is taken from a January 29, 2008 editorial from The Times. The central focus of the piece was our local dropout problem. The quote is from Dr. Terry Cash, of the National Dropout Prevention Center at Clemson University in South Carolina.

I have been corresponding with 21 local leaders since January, 2006 regarding the Learn to Learn initiative.

I am now inviting those leaders or other interested parties to post to this entry, as a comment, things they are doing to promote academic excellence and to reduce the unacceptable dropout rates in the black community.

By sharing in this format, we can catalog opportunities for overall community improvement, and achieve a wide distribution. Please post contact information with strategies in the event others may want more details.

Thanks for your participation.

Financial Aid

As the cost of a college education continues to rise, it becomes critical for students and parents to access as much information as possible regarding potential aid. The Louisiana Office of Student Financial Assistance (LOSFA) is a great resource. There you can find solid information about financial strategies for college.

The Tuition Opportunity Program for Students (TOPS) is one such possibility for completing college in Louisiana. However, you must know and understand the requirements to properly prepare for the chance to compete. Again, detailed information on this program is provided at the LOSFA site.

LOSFA can be accessed at http://www.osfa.state.la.us. See the link from this site and be sure to share this information with a friend. Good luck.

The Importance of Mathematics

The importance of mathematics according to Dr. Walter Williams of George Mason University in a recent article:

"Few people appreciate the implications of poor math preparation. Mathematics, more than anything else, teaches one how to think logically. As such, it is an important intellectual tool. If one graduates from high school with little or no preparation in algebra, geometry and a bit of trigonometry, he is likely to find whole areas of academic study, as well as the highest paying jobs, hermetically sealed off from him for his entire life."

2008 and Beyond (The need for common currency)

On the eve of a new year, it is a good time to assess, wish and recommend. This site must take advantage of the season to express some of our hopes and dreams for the future of our race and by extension our country.

Our focus in this post on a "common currency" reflects a dream that black Americans will come to recognize and pursue a basic set of values and principles that we can collectively rally around.

This site continues to believe that knowledge (education) is the secret weapon for the uplifting of not only our race but also our country. Education is the vehicle that will allow the participants in this great democracy to reach their full potential.

Education( not just a diploma or degree, but achieving academic excellence) is the means for taking advantage of the opportunities offered by our nation. Blacks must move to a mental model of personal responsibility and self-improvement if we are to break free of poverty, disease and down right misery.

Recent polling by the Pew Research Center seems to point to a fracture within the black race. For example, 37 percent of blacks feel we can no longer be viewed as one race because of a continuing class divide. Think about that!

Henry Louis Gates in a recent article said "Why can't black leaders organize rallies around responsible sexuality, birth within marriage, parents reading to their children and students staying in school and doing homework? Imagine Al Sharpton and Jesse Jackson distributing free copies of Virginia Hamilton's collection of folktales The People Could Fly or Dr. Seuss, and demanding that black parents sign pledges to read to their children."

We must also begin to focus on economics in terms of net worth vs. income. Gates sites work by economist Edward Wolff that is truly astonishing. According to Wolff, in 2004, the median net worth of non-Hispanic black households was $11,800 as compared with a figure of $118,300 for non-Hispanic white households.

It is fairly common knowledge that in America the bulk of our net worth is locked in home equity. Notwithstanding the recent crisis in sub prime lending, blacks must understand the importance of property ownership ( buy a house and not a car) and take care to maintain the property once you own it.

Americans fund a significant portion of their "privilege and advantage" from wealth or otherwise net-worth and not income. Blacks must identify asset classes that help build net-worth (stocks, bonds, 401k's, Ira's, rental property, and savings accounts) and move to acquire and build these types of assets. Good credit, in my view, is also something that should be viewed by blacks as a valuable asset class.

With these thoughts, I bid you and yours a happy New Year! As always, we invite your views on any topic or position raised on this site.

