Are School Issues Just a Matter of Boredom?

Earlier this month, EdSec Betsy DeVos suggested school choice was needed because high school students get bored otherwise.

Yes, traditional public schools have some issues. And yes, high school kids are often bored with their assigned curriculum. But instead of simply changing the operational structure of the school building, shouldn’t we instead be looking at approaches like personalized learning?

I explore the topic on the most recent edition of TrumpEd on the BAM! Radio Network. Be sure to give it a listen. Tens of thousands of others do each week!

A New Face for #CareerTechEd

Last month, President Donald Trump signed into law the Congressional reauthorization of the Perkins Act. This is good news for the future of career and technical education IF we are willing to see CTE and career prep as more than the 1950s-style vo-tech often cited by POTUS.

We go deeper on the topic on the most recent episode of TrumpEd on the BAM! Radio Network. We explain here.

Recognizing the Value of Internships

After my first year of college, I was fortunate enough to score an internship on Capitol Hill, working in the office of a respected veteran senator. For a month, I did everything and anything that was asked of me, as I tried to soak up as much of the experience as possible. For me, each committee hearing, legislative memo, and clip packet were like gifts on Christmas morning.

As part of my internship, I also got the privilege of commuting by train – more than an hour each way – from my parents’ home in West Virginia. It was the only way to make my first internship work financially. Additionally, I spent the rest of the summer, as well as every weekend during my internship month, working at a local restaurant. I was gaining valuable work experience walking the halls of Congress. And I was gaining the dollars necessary to live during college by ringing up buffet dinners for Mountain State families and breaking down the soft-serve ice cream machine nightly.

The following summer, I was fortunate enough to earn an internship in the press office of U.S. Senator Robert C. Byrd. That was the summer I retired from my career at Ponderosa Steak House. Senator Byrd was a former Senate Majority Leader and was chairman of the Senate Appropriations Committee. A man who became one of the most powerful leaders in DC, Senator Byrd also believed in an honest day’s pay for a hard day’s work. I interned for Byrd for two summers, getting paid a salary both years.

I continued to take the train in from West Virginia both of those summers, to save money and avoid the cost of DC summer rent, but I was able to spend those summers focused on my future. The train rides became opportunities to read about government and policy. The weekends became a chance to explore possible career paths beyond law school. Those paid internships with Senator Byrd transformed me into the communications and policy professional I would become.

All because of a paycheck attached to an invaluable internship.

Last month, the U.S. Senate appropriated $5 million to provide the resources to pay Senate interns, giving each Senate office about $50,000 a year to compensate the lifeblood of Capitol Hill. The funds will hardly ensure that interns earn anything to close to what those interning on Wall Street or in Silicon Valley may earn, what with some Hill offices employing more than a dozen interns in the summer months alone to share that pot. But it is a start.

It is a start in showing appreciation for those that perform the tasks of Capitol Hill interns, perhaps allowing interns the chance to take one fewer shift as a waiter or bartender in DC and being able to use the time to explore the city they are calling home for the summer. It is a step at wiping away the general DC belief that interns are simply free labor, motivated by their need to find paying jobs after college.

More importantly, though, the move to compensate U.S. Senate interns begins to bring some equity to a system that is far from equitable. For decades, unpaid DC internships largely ensured an intern pool of the wealthy and the well connected. In an institution that is already far whiter than the populace, it ensured that its interns were equally as white. In short, it created a labor pool that looked vastly different from the people it was governing.

If the $50 million paid internship pool allows one more low-income student to pursue a Capitol Hill internship, then it is a worthy investment. If it inspired a new generation to see the value of government service, even if it pays far less than the private sector (both at internships and full-time jobs), then it is a worthy investment. If it means more 19- and 20-year olds don’t have to work two or three jobs during the summer in order to pursue its passions, then it is a worthy investment. And if it inspires other industries – including the media and entertainment sectors – to open their checkbooks and eliminate their own “free summer labor pool,” then it is definitely worth it.

