December 09, 2010

Education Engagement: Parting Thoughts

While staffing a table at a "family empowerment" fair at my son's school last month, I thought: These are the rewards and limitations of parent and community engagement in schools. On the one hand, some parents were getting information that may bolster their children and families, contributing to educational success. On the other, I, and we, should be reaching so many more parents.

The rest of life, including blogs, is kind of like that.

While my time in the education blogosphere has been brief (but what's not on the internet?), I am now sadly and excitedly moving on to another platform to foster voluntary involvement in our schools and our society more broadly. Because of a new position as senior policy analyst for Independent Sector, the national coalition of nonprofits, foundations, and corporate giving programs, and my just-released book, Measuring America, I am ending my brief blogging career here at Education Week. Whether—or when&wdash;another writer will take over the blog is unclear but, for me, anyway, this is my last post.

If you care about how Americans can contribute to make ours a better society, in schools and elsewhere, it is critical to strengthen the institutions that help us engage with our communities, our fellow citizens, and their needs. That's what I'll be playing a part in doing at Independent Sector. I urge you to check it out or email me at andrewy@independentsector.org.

I have worked on education issues for a long time, as a reporter at The New York Times, at the U.S. Department of Education, and several think tanks, and, when not working on them, have organized play in my son's preschool, overseen his school newspaper, chaperoned his field trips, and been active in his schools and their PTAs.

Few, if any, things are more important than education and cultivating knowledge, or engaging and giving to make our children thrive. I hope that whoever reads this will always make it a priority to give of their time and resources to our children, our nation, and our world. As someone must have said: What else are we here for?

Thank you.

December 03, 2010

K-12 Partnership Report Now Available Free Online

Looking for a free resource to learn more about how educators, administrators, business people, community members, and foundations can have effective partnerships?

The K-12 Partnership Report is published 10 times a year online to provide partnership and foundation leaders with information they can use in designing strong and sustainable community/school initiatives. The newsletter provides practical and actionable information designed to help potential educational partners discover the range of opportunities to work together, and to provide them tools to build initiatives.This includes case studies showcasing various types of partnerships, how-to articles from experienced practitioners, interviews, resource reviews, and more.

Starting in the January issue, the report is expanding to serve the interests of education foundations, doubling the number of articles in the newsletter, according to publisher Brett Pawlowski. You can subscribe here.

November 30, 2010

Intergenerational Tutoring Program Launched in East Harlem

Someone recently described the emerging demographic look of America as a barbell—a sizable number of children and a very sizable number of older people. Given these realities, it's no wonder that many are trying to build intergenerational bonds between seniors and school-age children.

One such example is the new partnership among New York's Union Settlement Association, the OASIS Intergenerational Tutoring Program, and AT&T New York to bring intergenerational Tutoring Program to East Harlem's public schools.

Union Settlement will recruit and train older community members to work one-on-one with children in kindergarten through 3rd grade. The program, made possible through a $55,000 grant from AT&T, strives to bring together different generations in ways that benefit the entire community. It is illustrative of the core mission of Union Settlement, one of New York City's oldest and largest social service providers. The OASIS Intergenerational Tutoring program has worked successfully for more than 20 years, reaching upwards of 300,000 children in 21 cities.

November 23, 2010

Eighty-Year-Old Advises Schools on Engaging Disabled Pupils

Last week, I attended Civic Ventures' annual Purpose Prize award ceremony in Philadelphia, where $50,000 and 100,000 prizes were given to over-60 Americans who have embarked on new "social purpose" careers.

One winner, Donald Stedman, who is nearly 80 years old and based in Durham, N.C., has made it his new business to advise schools on the best ways to engage seriously disabled students. After a career as a clincial psychologist, five years ago, in his mid-70s, he launched New Voices to help young people with extreme mobility and communicative disabilities get good educations in public schools.

Some of these children have active minds, even though they cannot speak or move, according to Stedman. He calls them "low-incidence, high-impact children," because their disabilities are complicated and expensive, draining both emotional and financial resources.

"It's very easy for a kid to go into a classroom with someone who knows them and can assist them," Stedman said. "The problem is coordinating the assets they need, because it's a subject few people are willing to talk about. I want to make this subject less taboo and create a model that could be a beacon for others trying to help similar children."

Today New Voices' mostly volunteer staff counsels schools on the best strategies to engage disabled students, then helps to assess technological and teacher training needs. The organization has trained more than 50 teachers in four school districts and plans to hold a training conference in the fall.

November 19, 2010

A New Meaning for Sweat Equity in Schools

Life-size scarecrows decorating the Folsom School in Atlantic City this Halloween were not just for holiday ambience. These student creations were up for auction to raise money for the school. The funds were earmarked for the school's worthy "positive behavior program."

A New Jersey newspaper quoted a 5th-grader, who seems to know the budgetary woes of public education: "Parents are excited. We just need the money."

State aid to New Jersey's public schools is down $900 million. The school's Halloween auction raised $430.

November 15, 2010

Americans Like Their Communities Because of Schools, but Don't Necessarily Like Schools

Americans like where they live for a number of reasons, including their local schools, even though this doesn't necessarily translate into either high regard for the schools or a proclivity to become involved in public education.

A pretty environment and good schools are more likely to make people "connect" with their communities than jobs, economic development, and low crime rates, according to a new report released by the John S. and James L Knight Foundation. But, does emotional engagement translate into practical involvement?