Black People at Risk of Returning to Pre-Civil Rights Conditions

I am amazed at how frequently the condition and future of black people is concealed in language that attempts to cast the nation at risk. In my view, that is simply wrong and some would call it "spin."

We do ourselves no favor by trying to put everybody, including the nation, in the leaking boat we (black people) obviously occupy.

And black Americans in position of leadership and responsibility must immediately communicate the hard truth as well as issue a clear and concise call to action within the black community.

The Shreveport Sun recently carried an article by Mr. Marc H. Morial, president and CEO of the National Urban League. Morial reports on a new study regarding student achievement. He identifies four major areas of impact: 1. whether children live with both parents. 2. whether children were read to as youngsters. 3. whether children were permitted to watch more than four hours of TV on schools days. 4. whether they skipped school (attendance).

Now, these four areas of importance are not new to this site. But note the spin!

"...our nation's leaders need to start thinking outside of the box and the school in light of an increasingly low-income public school population if they hope to achieve their No Child Left Behind goals. Without some major investment soon, the United States, especially the South, can kiss goodbye to the standard of living it enjoys today."

Not one word in the article about the nation's black people needing to think "outside the box" in order to improve their own lives.

This should no longer be a debate within the black community about blaming the victim. This is a question about our overall quality of life and indeed perhaps about our very survival. We must have a candid presentation of the facts and recommendations to the black community for self-help.

My prescription:
1. The Learn to Learn strategy;
2. Poverty (and how to avoid it)

What do you think?

Poverty (and how to avoid it)

The Southern Education Foundation (SEF) just published a report detailing the make up of public schools from an income perspective. The report indicates that low income students now make up a solid majority in the South. For a comprehensive review of this report and its findings, see our link to the SEF.

The report and its findings are not my main focus. Rather, I believe we should put a bright light on the formula for avoiding poverty.

In his book ENOUGH, Juan Williams records, in simple terms, what I think is the right prescription.

Mr. Williams says "The good news is that there is a formula for getting out of poverty today."

Step one: Finish high school (that also means you must do well in school, my emphasis)and finishing college (or other trade school, my emphasis) is much better.

Step two: Take a job (any job,my emphasis) and hold it.

Step three: Marry after finishing school and while you have a job.

Step four: Have children only after you are twenty-one and married.

Williams goes on to say "The poverty rate for any black man or woman who follows that formula is 6.4 percent. The overall poverty rate for black Americans, based on 2002 census data, the year this analysis was done, was 21.5 percent. In other words, by meeting those basic requirements, black Americans can cut their chances of being poor by two-thirds."

I know that circumstances will not always allow one to package his or her life in a neat step by step fashion. Just as following the formula will not guarantee you will not be poor. But, the message makes a lot of sense to me and it is a message that should be embraced and repeated within the black community.

What do you think?

High School Attendance Results

The local Learning to Finish effort just concluded its tracking of attendance in Caddo and Bossier districts. A recent editorial in The Times indicated "absenteeism rates ranged from an average of 1.4 percent at Judson Elementary to 10.1 percent at Woodlawn High to 12 percent at Caddo Career and Technology Center."

I personally tracked the High Schools and logged the following results: Magnet 2.4%, Green Oaks 3.9%, Captain Shreve 4.3%, Byrd 4.6%, North Caddo 5.5%, Northwood 6.1%, Fair Park 6.6%,Huntington 6.7%, Southwood 6.7%, BTW 7.2% and Woodlawn 10.1%.

Further, I clocked Caddo at 4.7% overall while Bossier came in at 4.2%.

In any event, the exercise was a good one. We all know that students must be in school to succeed. Communities surrounding the involved high schools should take note and make sure your children are attending school. I suspect many parents are under the impression that the kids are in school, only to be surprised when report cards are distributed.

Parents must check in on students frequently to pick up early signs of potential trouble. That means getting to teachers and administrators at other than school sponsored activities such as back to school nights.

Be sure to stay alert for other Learning to Finish initiatives.