No college student is ever going to get rich working an internship on Capitol Hill. Interns will still spend much of their salaries renting a summer dorm room from a local university or packing into short-term lease apartments. They will continue to live on an all-you-can-eat pizza, salad, and banana pudding buffet (as I did as an intern), supplemented by Capitol Hill reception hors d’oeuvres. And a small monthly check from the U.S. Senate ensures that those who seek such an experience may actually be able to take advantage of it.

(This piece originally appeared on LinkedIn Pulse.)

Let’s Not Bully #BeBest

Earlier this month, First Lady Melania Trump fulfilled a promise she made during the 2016 presidential campaign. In announcing Be Best, FLOTUS committed her bully pulpit to looking issues like cyber bullying and social-emotional learning for children.

On cue, the education community largely mocked her. But maybe, just maybe, we should give Melania a chance … particularly as we we have been looking for federal leadership on issues like SEL for quite some time.

So we explore this topic on the latest edition of TrumpED on the BAM! Radio Network. Give it a listen. Maybe we can be best by giving #BeBest a chance.

NAEP Response: More than Words?

Now that the dust has finally settled on the most-recent dump of NAEP scores, we must admit that the results just aren’t good. For a decade now, student performance on our national reading and math tests have remained stagnant. And that stagnation is only because a few select demographics managed gains that kept everyone afloat.

At a time when we all seem to agree that today’s students need stronger and greater skills to succeed in tomorrow’s world, how can we be satisfied with stagnation? And how we can respond simply with words, with the rhetoric of how our students can and should do better?

Over on the BAM! Radio Network, we explore the topic, reflecting on both how we cannot be satisfied with our students treading water and how we need to take real action to improve teaching and learning in the classroom. Give it a listen. Then show your work.

 

Improving High School, #HighSchool Graduation

Last month, the issues in DC Public Schools brought down its relatively new schools chancellor. This week, The Washington Post is reporting the graduation scandal now poses a clear and present danger for many DC students who have long thought that they would be graduating from high school this spring.

The District of Columbia isn’t the first school district to recognize its path to a high school diploma may indeed be broken. For decades now, we have heard of both dropout factories and those districts that responded by treating diplomas as nothing more than certificates of attendance, recognizing those who stuck with school for 12 or 13 years, 180 days or so each year.

In response, the Fordham Institute has focused its annual #Wonkathon on whether high school graduation requirements need to change to make the diploma more relevant. A number of smart people — including Peter Cunningham, Michael Petrilli, and Peter Greene — have already responded.

Of course, dear ol’ Eduflack couldn’t pass up the chance to suggest we need to a completely different frame for the high school school experience, once that emphasizes mastery of content and an ability to apply what is supposedly learned, rather than just rewarding students for “time served” in the classroom. As I write:

Today, we remain caught up on what is taught and how it is taught, not necessarily what is learned and how it is put to use. The student population today is nowhere close to being as homogenous as it was when the Carnegie Unit was adopted. In any given classroom, we have students of different backgrounds, different language abilities, different learning challenges, different preferred learning styles—different everything. A student adept at Algebra II shouldn’t need to sit through the class for 180 days because others don’t grasp the concepts. A student with a deep understanding of American history shouldn’t be asked to sit through the basics yet again because it is expected in ninth grade. Once a learner is able to demonstrate a mastery of the content and is able to apply that content in an appropriate manner, he or she should be able to move on to the next content area. Mastery-based high school allows us to prioritize the LEARNER in a way most high schools today simply do not.

I hope you will give all the entries a read. It is an important issue that warrants real discussion, disagreement, and action.

 

Of Vocational Schools, Career Tech, and Learners

Years ago, I worked for an education entrepreneur who drilled in me the notion that American high schools were fundamentally broken, built for an era that was long gone. Today, we know that postsecondary education – in some form – is a non-negotiable. For one to have a successful career, to be able to take care of a family and keep a roof over their heads, a high school degree alone was no longer sufficient. High schools needed to become passageways to the successful pursuit of postsecondary education.