This new "Soul of the Community" study, conducted with Gallup, Inc., looked at why people are emotionally attached to their communities. and found that economics are less important factors than physical surroundings, social opportunities, and social institutions such as elementary, secondary, and postsecondary schools.

"Education tends to be one of the highest rated attachment drivers," according to the report. Social and cultural offerings, "openness" to people of all ages and backgrounds, and aesthetics were the other major reasons why people like where they live. Yet, just 22 percent gave high marks to the quality of local public schools. (The study did not disaggregate findings by whether or not one had children in school.)

"Leaders also have much to gain by improving perceptions of the quality of K-12 education in their communities," according to Knight and Gallup, which surveyed 43,000 Americans in 26 communities. "Not only will this increase attachment overall, but a more positive view of public schools can also help attract families that will help raise the next generation of talent in the communities."

And, perhaps, motivate community members to become more involved in their local schools.

November 15, 2010

'Even School Groups Are Being Manipulated by Big Insurance'

This was the message that a local PTA leader recently sent me.

In the state in which I live, I'm told that PTAs are "forced"—that is, required—to carry insurance. It calls to mind my last blog entry, which was about a father in California suing his child's school PTA.
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According to my local source, PTAs are being asked to jump through hoops by their insurance companies, particularly when they are sponsoring athletic activities. (Yes, in some crazy scheme of things, basketball can be dangerous, but so can going into work—both of which pale beside driving a car.)

"Specifically red-lighted are all enrichment programing involving athletics," writes this exasperated elementary-school PTA leader. If this weren't bad enough, the PTA's insurance carrier has stipulations about babysitter coverage during PTA meetings if it is to cover any liability. According to the missive I received, to be covered, "if you have babysitting during a PTA meeting you must have two unrelated adults and a 10-1 ratio; no diaper changes, no hot liquids."

It's not just AIG or health insurers. Insurance companies appear to be squirreling into ever more obscure, seemingly tame corners of our lives to tell us that liability for everything lies in our laps.

Do insurers really need to scare us that we wouldn't be covered for an accident during a PTA meeting if a parent had to change his or her toddler's diaper?

November 11, 2010

Vounteer Basketball Coach Sues Local PTO

There's nothing like a lawsuit to cast a pall over just about anything.

Next Wednesday, a California court is scheduled to hear a lawsuit by a father suing a parent-teacher organization for being pushed out of his volunteer basketball coaching position. Lawrence Hecimovich, the father of two boys and longtime coach for his older son's after-school basketball team in Encinal Park, California, named three PTO members and the Hillview Middle School PTO itself in a suit filed in August in San Mateo County Superior Court. A court date has been set for next Wednesday.

The plaintiff, who is a deputy city attorney in San Francisco, cites libel, slander, fraud, and emotional distress, and demands both punitive damages and calls for "the training and resources needed to provide a safe school environment for Encinal Park students." He asserts that the "PTO's unsafe practices needlessly expose students to the risk of serious physical injury." The suit apparently stems from an incident with a student that led the PTO to call for Mr. Hecimovich's removal as coach.

The defendants aren't talking, and who knows the truth? But it reinforces the image of ours as an overly litigious culture and raises the thorny, if ridiculous, question of whether PTAs and PTOs now need liability insurance.

November 10, 2010

Web Site Offers Online Mentoring Connections

We all know that mentors benefit students, but can mentoring be successful if it is not done in person?

In the digital age, one of the groups that believes in e-mentoring is icouldbe.org. Its online mentoring connects mentors and at-risk youth in low-income communities and focuses on college preparation for these teenagers. During the last few years, the organization says it has involved about 10,000 students in its online mentoring sessions.

Citing the nation's high school dropout crisis, executive director Kate Schrauth said: "For things to improve, we must invest in our youth and reach them with the guidance, support and encouragement they need. Icouldbe.org is here to help, connecting caring adults directly to young people who often lack adults invested in their futures."

Individuals can apply on the organization's web site to become a mentor. After that, they log in on their computers and spend up to an hour with their mentees working through icouldbe's discussion materials on the importance of high school completion and goal-setting, or simply answering students' questions.

Sounds like a fairly undemanding way to help students from the comfort of your home and at your convenience.

November 03, 2010

Does Biological Child Development Trump Parental Involvement?

Generations of mid-to-late 20th century parents got their tips on how to stimulate their children's learning through Arnold Gessell's books, Your One-Year-Old through Your Ten-to-Fourteen-Year-Old.

In 2010, many are quick to think that technology has made parental involvement in early childhood learning less necessary or less important. Indeed, it sometimes seems as if a tech-savvy generation is wiser, able to learn at younger ages, and more worldly than earlier generations.

Not so, according to a study released last month by the Gesell Institute for Human Development, named for the pioneering founder of the Yale Child Study Center. The national study, undertaken to determine how child development today compares to Gesell's observations, used key assessment items identical to those Gesell created as the basis for his developmental "schedules" which were published in 1925, 1940, and after his death by colleagues Louise Bates Ames and Frances Ilg in 1964 and 1979.

"People think children are smarter and they are able to do these things earlier than they used to be able to--and they can't," Marcy Guddemi, executive director of the Gesell Institute, said. While all children in the study were asked to complete 19 tasks, results echoed previous Gesell findings.

Although the study shows children have the same developmental schedule they always have, Jerlean E. Daniel, executive director of the National Association for the Education of Young Children, said that research has demonstrated the value of parents' one-on-one conversations to early literacy.

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