Education Reform

The US Departemnt of Education has a plan to incorporate technology into schools across the country.

http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-default.html

What about schools that barely have enough in their budget to keep the buildings safe? Is it reasonable to expect them to be able to participate in The Plan ? This issue was addressed in NYC schools.

http://www.house.gov/apps/list/press/ny17_engel/pr010316.html

http://www.courts.state.ny.us/reporter/3dseries/2006/2006_02284.htm

The following link shows how some politicians showed support for a charter school in the Bronx.

http://www.news12.com/LI/topstories/article?id=109019

http://www.news12.com/LI/topstories/article?id=118897

Yes! There is more information out there on this than you might think. Choice appears to be a key in the discussion of reform. Education reformers feel that Americans do not really know that the public schools are not that good, because without competition, parents do not know what their children might have had. In New York, students are zoned for a particular school district, and unless parents want to pay for private schooling, that is where the children go to school.

One alternative, which is gaining the interest of many people in favor of educational reform, is charter schools. A contractual agreement, or charter, is made between the school and the entity, which approved their application. Charter schools offer all grades from kindergarten to twelfth grade. Their purpose is to improve student learning and achievement by increasing learning opportunities. They encourage the use of different and innovative teaching methods, create new professional opportunities for teachers and administrators, and provide parents and students a choice in education.

Another alternative to public school education, in which a student is required to attend a specific school based on the street they live on, is a voucher program. A voucher program allows the money to be attached to the student. A percentage of the thousands of dollars allotted per student in state funding are presented in a coupon. Parents can then decide where to redeem to voucher and get a quality education for their child at a school of their choice- public or private.

A third alternative then to public school, is private schools. Private schools are generally thought to offer a more controlled environment – meaning less cheating, fighting, violence, and chaos. Class sizes are often smaller in private schools, which allows for more attention and communication between teachers and students. Expectations of school leaders, teachers, parents, and students are often higher in private schools. Because the tuition is paid directly and not through taxes, there is more of an accountability to perform on the part of all of those involved.

New York State’s reform plan calls for strengthening accountability of schools, establishing higher standards, and assessment through standardized testing. A summary of the plan established by NYS Commission on Education Reform was released in March of 2004. This report confirms, “The present system is in serious and unacceptable disrepair.” It makes finances and accountability of each school district two major issues that need to be reformed. It includes a simplified school financing system and new measures to help improve accountability and performance. “The State’s school financing system must make sure that adequate resources are available to every school district to provide all children with a sound basic education” (New York State). Since then, there have been countless school district officials on Long Island exposed for fraud and embezzlement of district monies!

Consider the following: http://www.news12.com/LI/topstories/article?id=154934

   What are some of the problems in schools today? Students are graduating without knowing how to read. Graduation of high school seniors is not even close to 100%. Dropout rates are high enough to be noticed. The last major cry for reform was in 1983 with A Nation at Risk. Is it the curriculum? Is it the teaching techniques? Is it a decline in student motivation? Is the answer more money?   

  According to author, Jay Greene, “Improving a large and complicated organization, like our school system, is never an easy or quick task. There is, however, strong evidence to suggest that we need to focus on providing school with stronger incentives to use their resources effectively and improve the quality of education. In general, incentive-based reforms come in two types: choice and accountability. We can strengthen the incentive of schools and educators to offer a quality education by expanding choice and competition, which will pressure them to figure out ways to improve or risk losing students and the revenue they generate. We can also strengthen accountability systems to reward schools and educators for excellent work that improves the quality of education while sanctioning them for inferior work”

  2005 STATE-BY-STATE NEW YORK ASESSMENT

READING – 4^TH GRADE                 MATH- 4^TH GRADE

34% Proficient & above                 36% Proficient & above

36% Basic                                        45% Basic

31% Below basic                                  19% Below basic
READING- 8^TH GRADE                 MATH – 8^TH GRADE

33% Proficient & above                 31% Proficient & above

42% Basic                                        39% Basic

25% Below basic                                  30% Below basic
 
It is interesting to compare New York’s numbers with the national percentages. In many cases, the difference is only about 3%, but mostly as an advantage. In both grades in reading and math, New York has a lower number of students with “below basic” performance. New York scores of “proficient & above” are also higher than the national averages.

(www.nationsreportcard.gov)             

Currently, I teach an integrated pre-school class at a private school. I took this job four years ago when I graduated with my B.S., hoping that it would only be for a year or two. My plan was to then get a “real” job in a “real” school. Public education, much like anything else, has it’s pros and cons. Each year I learn more and more about how the education system “works” – not only for the students and tax payers, but for the teachers. I find it very interesting!

I spent weeks doing research for my thesis on the topic of Education Reform. I always wanted to be a teacher when I was growing up. My Mom is a teacher and I have had quite a few good teachers throughout K-12. When graduation came and the guidance counselors asked what I wanted to go to school for, I didn’t even need to think about it. I even saved my Letter People cards from kindergarten!

Now I am completing my Masters to work in a field that I feel can be so screwed up! I love working with most of my students, but is the education system really doing the best that it can do? Are the children really the priority?

I have heard that New York State is known for having one of the best education systems. While I do not think that Long Island education is terrible, I do believe that there is certainly room for improvement!