I wanted to highlight several trends that emerged in the education market in 2009 under a new Education Secretary and Administration. Some very positive developments and a few quite alarming issues. Then I received a newsletter from America's 27th wealthiest person and decided to post it rather - with full credit to Bill Bartmann - as a note of encouragement for 2010. Happy New Year!
"I think we would all agree that 2009 will not be the good old days we will yearn for in 20 years.
Whole governments are failing because of the financial crisis. Iceland has collapsed completely. Ireland is close to collapse. Dubai has effectively defaulted on more than $100 billion of what was considered sovereign debt and that is probably only the tip of the iceberg (or sand dune, if you will). Dubai's bigger brother neighbor and largest creditor, Abu Dhabi, had to arrange a loan of $30 billion to stave off even a greater catastrophe.
This past Monday morning Abu Dhabi announced the construction of four nuclear power plants "in order to preserve their oil for export" and awarded a $20 billion construction contract to a South Korean consortium - beating out an American team led by General Electric. How odd that this Middle Eastern nation, with relatively modest exports, is using our petrodollars to pay for an infrastructure that will allow them to have more of our petrodollars in the future. The circle goes round and round and we remain the world's suckers.
The national unemployment rate remains at double digits. Despite Washington's bizarre euphoria about unemployment rates last month being better (they edged down in November to 10 percent from 10.2 percent in October), the number of Americans filing for initial unemployment insurance rose during the second week of December. After all the temporary holiday hires, that number will probably increase again. Plus, unemployment rates in 372 metropolitan areas are higher than they were last year. In November, employers took 1,797 mass layoff actions involving 165,346 workers. Mass layoff events and associated initial claims both decreased to their lowest levels since July 2008. OK, so the number of mass layoff actions is slowing. Big whoop.
Bankers have not learned the art of restraint. On Wall Street, the top six banks are getting set to pay out $150 billion in bonuses ($10 billion more than in 2008). Goldman is leading the pack in terms of bonus increases; it will dole out a projected $22 billion in extra compensation in 2009. JPMorgan put aside $29.1 billion. Wells Fargo is spending $26.3 billion this year. All to keep their petulant star employees happy at bonus time.
On the other hand, bank execs promised to do better on regulation matters, citing a "disconnect" between their steadfast support for regulation and the fact that their lobbyists were pushing for as little new regulation as possible. Really? Because this disconnect cost the financial sector $334 million so far this year to pay for the 2,560 lobbyists they hired to fight against any and every form of regulation; a pittance compared to bonuses, but still, hard-taken cash. I'm sure another $334 million is coming to fight for stricter regulation in the New Year. Not.
Bankers still struggle with being honest with the public and their stockholders. Ken Lewis (Bank of America) and John Thain (Merrill Lynch) may be lucky if they stay out of prison. The least convincing mea culpa of the year was Lloyd Blankfein (Goldman) who said he was sorry about his firm's role in the financial crisis. "We participated in things that were clearly wrong and have reason to regret, we apologize." He didn't say he was sorry the firm is still floated on $43 billion of total subsidies including FDIC guarantees for debt it raised, that were logically supposed to aid consumer oriented banks, and the $12.9 billion it got through the AIG bailout. And as noted before, Goldman leads the bonus sweepstakes for 2009. The firm is probably not very sorry about that.
In spite of all that, I am optimistic. Yes, I choose champagne and leave the hemlock for others.
I am optimistic by nature. It's that bit of hoped-for future that is in our minds, that drives some of us, inflicted with the entrepreneurial gene, to do the next deal, make the next big plan, dream yet another dream. It has not yet become real, yet we live and act as if it is almost real. We can feel it getting ready to happen. It is still in our heads. Yet it is real for us.
For some, I should note, it is not just about money. It may be about the next deal or the next big idea. It is simply what drives us.
But it's not just me; it is millions of entrepreneurs that have the same ambitions and drive. Every night we go to sleep with these thoughts, and every day we get up and try to figure out how to turn it into reality. And some of us are talented or lucky enough to make it happen.
Yes, the next decade is likely to produce less than average growth because of structural problems and the bad choices we have made with personal and government debt. I am perfectly aware that unemployment will be over 10% for a protracted time. That is tragic for those unemployed and underemployed. I realize the entire developed world has huge and seemingly insurmountable pension and medical obligations over the next few decades, which we cannot possibly hope to meet. The level of stress that we will live through as we adjust will not be fun.
But the point is, that is just what we do - we live through it. In spite of the problems, we get up every day and figure out how to make it. Would it be easier if we could get our act together and not be forced to adjust? Yes, but that is not the way of the world. Of course we will have some very challenging times ahead of us.
So what? The future is never easy for most of us. But we figure it out. And that is why in 20 years we will be better off than we are today. Each of us, all over the world, by working out our own visions of what might be possible, will make the world a better place.
Think about some changes we are likely to see over the next few decades.
Within ten years, most of the world will be able to access cheap (I mean really cheap) high-speed wireless broadband at connection rates that dwarf what we now have. That is going to unleash a wave of creativity and new business that will be staggering.
Ever-faster change is what will happen in medicine. New drugs. Gene therapies. Growing organs for transplant. None of us in 2030 will want to go back to 2010, which will then seem as barbaric and antiquated as, say, 1960.
Energy problems? Are we running out of oil? My bet is that in less than 20 years we won't care. We will be driving electric cars that are far superior to what we have today in every way, from power sources that are not oil-based.
What about nanotech? Robotics? Artificial intelligence? There are whole new industries that are waiting to be born. In 1980 there were few who saw the rise of personal computers, and even fewer who envisioned the Internet. There are thousands and thousands of new businesses that couldn't even exist just 20 years ago.
I am not sure where the new jobs will come from, but they will. Just as they did in the 60s, 70s, 80s and 90s.
There is, however, one more reason I am optimistic. Sitting around the dinner table, I looked at my kids and I thought about them and their friends. Are they struggling? Sure. They now have kids and mortgages of their own. And dreams. Lots of dreams. That is cause for great optimism. It is when the dreams die that it is time to turn pessimistic.
