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Archive for May, 2010

With the passage of Senate Bill 1070, a new Arizona law that expands the enforcement of immigration laws, Hispanic families are leaving the state.  Clearly, this could have a detrimental financial effect on schools and school districts.  However, it could have a positive effect to the bottomline of the Arizona state education budget. 

The Arizona Republic cites a 2009 Pew Hispanic Center study that estimates that 170,000 K-12 students in Arizona are children of immigrants.  This is a large number when considering that each student is worth $4,404 in state money to local schools.  In fact, it equals about $749,000,000.

Local school and school district budgets in Arizona have already taken a massive downturn due to the real estate bubble burst and they may see an even greater hit as families flee the area.  The Arizona Republic published an article today highlighting the issue.  

The fact at the state level is that a significant reduction of  illegal immigrants enrolled in schools will greatly reduce the financial burden to the state budget that is already close to $2 Billion in the red.  However, the local school administrators see that schools will suffer:

Losing a share of students does not yield commensurate cost savings for schools, they said. For example, losing 10 students at the third-grade level often won’t necessarily save a teacher’s salary….

From my own standpoint, I see the state of Arizona suffering such enormous economic and social consequences from the massive real estate bubble burst that it is inevitable that schools will encounter a crisis of the magnitude never experienced by a state with less than 100 years of history.  The emergence of Senate Bill 1070 just adds one more massive correction that will take place and cause a whole new set of problems and struggles.  With or without Senate Bill 1070, either the state will suffer or the local schools will suffer and there are simply no easy choices.

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To put it very simply, I am very concerned about the amount of debt young adults are taking on in order to get a college degree.   This post explains why financing a college degree may be a horrible financial decision.

An article put out by the Associted Press last week, highlighted the case of a student in Oklahoma who decided to become a welder instead of pursuing a four year college degree.  Here is an excerpt that gives the gist of the article:

[Kate Hodges] has a 3.5 grade-point-average, a college savings account and a family tree teeming with advanced degrees. But in June, Hodges is headed to the Tulsa Welding School in Oklahoma, where she hopes to earn an associate’s degree in welding technology in seven months.

“They fought me so hard,” she said, referring to disappointed family members. “They still think I’m going to college.”

This article came out just as I finished reading a blog post at diyubook.com by Anya Kamenetz.   She reports an analysis of her friend in a post titled, “Are For-Profits peddling Subprime Education?”  This post helps explain why college for all may be exactly what sets up the Millenials for a life that begins with financial ruin:

My friend argued forcefully that this situation is highly reminiscent of the mortgage crisis: that these colleges are peddling yet another false promise of the American Dream, in this case, the college diploma part of the dream, not the homeownership part, to those who are truly not qualified to take advantage of it. That their graduates and especially their non-graduates will have a very hard time pulling in salaries commensurate with their debt. Yet unlike the hapless homeowners, they can’t go into foreclosure or walk away from their debt under any circumstances, and so they’ll be stuck all their lives.

In the following video interview, Anya also provides an excellent summary of the analogy between the cost of higher education and the cost of healthcare and the runaway financial debacle caused by the real estate bubble bursting:

So, is Miss Kate Hodges from Oklahoma really making a bad decision?  I think not.  I bet she is incredibly smart with a very bright future doing something she wants to do and on her terms.  Passion still matters!

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The Houston Chronicle is reporting  the number of secondary students being home-schooled has increased so rapidly that it is likely these are really dropouts being called something else.  The numbers are askew:

While home-schooling’s popularity has increased, the rate of growth concentrated in Texas’ high school population is off the chart: It’s nearly tripled in the last decade, including a 24 percent jump in a single year.

Even home-schooling advocates are not shy about their opinions of the questionable data:

“That’s just ridiculous,” said Brian D. Ray, founder of the National Home Education Research Institute. “It doesn’t sound very believable.”

Apparently the Texas Eduation Agency (TEA) has some very loose policies relating to documentation required for home-schooled students.  According to the Houston Chronicle article, with policies so loose, it is possible for a school administrator to coach a child to leave school and have the parents sign a statement that says the child is home-schooled.  Or, the parent can make an oral statement and an authorized representative from the school district can sign documentation.  This is all it takes.  The real atrocity that may exist is:

The problem is not among legitimate home-schoolers, but among public school officials trying to run off problem students, [Tim Lambert, president of the Texas Home School Coalition] said.

“We call it dumping,” he explained. Some advocates complain that Spanish-speaking and special-needs students are especially vulnerable to being pushed out of public schools.