It wasn’t always this way. One can look back to the post-World War II era and see a time when only a third of high schoolers went on to college. A third of students graduated from high school to directly enter the workforce or pursue military service. And yes, a third would fail to earn a high school diploma, but still were able to obtain and keep employment.

Recently, President Donald J. Trump spoke longingly on those good ol’ days, noting how America’s future economic success may very well lie with a return to vocational schools. And while most do not use the term anymore, he may indeed be correct. It’s tough to deny that career and technical education is more important than ever. But it is careerteched that is vastly different than the shop class that President Trump may remember from high schools of decades past and is calling for. And it is at a time when we now look to community colleges to provide much of what those good ol’ voke ed schools used to offer.

It’s career and technical education that today is largely delivered by community colleges, either to recent high school graduates seeking that non-negotiable postsecondary education or to career changers needing to update their skills and knowledge to compete in a digital, information economy. It’s for those who recognize that the future economy demands a strong blend of all of the educational buzzwords we’ve heard over the past decade or two, whether it be STEM, 21st century skills, or the like.

It is also a reminder that the education offered and the students pursuing it are not nearly as homogenous as we’d like to believe. Sure, we all have this picture of the “typical” college student pursuing a “typical” liberal arts education at a “typical” four-year college. But there is nothing typical about students today, their aspirations, or the pathways one takes to get there. Nothing typical about the K-12 experience, and certainly nothing typical about the postsecondary experience.

I was reminded of this, yet again, this morning when watching Good Morning America. As a transition, Robin Roberts spoke briefly with student representatives from the Family, Career, and Community Leaders of America, or FCCLA. It was an organization that the edu-wife, the product of a private high school in New England, was completely unfamiliar with. And she works in education.

But as the product of Jefferson (County Consolidated) High School in Shenandoah Junction, West Virginia, I knew the organization well. Or rather I knew the organization as it once was known, the Future Homemakers of America. In my high school, FHA was a more popular student group than the Future Business Leaders of America. It was almost as strong a student organization as our Future Farmers of America contingent, which spent every fall missing classes to make apple butter out in the high school parking lot.

In my day, our county high school had about 1,200 students in total. About a third of our high school graduates went on to college. We weren’t a large enough school district to have a fully functioning vocational high school or career/technical education program. At the time, we didn’t even have a community college in our part of West Virginia (my father, when he was president of Shepherd University, actually created the community college that is now the state’s largest and most successful, to meet the growing demands).

So career and technical education was largely supported by clubs like FFA, FHA, and FBLA. Such organizations supplemented what was learned in the classroom. They provided much of the “vocational” training that President Trump now seeks, and did so largely because of teachers who were willing to give their time and knowledge to do so.

In the nearly three decades since I graduated from Jefferson High, those organizations have adjusted their approach and their services to their members. They’ve continued to serve as a gateway for so many seeking postsecondary career and technical education. And they’ve turned out generations of individuals with the skills, knowledge, and passions to pursue a wide range of careers.

When we debate the successes or failures of K-12 education, it is easy to get bogged down in test scores and growth measures. It is easy to focus on those learners who beat the odds to get accepted into a dozen Ivy League schools. And its easy to point out how much that used to fall to K-12, from remediation to career and technical ed, has now been pushed onto our local community colleges.

It is far harder for us to recognize, acknowledge, and celebrate the ways communities do come together to provide for their students. It harder to see the value in the student who will soon run his family’s farm also knowing how to code (and knowing the comedies and tragedies of Shakespeare).

Preparing for a strong economic future does not mean needing to return to the bricks-and-mortar good ol’ days of voke ed. Instead, it means recognizing the importance of instilling a wide range of skills, knowledge, and ability with today’s learners, and recognizing that such lessons can – and should – be taught beyond the traditional classroom in the little red schoolhouse. And it means seeing how community colleges and clubs and OST programs can contribute.

(A version of this post also appeared on LinkedIn Pulse.)