I believe the world of my kids is going to be a far better world in 20 years. Will China and the emerging world be relatively better off? Probably, but who cares? Do I really begrudge the fact that someone is making their part of the world better? In absolute terms, neither of my kids will want to come back to 2009, and neither will I. Most of the doom and gloom types (and they seem to be legion) project a straight-line linear future. They see no progress beyond that in their own small worlds.
We live in a world of accelerating change. The world is not linear, it is curved.
In the end, life is what you make of it. With all our struggles, as we sat around the table, our family was content, just like 100 million families around the country. Are there those who are in dire distress? Homeless? Sick? Of course, and that is tragic for each of them. And those of us who are fortunate need to help those who are not.
We live in the most exciting times in human history. We are on the verge of remarkable changes in so many areas of our world. Yes, some of them are not going to be fun but I know I am up for the challenge. And I think each of you are up for the challenge.
I hope to never reach the time when there is no dream I am working on that will change the world, no dramatic visions of grandeur.
I love the future. It is going to be the best thing ever. I wish for each of you a wonderful new year full of health, happiness and good fortune.
Aspera ad astra. Through challenge we reach for the stars." Bill Bartmann
Thursday, December 31, 2009
Tuesday, December 15, 2009
Cart before the Horse?
The Washington Post reported that federal funding for performance pay in public schools would quadruple, to $400 million a year, under a bill moving through Congress. This reflects a growing political momentum behind an education reform once resisted by labor leaders and teacher unions.
Finally, one can argue, accountability is a priority in the education system. Or is it? If you had an untrained dog and bought all the dog training videos and books on the market, will the dog be trained? We are asking teachers in effect to increase performance drastically with the same student problems, same socio-economic issues, and same educational approaches that have in fact led to the problems in the first place.
Case in point: The same paper reported that there is still a gap in achievement between black and white students nationally although academic gains have been made overall as a result of the No Child Left Behind efforts from the previous administration - without pay incentives.
The Ledger in Lakeland, FL reports that teachers aim to boost student's interest in reading to improve reading scores. Despite millions of dollars spent to improve reading over the past 8 years with no significant improvement, it is more of the same.
In Las Cruses, NM students are exposed to 'Math Snacks' - a series of short animations and games that help middle school students better understand math. The program can be used as homework or in class. What's next on the gimmick list?
In Portland, Or parents are up in arms about a proposal to move back to large neighborhood schools rather than smaller (and costlier) schools. The argument is that current schools are segregated by race and income, yet there is no evidence that changes will improve student achievement.
These examples are mentioned as a small glimpse of the wide range of issues that need to be solved irrespective of pay for performance. In a severe recession, throwing almost a half billion dollars of tax money to teachers with a very fuzzy assessment component, just does not make sense.
In Florida, a decision has been made to link its $700 million in Federal education grant money to the adoption of local merit pay plans. This award program is based 60% on improvement of standardized test scores and 40% on evaluations by principals. The FCAT exam has been widely criticized for years now but it is what it is. But what happens if the principal does not like me as a teacher? Down goes my potential bonus income!
It is not about withholding money from good teachers. It is about putting more pressure on them to perform in an imperfect environment where the playing is anything but level. Cart before the horse?
Finally, one can argue, accountability is a priority in the education system. Or is it? If you had an untrained dog and bought all the dog training videos and books on the market, will the dog be trained? We are asking teachers in effect to increase performance drastically with the same student problems, same socio-economic issues, and same educational approaches that have in fact led to the problems in the first place.
Case in point: The same paper reported that there is still a gap in achievement between black and white students nationally although academic gains have been made overall as a result of the No Child Left Behind efforts from the previous administration - without pay incentives.
The Ledger in Lakeland, FL reports that teachers aim to boost student's interest in reading to improve reading scores. Despite millions of dollars spent to improve reading over the past 8 years with no significant improvement, it is more of the same.
In Las Cruses, NM students are exposed to 'Math Snacks' - a series of short animations and games that help middle school students better understand math. The program can be used as homework or in class. What's next on the gimmick list?
In Portland, Or parents are up in arms about a proposal to move back to large neighborhood schools rather than smaller (and costlier) schools. The argument is that current schools are segregated by race and income, yet there is no evidence that changes will improve student achievement.
These examples are mentioned as a small glimpse of the wide range of issues that need to be solved irrespective of pay for performance. In a severe recession, throwing almost a half billion dollars of tax money to teachers with a very fuzzy assessment component, just does not make sense.
In Florida, a decision has been made to link its $700 million in Federal education grant money to the adoption of local merit pay plans. This award program is based 60% on improvement of standardized test scores and 40% on evaluations by principals. The FCAT exam has been widely criticized for years now but it is what it is. But what happens if the principal does not like me as a teacher? Down goes my potential bonus income!
It is not about withholding money from good teachers. It is about putting more pressure on them to perform in an imperfect environment where the playing is anything but level. Cart before the horse?
Wednesday, December 2, 2009
Walking to School
I tell our daughter how I walked barefoot in the winter through frost-covered grass to school - a mile-and-a-half away. Truth was that it was only three blocks and Mom bundled us pretty good! The morale of the story is that WE WALKED TO SCHOOL. And and back. Uphill and down hill. Rain, sunshine, cold, and brutal heat. I can count on two hands the amount of times that we were taken to school by car.
Seems like old ideas might become new again. The Washing Post reports that grim budget cuts are rekindling the idea of kids walking to school. In Fairfax County, VA, the Board of Supervisors are entertaining the idea of moving back school bus boundaries for bus-riding eligibility.
A few factors are driving this novel idea:
Seems like old ideas might become new again. The Washing Post reports that grim budget cuts are rekindling the idea of kids walking to school. In Fairfax County, VA, the Board of Supervisors are entertaining the idea of moving back school bus boundaries for bus-riding eligibility.
A few factors are driving this novel idea:
- Limited transportation budgets
- Increasing childhood obesity
- Potential higher costs of diesel fuel
- Reduction in air pollution
- Decrease of traffic congestion
Linda Farbry, director of transportation for Fairfax County reports that the cost of putting one bus on the road is equal to the salary of one teacher on staff. Which expense carries the highest priority?
The Department of Transportation has advocated walking to school for years. So has the CDC and almost every organization fighting diseases of every nature. Yet the campaigns are not very successful because city planning is around cars, not pedestrians. So half-empty school buses continues to cruise around neighborhoods.