So, with No Child Left Behind, and the reauthorization of IDEA holding school districts accountable for dropout rates, human nature is very vulnerable to loopholes like these.  Like in any economic situation, humans tend to do what they are incented to do within their power.  In this case, they are rewarded (or not penalized) for decreased dropout rates and not penalized for students who do not fulfill their home-schooling.  It is a natural, though hideous, consequence of TEA’s lax policy.

Kudos to the Houston Chronicle article by Jennifer Radcliffe for pointing out this suspicious data.

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If tens of billions of dollars have been flooded into states in the past year for expenditure on K-12, why does Arizona have to have a special election next week to significantly increase sales taxes to save all day kindergarten? The research overwhelmingly supports the value of meaningful educational experiences at the kindergarten age. President Obama and his administration has expressed the importance over and over. Yet, Arizona, as a state, claims that our options for keeping all day kindergarten in schools is to raise taxes, have citizens pay for it directly, or both. My guess is that it will be a raise of sales taxes and a stipend charged to parents. Wow!

In summary, I see it is way: Our federal government passed a massive stimulus bill with a large allotment to education. This spending bill will force a debt on our youngsters and now we can’t even offer those youngsters a kindergarten education research tells us is critical without increasing financial burden to their parents or negating it all together.

This is shameful and proves the massive disconnect between the federal government and the states.

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The Albuquerque Journal reports that six school districts across the country have been chosen to pilot the math and reading standards that may become the Common Core State Standards.  The Common Core State Standards Initiative (CCSSI) has designed standards that they hope will set a framework nationally.  CCSSI says of the standards:

These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them. The standards are benchmarked to international standards to guarantee that our students are competitive in the emerging global marketplace.

In researching common standards nationally there are many different opinions on the effect on education at the classroom and student level.  My first thought is how much this would effect the K-12 market and the vendors providing assessment tools, data analysis, curriculum, products aligned with curriculum, etc.  In today’s K-12 market, there are many small companies with effective, innovative products that are only aligned to the standards of a single state or a handful of states.  These small companies do not have the infrastructure to align their great products with as many states as the large vendors.  It requires significant cost to align with a state’s standards, therefore small companies forego large segments of the national market.

An adoption of Common Core State Standards should have a profound effect on the K-12 market by leveling the playing field for smaller companies by driving down the cost to do business in new states and territories.  The cost for larger companies will be lowered as well because their maintenance of state-aligned products should require less effort.  They should be able to provide common products to states with common standards.  This should result in better pricing structures for school districts or increased profit margins to those companies.

Common standards should also make it easier for open content and opensource solutions to get started or to maintain themselves.

It will be interesting to see how this effects the quality of vendor offerings in the future, but it should have a positive effect.

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The magazine, Fast Company, ran a cover story for April 2010 titled, “‘A’ is for App”, by Anya Kamenetz.  The article is about how smartphones and handheld computers are revolutionizing the way kids learn.  There are a couple of great quotes from first grade students.  One girl named Julissa said,

We got the TeacherMates [a handheld computer] the first day we went to first grade.  We could read a little bit, but I don’t think you have to know how to read to use this.

A first grade boy named Jose said about the device,

They should change brains.

Wow! What fantastic statements!   But, it is very hard to disagree.  Here one child tells us you don’t even need to know how to read to manipulate a highly technical device and another child comes to a conclusion that we might end up with different types of brains because of it. 

These kids are learning from these devices.  All that they learn and exactly how their brain is affected by it is not yet known.  And, the learning is very widespread.  Kamenetz states:

The new connectedness isn’t just for the rich. Mobile adoption is happening faster worldwide than that of color TV a half century ago.

So, there is a massive disruption occurring and I’m not sure how our school systems will adjust and if they can adjust fast enough to remain relevant to what motivates students.  I believe the first step education leaders need to make is the acknowledgement of a digital gap that is closing.  Smartphones and handheld devices are making  their way into tiny hands all over the world, including in poverty stricken areas.  And, as the data in my post on April 30th shows, students have increasingly more access to the Internet and media.  And Black and Hispanics 8-18 years old spend more time on computers than Whites 8-18 years old.  This was unexpected data to me and very encouraging.

All of this data and reality needs to be embraced as the opportunity to reach all students and denial of this reality only prolongs complacency.  Education leadership should no longer worry about the students who do not have access more than they worry about the students who do have access and are not maximizing the potential.  Of course, we want all students the equal chance, but those students without access are becoming a small minority in the U.S. and we can solve that problem easier than having a generation of students taught in a way that is totally unmotivating to them.

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