While we were discussing the gap topic, the RAS School Board has been working on it. Here are some interesting links from their July meetings.
The Equity Report identifies the district's programs that should be helping. The only slides I question are 9 & 10, I would like to see them in some sort of percentage format. If RAS has by far the largest population of students in that category, they should have the largest number participating. Now... What is the more important ranking by participants per 100 students? Just curious.
RAS Report on Equity
I am torn by the following summary... I agree with it for the most part, however I wonder where positive thinking ends, and aggressively wrestling with and addressing reality begins. Especially when trying to make large improvements in tough circumstances. Where does focusing on the positive thinking become self deception, and self defeating. Though as we discussed, believing in the Students ability to learn is definitely critical.
RAS Lighthouse Summary
RAS Lighthouse Workshop
Also, if supporting the Teachers and Staff is critical... Then where are the yearly 'all employee surveys". Without these, I am unsure how upper level Administrators know if their employees are feeling supported and engaged. Or which middle level administrators are "not so good".
Thoughts on these documents or my comments?
Memo Report on Equity
RAS Board Agenda 7/12/10
RAS Mtg Agendas, Minutes,Videos, MP3
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6 comments:
Yawn.
How many times do you have to watch these presentations to realize that nothing is happening?
Why is nothing happening to reduce the gaps? Because nobody is seriously looking at it. I sat through the latest version this spring at the Board meeting. It was a paroxysm of acronyms and edu-speak, the usual "identifying needs" and "focusing resources." That wasn't what we've been doing?
No progress can begin to be made until the Superintendent and a unanimous Board assert that social promotion and grade inflation will be grounds for dismissal - at any level including Superintendent.
You will note... That I said they were working on it... Not necessarily resolving it...
By the way, your comment triggered an interesting memory. I was discussing the graphs and the MN Dept of Ed database with a data geek friend/peer. He noted that RAS has a pretty good graduation rate. And I made a smart alec comment about what good is that if the test scores are low... He noted that kids are pretty well screwed if they don't have a HS diploma. To which I had to agree.
In light of your comment, how do we have a good graduation rate and lower test scores?
I guess this makes a good case for the state mandated graduation tests... How else will we ensure the schools are not inflating their grades?
I agree with R-Five. Big Yawner. The gap will not reduce as long has African-Americans, Native American and Hispanics help themselves. Quit relying on the white middle class to close the gap. We don't want to close the gap anymore. Let it go! As long as they don't want to help themselves, than no one will be able to help them.
Let's just move on and help kids of all races that want to be helped, let the others fail and that includes white kids that don't want to be helped!
So why spend the $200,000 or so RAS spends per student K-12? Just hand them a diploma, problem solved!
No, employers and college admissions officers have long given up on HS Diplomas as any indicator of potential. Employers have upped the minimum to 2 and even 4 years of college for jobs that clearly do not require such training simply because HS diploma proves nothing.
To be fair, private and charter schools may have some issues of their own, to keep parents writing those big fat tuition checks.
Good save in the second paragraph. The first almost had me pushing the Moderator's delete button.
I can't argue with the general intent of your comment. (though the wording is a bit rough) I know of no way to get the horses to drink if they are not thirsty... No matter how much citizens spend or offer up...
The secret would be to help them understand and truly believe that they really are thirsty. Now... How to do that?
Thinking out loud.... The parents and students need to truly believe that they can attain something they really want by working hard at academics and behaving in school. Something that they want so badly that they will forego the short term rewards they believe they are getting by their current behaviors and beliefs. Can this belief/hope be generated or encouraged in people who do not have it?
If so, how and by who? In "Whatever It Takes", it had to be someone of similar race and background. Otherwise the parents felt that they were being talked down to by someone who did not have a clue about their reality...
I don't think that I am ready to give up on closing the gap yet, however I do agree that more money is probably not the answer.
I am just not willing to give up on the kids that are unlucky enough to be born into certain disfunctional homes. They are just clean slates like my own children were before we started writing their story.
Thanks for the lively thoughts
Some time ago I posted the idea of giving parents some of the "educational assistant" jobs. I have to believe their instincts are a better fit than para-educators, and it's a great way to tie into the community.
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