Students eligible for busing typically lives 1.5 miles or more from school. Those inside the boundary becomes eligible if they face particular safety hazards, have disabilities, or belong to special programs. Beyond a mile to 1.5 miles busing make sense. Depending on the age of a student and weather conditions, common sense must prevail. But for a large group of students living within those boundaries it comes down to the issue of safety.
A few simple approaches will need parent support or it will not happen:
- Coordinate neighborhood routes to school
- Be visible (www.myfitlight.com)
- Be appropriately dressed
- Reward walkers
Perhaps we can return to the time in 1969 when 41% of students walked or cycled to school. By 2001 it was 13% and a good guess is that it is currently below 10%.
Michael Cordier
Wednesday, November 25, 2009
The Importance of Play
The past few months' headlines in the educational world highlighted several topics such as "Web connect K-12 students with scientists", and "Bill will replace key literacy programs". We also saw articles on "Sex education looms in health care overhaul" and "The 9th grade bulge". Although sympathetic to some of these topics, especially the last one mentioned that found more than 90,000 students nation wide repeating 9th grade, not much has been said or contemplated when it comes to anything physical in schools. It is clear this is not on the priority list of the Secretary of Education.
It was therefore encouraging to see a report on a debate raging over the value of play, make-believe, and other games in preschool classes and early grades.
My first thought was why are we debating this? Every education training program acknowledges the role of play in spatial awareness, social awareness, coordination, problem-solving, and identity manifestation in early childhood.
For the untrained eye play and make believe experiences appear to be nothing more than a distraction from real letter-and-numbers work associated with school. As more public schools embrace early childhood students as young as 3 and 4 years old, the debate has intensified to make students "successful" when reaching kindergarten. This expectation is highest among poor and minority children and those speaking English as a second language. It is even endorsed by Education Secretary Arne Duncan who recently said, "If we are to prevent the achievement gap and develop a cradle-to-career educational pipeline, early learning programs are going to have to be better integrated with the K-12 system".
It is sad that the time for play has been squeezed out of kindergarten and 1st grade as schools, bent on raising student achievement, to focus on literacy and math skills. The NCLB (No Child Left Behind Act) requires that all students are proficient is math, reading, and writing by 2014. Nine years later and billions of dollars spent, the verdict was announced this week: math scores in 4th grade and 8th grade (testing grades) has increased dramatically while there has been no significant change in reading scores.
Interestingly, the very same decision makers who is pushing play out of early child development probably was raised on that principle - and is not the worse for it - being leaders and all!
What the untrained eye does not see is a longitudinal study (HighScope Research Foundation) that has shown that by the age of 23, people who attended play-based preschools were 8 times less likely to need treatment for emotional disturbances than those who went to preschools where direct instruction prevailed. What's more, graduates from the play-based preschools were three times less likely to be arrested for committing a felony!
The Washington Post reported recently that certain kinds of fantasy play, in which students plan the roles they're going to fill, have a measurable effect on children's ability to control their impulses. That skill is more closely correlated to academic success in kindergarten than intelligence is.
New York City and Los Angeles kindergarten facilities reported that fewer than 30 minutes are allocated to play in a day. They spend four to six times more time on literacy, math, and test-taking (Alliance for Childhood). Even in a tough economy funding for early childhood programs has increased by 1% overall. Mostly on 'academic' endeavors.
Obviously the goal is to get youngsters 'test-ready'. What happened to the noble thought of developing the whole child?
Michael Cordier
It was therefore encouraging to see a report on a debate raging over the value of play, make-believe, and other games in preschool classes and early grades.
My first thought was why are we debating this? Every education training program acknowledges the role of play in spatial awareness, social awareness, coordination, problem-solving, and identity manifestation in early childhood.
For the untrained eye play and make believe experiences appear to be nothing more than a distraction from real letter-and-numbers work associated with school. As more public schools embrace early childhood students as young as 3 and 4 years old, the debate has intensified to make students "successful" when reaching kindergarten. This expectation is highest among poor and minority children and those speaking English as a second language. It is even endorsed by Education Secretary Arne Duncan who recently said, "If we are to prevent the achievement gap and develop a cradle-to-career educational pipeline, early learning programs are going to have to be better integrated with the K-12 system".
It is sad that the time for play has been squeezed out of kindergarten and 1st grade as schools, bent on raising student achievement, to focus on literacy and math skills. The NCLB (No Child Left Behind Act) requires that all students are proficient is math, reading, and writing by 2014. Nine years later and billions of dollars spent, the verdict was announced this week: math scores in 4th grade and 8th grade (testing grades) has increased dramatically while there has been no significant change in reading scores.
Interestingly, the very same decision makers who is pushing play out of early child development probably was raised on that principle - and is not the worse for it - being leaders and all!
What the untrained eye does not see is a longitudinal study (HighScope Research Foundation) that has shown that by the age of 23, people who attended play-based preschools were 8 times less likely to need treatment for emotional disturbances than those who went to preschools where direct instruction prevailed. What's more, graduates from the play-based preschools were three times less likely to be arrested for committing a felony!
The Washington Post reported recently that certain kinds of fantasy play, in which students plan the roles they're going to fill, have a measurable effect on children's ability to control their impulses. That skill is more closely correlated to academic success in kindergarten than intelligence is.
New York City and Los Angeles kindergarten facilities reported that fewer than 30 minutes are allocated to play in a day. They spend four to six times more time on literacy, math, and test-taking (Alliance for Childhood). Even in a tough economy funding for early childhood programs has increased by 1% overall. Mostly on 'academic' endeavors.
Obviously the goal is to get youngsters 'test-ready'. What happened to the noble thought of developing the whole child?
Michael Cordier
Tuesday, November 17, 2009
International Student Week
A record number of U.S. students are studying abroad, reflecting the value of an international academic experience as preparation to live and work in a global society. According to the Open Doors 2009 survey, the number of Americans studying abroad increased by 8.5% to 262,416 in the 2007/08 academic year. This increase builds on two decades of steady growth and represents four times as many U.S. students than in 1987/88. The Institute of International Education publishes the annual Open Doors report with support from the U.S. Department of State's Bureau of Educational and Cultural Affairs.
“Today more than ever before, study abroad can help our students understand our interconnected world and participate productively in the global economy,” said Under Secretary of State for Public Diplomacy and Public Affairs Judith A. McHale. She added, “The State Department strongly supports study abroad through such programs as the Fulbright Program, which is sending its largest number ever of U.S. students abroad this year, and the Benjamin A. Gilman International Scholarship Program, which in two years has doubled the number of U.S. undergraduates with financial need who will study abroad.”
Open Doors 2009 shows that the number of students to nearly all of the top twenty-five destinations increased, notably to destinations less traditional for study abroad: China, Ireland, Austria and India (up about 20% each), as well as Costa Rica, Japan, Argentina and South Africa (up nearly 15% each). While the four perennial leaders in hosting U.S. students remain the United Kingdom, Italy, Spain and France, findings indicate that 15 of the top 25 destinations are now outside of Western Europe, and 19 are countries where English is not the primary language. Americans electing to study in Africa increased by 18%, in Asia by 17%, and in Latin America by 11%. http://opendoors.iienetwork.org.
A few interesting points can be gleaned from this report:
“Today more than ever before, study abroad can help our students understand our interconnected world and participate productively in the global economy,” said Under Secretary of State for Public Diplomacy and Public Affairs Judith A. McHale. She added, “The State Department strongly supports study abroad through such programs as the Fulbright Program, which is sending its largest number ever of U.S. students abroad this year, and the Benjamin A. Gilman International Scholarship Program, which in two years has doubled the number of U.S. undergraduates with financial need who will study abroad.”
Open Doors 2009 shows that the number of students to nearly all of the top twenty-five destinations increased, notably to destinations less traditional for study abroad: China, Ireland, Austria and India (up about 20% each), as well as Costa Rica, Japan, Argentina and South Africa (up nearly 15% each). While the four perennial leaders in hosting U.S. students remain the United Kingdom, Italy, Spain and France, findings indicate that 15 of the top 25 destinations are now outside of Western Europe, and 19 are countries where English is not the primary language. Americans electing to study in Africa increased by 18%, in Asia by 17%, and in Latin America by 11%. http://opendoors.iienetwork.org.
A few interesting points can be gleaned from this report:
- Academic standards in non-western societies have narrowed the gap to be competitive with established educational institutions. This could be the result of previous generations leaving their countries to study in the USA and elsewhere before returning to their homelands to contribute to higher academic standards;
- The USA and UK are loosing their competitive edge in recruitment of top level students;
- The world is getting smaller with English as a universal language emerging across the globe. Soon China will be the largest English speaking nation in the world;
- Globalization is real. More companies are trading across borders and a foreign experience will enhance job opportunities;
- The public education system is the USA does not accommodate this shift at all. IB programs and other international curricula are too far and between, leaving US students behind those of other countries.
An old Chinese proverb goes something like this, "A thousand miles travelled is better than 10,000 words read". It holds a lot of truth in our new world.
Monday, November 9, 2009
Conflicting nutrition efforts
Illinois has the fourth-highest youth obesity levels in the nation. Chicago Public Schools now offer free universal breakfasts for every student. It is true that kids learn better when their stomachs are full, but full of what?
The Chicago Tribune reported a 10-year old finishing three "non fat" donuts and a sugary drink for breakfast - a full 600 calories, 18 grams of fat, and 36 grams of sugar. Why? Students are allowed a free choice of three items to choose for breakfast. Three donuts are unusual but almost always a donut is combined with Frosted Flakes, syrupy French toast and sugary juice. Which kid would rather opt for an apple and scrambled eggs when give these choices?
A recent Yale study shows that if students are not offered sweets, they will make a healthy choice. Furthermore, researcher Kelly Brownell showed that students select twice the recommended portion of high-sugar cereal and only the recommended portion in low-sugar cereal. Which begs the question: Why not offer healthy choices only?
Oh, the word 'doughnut' does not appear on any Chicago school menu, so don't blame the parents!
In Arlington, VA two teachers (PE and Music) embraced a healthy food drive in their school three years a go by developing characters called Dr. B and Dr. C. As part of their gimmick, they dress up with healthy food hats, run nutritional tip during announcements, play "destruct the couch potato" and other commercials, and challenge students to show off what they were eating. Three years of hard work, they were recently honored with Governor's Nutrition and Physical Activity Award Program. The school also added more PE per week - 30 minutes more than is required by state. Two people making a huge difference.
Just when you thought it was safe to go in the water, the Dairy Council announced a new campaign called "Raise your hand for chocolate milk". The idea is to emphasize that sugary flavorings are ways to get kids to drink milk. Reason being that milk contains nutrients that soda and water do no provide.
One can only deduct that milk consumption is declining in schools or soft drink and water usage are increasing. Why spend $1 million if the current choice of natural, white milk is not threatened? So it is back to choices issue for kids - and we know what they will select.
An a money issue dairy producers. As they say, follow the money!
Michael Cordier
The Chicago Tribune reported a 10-year old finishing three "non fat" donuts and a sugary drink for breakfast - a full 600 calories, 18 grams of fat, and 36 grams of sugar. Why? Students are allowed a free choice of three items to choose for breakfast. Three donuts are unusual but almost always a donut is combined with Frosted Flakes, syrupy French toast and sugary juice. Which kid would rather opt for an apple and scrambled eggs when give these choices?
A recent Yale study shows that if students are not offered sweets, they will make a healthy choice. Furthermore, researcher Kelly Brownell showed that students select twice the recommended portion of high-sugar cereal and only the recommended portion in low-sugar cereal. Which begs the question: Why not offer healthy choices only?
Oh, the word 'doughnut' does not appear on any Chicago school menu, so don't blame the parents!
In Arlington, VA two teachers (PE and Music) embraced a healthy food drive in their school three years a go by developing characters called Dr. B and Dr. C. As part of their gimmick, they dress up with healthy food hats, run nutritional tip during announcements, play "destruct the couch potato" and other commercials, and challenge students to show off what they were eating. Three years of hard work, they were recently honored with Governor's Nutrition and Physical Activity Award Program. The school also added more PE per week - 30 minutes more than is required by state. Two people making a huge difference.
Just when you thought it was safe to go in the water, the Dairy Council announced a new campaign called "Raise your hand for chocolate milk". The idea is to emphasize that sugary flavorings are ways to get kids to drink milk. Reason being that milk contains nutrients that soda and water do no provide.
One can only deduct that milk consumption is declining in schools or soft drink and water usage are increasing. Why spend $1 million if the current choice of natural, white milk is not threatened? So it is back to choices issue for kids - and we know what they will select.
An a money issue dairy producers. As they say, follow the money!
Michael Cordier
Wednesday, November 4, 2009
Good Practices and Some Bad Ideas
The past few weeks saw a flurry of suggestions and experiments to improve the education status in the USA. Many are worth mentioning but a few provokes the shake of the head.
It is clear that US students are lacking behind those of other industrial countries and scarily, those of many emerging economies. In a sense, political correctness and tolerance have created an environment where too much is trying to be achieved with too little. Too little leadership, too little money, too little focus on achievers. While too much focus is given to efforts distracting from the core thought - Education! It is perhaps a good idea to judge the various efforts by this criteria.
National Public Radio reports that American schools have struggled for decades to close the "minority achievement gap" translation for the lower average test scores, grades, and college attendance rates among black and Latino students. Because of the lack of funding and the increase in students, schools are falling behind in remedial classes. Some schools are trying a process of grouping students by ability or known as tracking or leveling such as at Columbia High School, NJ. Guess what? High performance classes are doing well (majority white students) while lower-level classes are a nightmare (majority black students). The 'average' student mass (white and black students) suffers the most as they don't fit in either group and therefore looses out in either group. Failure.
In Denver, students are increasingly choosing to attend a school outside of their neighborhood as part of the district's "school-choice" program. This allows students to attend the school that best meets their individual needs and learning goals. Finally someone has figured out that one size does not fit all. Winner.
The Salt Lake Tribune reports that a Utah district is testing a software program designed to better teach students how to read faster with better comprehension using peripheral vision to read more than one word at a time. And engaging both sides of the brain. Sounds like good old speed-reading to me. Winner.
In Texas a rating system was passed that aims at holding teacher-training programs accountable for graduates' success in the classroom. This will help determine which programs are producing the most, and the least, effective teachers. Finally something to force a certain percentage of teachers to pay attention while attending mandatory staff development sessions. This is a good move as countless trainers will testify to very obnoxious behavior during training sessions by some teachers. Winner.
Denver, Co has proved that teacher pay tied to student achievement works. They recorded more teacher collaboration, increased test scores, and a willingness by teachers to go to high-needs schools. Wisconsin, on the other hand still bans this concept by state law. Every other worker in America is measured on performance (other than politicians), why not teachers? Winner.
After a six-year old was expelled from school for bringing his Scout eating tool (multipurpose tool with small knife) to eat his lunch, another senior fell to the same zero-tolerance policies for having a survival kit in his car with a pocket knife in it. This young man has applied and been accepted by West Point and happened to drive his car to school. No Columbine here. Now communities and schools nationwide are rethinking zero-tolerance policies for school safety. Winner.
Michigan dad, Nicholas Aggor, an engineer originally from Ghana started to write math text books after watching his sons suffering through math. His hope is that his writings will help struggling students reach their full potential. No big-publishing contracts - yet. Any person who steps up gets the vote. Winner.
The best for last: The Literacy Research Association wants authors of the new common national academic standards, assigned by the Secretary of Education, to declare any ties to commercial interests vis a vis publishing companies, equipment manufacturers, etc. Follow the money! Winner.
Michael Cordier
It is clear that US students are lacking behind those of other industrial countries and scarily, those of many emerging economies. In a sense, political correctness and tolerance have created an environment where too much is trying to be achieved with too little. Too little leadership, too little money, too little focus on achievers. While too much focus is given to efforts distracting from the core thought - Education! It is perhaps a good idea to judge the various efforts by this criteria.
National Public Radio reports that American schools have struggled for decades to close the "minority achievement gap" translation for the lower average test scores, grades, and college attendance rates among black and Latino students. Because of the lack of funding and the increase in students, schools are falling behind in remedial classes. Some schools are trying a process of grouping students by ability or known as tracking or leveling such as at Columbia High School, NJ. Guess what? High performance classes are doing well (majority white students) while lower-level classes are a nightmare (majority black students). The 'average' student mass (white and black students) suffers the most as they don't fit in either group and therefore looses out in either group. Failure.
In Denver, students are increasingly choosing to attend a school outside of their neighborhood as part of the district's "school-choice" program. This allows students to attend the school that best meets their individual needs and learning goals. Finally someone has figured out that one size does not fit all. Winner.
The Salt Lake Tribune reports that a Utah district is testing a software program designed to better teach students how to read faster with better comprehension using peripheral vision to read more than one word at a time. And engaging both sides of the brain. Sounds like good old speed-reading to me. Winner.
In Texas a rating system was passed that aims at holding teacher-training programs accountable for graduates' success in the classroom. This will help determine which programs are producing the most, and the least, effective teachers. Finally something to force a certain percentage of teachers to pay attention while attending mandatory staff development sessions. This is a good move as countless trainers will testify to very obnoxious behavior during training sessions by some teachers. Winner.
Denver, Co has proved that teacher pay tied to student achievement works. They recorded more teacher collaboration, increased test scores, and a willingness by teachers to go to high-needs schools. Wisconsin, on the other hand still bans this concept by state law. Every other worker in America is measured on performance (other than politicians), why not teachers? Winner.
After a six-year old was expelled from school for bringing his Scout eating tool (multipurpose tool with small knife) to eat his lunch, another senior fell to the same zero-tolerance policies for having a survival kit in his car with a pocket knife in it. This young man has applied and been accepted by West Point and happened to drive his car to school. No Columbine here. Now communities and schools nationwide are rethinking zero-tolerance policies for school safety. Winner.
Michigan dad, Nicholas Aggor, an engineer originally from Ghana started to write math text books after watching his sons suffering through math. His hope is that his writings will help struggling students reach their full potential. No big-publishing contracts - yet. Any person who steps up gets the vote. Winner.
The best for last: The Literacy Research Association wants authors of the new common national academic standards, assigned by the Secretary of Education, to declare any ties to commercial interests vis a vis publishing companies, equipment manufacturers, etc. Follow the money! Winner.
Michael Cordier
Tuesday, October 27, 2009
Social Networks in Schools
I have seen teens sitting next to each other and text or tweet - with each other - rather than actually talking! Or playing the same game on two GameBoy units for hours - three feet apart -without speaking one word to each other - except the odd giggle.
No wonder innovative teachers are turning to micro-blogging formats such as Twitter to communicate with students. Lucas Ames from Flint High School, VA required students to ponder history topics such as separation of church and state in 140 or few characters on Twitter. Debates became pretty lively due to the instantaneous nature of message delivery. It is the kind of interaction that every teacher dreams about.
In this example Twitter use started with teachers reaching out to locate instructional resources amongst themselves. Now they are using it to distribute assignments and to foster collaboration among students. (Kathleen Manzo - Education Week 10/16/2009).
Watch dogs are raising red flags claiming it (Twitter) is not a research-based tool. No one has an idea what the impact such applications will have in the long term. Some question the educational effectiveness of such tools or the implications of those quick, short-form communications.
It is not clear who sets the rules in usage, language, number of responses and so forth. Obviously a class would be a closed system where only the teacher and students are followers. Herein lies a risk of the teacher/student relationship being blurred and the lines of professionalism becoming gray.
It is estimated that on 12 million users between the ages of 3 and 17 use Twitter. This means that it has not been adopted by younger students yet, but young adults are the fastest growing sector of new users.
If e-mails are accepted as a form of communication between student, teacher and parent, then I do not see a problem using social networking such as Twitter. It should not replace text books, classroom 'face time', or assignments. But it can be handy to incorporate a segment of the student population who will be lost in a traditional school setting. It also beats pages upon pages of grading!
Michael Cordier
No wonder innovative teachers are turning to micro-blogging formats such as Twitter to communicate with students. Lucas Ames from Flint High School, VA required students to ponder history topics such as separation of church and state in 140 or few characters on Twitter. Debates became pretty lively due to the instantaneous nature of message delivery. It is the kind of interaction that every teacher dreams about.
In this example Twitter use started with teachers reaching out to locate instructional resources amongst themselves. Now they are using it to distribute assignments and to foster collaboration among students. (Kathleen Manzo - Education Week 10/16/2009).
Watch dogs are raising red flags claiming it (Twitter) is not a research-based tool. No one has an idea what the impact such applications will have in the long term. Some question the educational effectiveness of such tools or the implications of those quick, short-form communications.
It is not clear who sets the rules in usage, language, number of responses and so forth. Obviously a class would be a closed system where only the teacher and students are followers. Herein lies a risk of the teacher/student relationship being blurred and the lines of professionalism becoming gray.
It is estimated that on 12 million users between the ages of 3 and 17 use Twitter. This means that it has not been adopted by younger students yet, but young adults are the fastest growing sector of new users.
If e-mails are accepted as a form of communication between student, teacher and parent, then I do not see a problem using social networking such as Twitter. It should not replace text books, classroom 'face time', or assignments. But it can be handy to incorporate a segment of the student population who will be lost in a traditional school setting. It also beats pages upon pages of grading!
Michael Cordier
Wednesday, October 21, 2009
Educational Crossroads
Headlines in just three daily newsletters highlight the dichotomy of education in America today. With billions of dollars flooding into the education system from stimulus funds there are battles erupting on how and where to spend it.
While the Department of Education in Hawaii announced to cut 18 school days - every Friday for the rest of the academic year - because there is no money in the budget to pay teachers, Kansas City, KS school board is proposing a program to address the leadership deficit among principals and other educations across all schools.
Interestingly 81% of teachers belonging to the teachers union in Hawaii voted for a shorter school year rather than taking a pay cut to serve their students. Kansas on the other hand is addressing the very essence of the problem: Leadership.
Despite the nearly $40 billion infused into state coffers to help steady education budgets, some states remain in dismal fiscal straights, forcing further cuts to K - 12 programs. And it is not going to get better with financial aid ending in 2011. Pennsylvania still has to finalize a budget, four months into the new fiscal year. New Mexico is having special sessions to consider further cuts to their budgets. In Michigan the Governor has line-item veto power and indicated that it will be used on the education budget. $165 per student in grants has been slashed.
State incomes for education have declined by $63 billion in the 2009 fiscal year according to the State University of New York. In Florida more than 60,000 people has left the state after the downturn in the housing market. That tax revenue will not come back and has a long term impact. The existing $1 billion shortfall this year would be closer to $2 billion without federal help next year.
Which leads to the cost of entitlement programs such as free and reduced lunches, after school care, before-school care, early childhood programs, women with infant programs, and hundreds of others. While all important, quality teachers providing quality education must triumph all other priorities.
Crossroads indeed for all things educational.
Michael Cordier
While the Department of Education in Hawaii announced to cut 18 school days - every Friday for the rest of the academic year - because there is no money in the budget to pay teachers, Kansas City, KS school board is proposing a program to address the leadership deficit among principals and other educations across all schools.
Interestingly 81% of teachers belonging to the teachers union in Hawaii voted for a shorter school year rather than taking a pay cut to serve their students. Kansas on the other hand is addressing the very essence of the problem: Leadership.
Despite the nearly $40 billion infused into state coffers to help steady education budgets, some states remain in dismal fiscal straights, forcing further cuts to K - 12 programs. And it is not going to get better with financial aid ending in 2011. Pennsylvania still has to finalize a budget, four months into the new fiscal year. New Mexico is having special sessions to consider further cuts to their budgets. In Michigan the Governor has line-item veto power and indicated that it will be used on the education budget. $165 per student in grants has been slashed.
State incomes for education have declined by $63 billion in the 2009 fiscal year according to the State University of New York. In Florida more than 60,000 people has left the state after the downturn in the housing market. That tax revenue will not come back and has a long term impact. The existing $1 billion shortfall this year would be closer to $2 billion without federal help next year.
Which leads to the cost of entitlement programs such as free and reduced lunches, after school care, before-school care, early childhood programs, women with infant programs, and hundreds of others. While all important, quality teachers providing quality education must triumph all other priorities.
Crossroads indeed for all things educational.
Michael Cordier
Saturday, October 10, 2009
Laptops a Must for Students?
According to Jon Bower, president of It's Learning, Inc, the Netbook is the next big thing to arrive in education. Due to cost, weight, and cloud computing more and more students can have access to one-to-one computing. With Netbooks the price is right, the weight is right, and basic learning functions can be performed.
The down side is that screen size could hamper some student progress and video, the most popular student application, is limited with the media capacity of a Netbook.
Bower's point is that we need to evaluate our student's educational needs before jumping on the latest bandwagon related to technology.
He has a point: the ponies comes before the wagon and not the other way around. Yet, H1N1 has forced educators to think about a delivery mechanism of education for large numbers of students who have to be 'quarantined' for two weeks or more. In case of an epidemic outbreak social networking will serve educators well and a product such as a Netbook can do miracles.
However students who attend on-line schooling will certainly find the Netbook inadequate. Viewing content on a screen smaller than 10 inches during a regular school day is difficult and the thought of creating large video files is none-existent.
If the goal is to make every student computer literate to have the competitive edge in a global economy then any computer is suffice to learn more than the basics. In such a case the Netbook is ideal for a host of applications. It will be a huge advantage above many professional teachers today who are still computer illiterate.
Bower's point is taken but the time has arrived to level the playing field for all students to have a computer, not just those in affluent schools or neighborhoods. The Netbook might just be the answer.
Michael Cordier
The down side is that screen size could hamper some student progress and video, the most popular student application, is limited with the media capacity of a Netbook.
Bower's point is that we need to evaluate our student's educational needs before jumping on the latest bandwagon related to technology.
He has a point: the ponies comes before the wagon and not the other way around. Yet, H1N1 has forced educators to think about a delivery mechanism of education for large numbers of students who have to be 'quarantined' for two weeks or more. In case of an epidemic outbreak social networking will serve educators well and a product such as a Netbook can do miracles.
However students who attend on-line schooling will certainly find the Netbook inadequate. Viewing content on a screen smaller than 10 inches during a regular school day is difficult and the thought of creating large video files is none-existent.
If the goal is to make every student computer literate to have the competitive edge in a global economy then any computer is suffice to learn more than the basics. In such a case the Netbook is ideal for a host of applications. It will be a huge advantage above many professional teachers today who are still computer illiterate.
Bower's point is taken but the time has arrived to level the playing field for all students to have a computer, not just those in affluent schools or neighborhoods. The Netbook might just be the answer.
Michael Cordier
Monday, September 28, 2009
Longer School Days and More School Hours
President Obama declared that, “challenges of a new century demand more time in a classroom”. American students are not competitive with students in other countries around the world when it comes to math, science, and languages.
Education Secretary Arne Duncan echoes, “Our school calendar is based upon the agrarian economy and not too many of our kids are working in the fields today”. Use to be that crops were harvested in the summer where every available person was needed to assist. Technology, corporate farming, and job opportunities in the cities no longer requires manual labor yet schools still close for more than three months in the summer time.
Students in most other countries spend 25% to 30% more time at school that American students. Yet summer school programs have expanded and so have after school programs in the USA. Taken those hours and formalize it will put the US school calendar on par with most. It will also serve a social need for children with working parents.
The US only requires 180 school days compared to most Asian school days of 190 to 201 days. A current three-year experiment with longer schools days in certain areas shows promising results in academic performance. A Brooking Institution study looked at math scores in countries that added math instruction time. Scores rose significantly, especially in countries that added minutes to the day rather than days to the year.
A group of 82 charter schools across the country that is known as KIPP go to school from 7:30 am to 5:00 pm daily; every other Saturday; and for three weeks in the summer. The program is rich with arts, music, and physical activity in addition to the core subjects. They outperform every public school district in which they operate at 8th grade level on state tests.
Almost 90% of all public schools receive funding for free and reduced lunches in the USA. That makes poor children almost totally dependent on their learning experience at school. A long summer break results in poorer performance when school starts as very little academic reinforcement takes place outside of the school.
No doubt that longer school days or school years will cost money. As is, most public school teachers are only paid for eight to nine months of the year. But if other countries can do it, so can we.
I think back to my schools years in South Africa. Our summer break was just over four weeks – the longest of four school holidays. We had a winter break of three weeks and two, one week ‘spring breaks’. School stared at 8:00 am and ended at 2:00 pm. On Tuesdays and Thursdays were compulsory sports practice till 4:30 pm. Those not participating in sport would spend time in a library or classroom. Wednesdays were interschool competitions, pending on the seasonal sports of the day. Friday was “early release day” at 2:00 pm – a regular school day. Saturdays were competition again and everyone was expected to attend and cheer for the school team. We did wear uniforms; we were physically punished; and had strict hair and jewelry rules. Teachers were paid year round and had to coach to get a job – irrespective of the area of specialty. Those who did not coach took responsibility for study hall during sports hours. It seemed to work well as more than 1 million products of the apartheid school system are now being productive and making their mark in countries around the world.
Education Secretary Arne Duncan echoes, “Our school calendar is based upon the agrarian economy and not too many of our kids are working in the fields today”. Use to be that crops were harvested in the summer where every available person was needed to assist. Technology, corporate farming, and job opportunities in the cities no longer requires manual labor yet schools still close for more than three months in the summer time.
Students in most other countries spend 25% to 30% more time at school that American students. Yet summer school programs have expanded and so have after school programs in the USA. Taken those hours and formalize it will put the US school calendar on par with most. It will also serve a social need for children with working parents.
The US only requires 180 school days compared to most Asian school days of 190 to 201 days. A current three-year experiment with longer schools days in certain areas shows promising results in academic performance. A Brooking Institution study looked at math scores in countries that added math instruction time. Scores rose significantly, especially in countries that added minutes to the day rather than days to the year.
A group of 82 charter schools across the country that is known as KIPP go to school from 7:30 am to 5:00 pm daily; every other Saturday; and for three weeks in the summer. The program is rich with arts, music, and physical activity in addition to the core subjects. They outperform every public school district in which they operate at 8th grade level on state tests.
Almost 90% of all public schools receive funding for free and reduced lunches in the USA. That makes poor children almost totally dependent on their learning experience at school. A long summer break results in poorer performance when school starts as very little academic reinforcement takes place outside of the school.
No doubt that longer school days or school years will cost money. As is, most public school teachers are only paid for eight to nine months of the year. But if other countries can do it, so can we.
I think back to my schools years in South Africa. Our summer break was just over four weeks – the longest of four school holidays. We had a winter break of three weeks and two, one week ‘spring breaks’. School stared at 8:00 am and ended at 2:00 pm. On Tuesdays and Thursdays were compulsory sports practice till 4:30 pm. Those not participating in sport would spend time in a library or classroom. Wednesdays were interschool competitions, pending on the seasonal sports of the day. Friday was “early release day” at 2:00 pm – a regular school day. Saturdays were competition again and everyone was expected to attend and cheer for the school team. We did wear uniforms; we were physically punished; and had strict hair and jewelry rules. Teachers were paid year round and had to coach to get a job – irrespective of the area of specialty. Those who did not coach took responsibility for study hall during sports hours. It seemed to work well as more than 1 million products of the apartheid school system are now being productive and making their mark in countries around the world.
Tuesday, September 22, 2009
The Cost of Smoking
Ever tried to quit smoking? Ask any quitter: it is not easy. And purposefully so. Addiction comes quickly. New research shows that nicotine triggers addictive behavior in the brain within two days of usage! Even smokers of relatively few cigarettes have withdrawal symptoms when deprived of nicotine.
According to National Geographic, US tobacco companies, between 1998 and 2004, have increased the amount of nicotine delivered with each puff by 11%. Amazing. No wonder so many people try over and over to stop this dangerous habit.
Some statistics that might not be known:
According to National Geographic, US tobacco companies, between 1998 and 2004, have increased the amount of nicotine delivered with each puff by 11%. Amazing. No wonder so many people try over and over to stop this dangerous habit.
Some statistics that might not be known:
- 1 in 5 adults smoke in the USA (almost 50 million)
- 1 in 5 deaths in the USA are caused by smoking (almost half a million per year)
- 19.2 million smokers try to quite for at least one day
- Only 5% stays tobacco free for 3 to 12 months
What happens if you stay smoke-free for one year? Risk of coronary disease is cut in half!
What happens if you stay smoke free for 10 years? Risk of lung cancer drops by as much as half!
Needless to say, years of anti-tobacco education and warnings had limited success. Tobacco prices have increased to exceptional levels. This might have a positive impact. Sadly, women smokers have increased compared to males. There is still a battle to fight.
Sunday, September 6, 2009
PE vs PA: Fighting Obesity
Some quick facts that is true to America and many other nations:
- The percentage of overweight young people has more than tripled since 1980 (CDC)
- Sen. Tom Harkin, “This young generation will be the first generation in American history, that will have a shorter lifespan than their parents.”
- Over 12.5 million US children and adolescents are considered overweight (CDC/NHANES Survey 2004
- Tow-thirds of all high school students DO NOT get 60 minutes of daily physical activity (CDC / Youth Health Risk Behavior Survey, 2005)
Who are the major players to promote and advocate physical activity:
NASPE (National Association for Sports and Physical Education) and AAHPERD (American Alliance for Health, Physical Education, Recreation, and Dance) provide the following resources for quality programs and curricula:
- National Standards for Physical Education
- National Standards for Beginning Teachers
- National Standards for Sports Coaches
- Four journals published throughout the year
- NASPE News newsletter
What is the difference between physical education and physical activity? Are they interchangeable as many students get their daily physical activity from physical education programs?
The main difference is that physical education is based on a sequence of learning: knowledge, motor skills, and social skills taking place in a safe and supportive environment.
Physical activity is just that – being active, engaged in movement, with a high fun factor in a recreational atmosphere. NASPE recommends that school-age students accumulate at least 60 minutes and up to several hours of physical activity per day – while avoiding prolonged inactivity.
Physical education on the other hand creates an opportunity to learn in instructional periods. The recommended minimum amount is 150 minutes per week for elementary students and 225 minutes per week for middle and high school students. The emphasis is on learning and practice skills with continuous assessment.
Problem is, physical education is disappearing from schools. Budget cuts and emphasis on other subject matter has diminished the role and importance - not to mention funding - for quality physical education programs. Pangrazi et al., already proven that more physical activity takes place outside of school in three continents than in PE classes. It would be OK if the amount of activity was substantive. Its not.
The solution to these stunning statistics is every one's problem. Obviously we all need to support dedicated physical education professionals. We can encourage each student to participate in one sport a year at competitive level. We can walk a bit more when parking our cars. We can support funding by writing to political representatives. We can half portion sizes - take some home for a second meal. We can limit screen time for youngsters and come up with incentives for activity. We can set expectations in our homes, schools, and communities.
Overweight and obesity is a huge part of the health care and health insurance debate. It increase cost and places a premium on services.
The sad truth is that it can be prevented.
Be Active. Be Safe.
Michael Cordier
Tuesday, September 1, 2009
Introduction
As blogs go, starting one is easy. Adding good content is a bit more challenging. Have someone read it is a thrill. Having someone respond is the ultimate!
This blog is formed with several goals in mind:
- To discuss all things possible about being physical. Hence the one part of the blog name: "Physic"
- To discuss all things technical that relates to being physical. As in "Tech", the second part of the blog name
The foundation of discussions are rooted in the interest and knowledge of:
- physical education
- physical activity
- wellness
- fitness
- health education
- safety
- prevention
Each of these topics are associated with old and new technologies to measure, record, evaluate, or prescribe. The intention is to discuss and review industry positions, research materials, and viewpoints related to our core topics.
We do not live in an encapsulated environment. We are part of a global community. What happens in other parts of the world do impact us in one way or another. We can all learn from each other as is evident in the current health care discussion where programs fom other countries are investigated. Therefore this blog will expand its scope to include international developmenst in our core topics.
This blog will promote certain products or services from time to time. All such promotions will be strongly vetted by the author. Certain affiliate programs will apply as well. This is to expose readers to possible discounts or availability through relationships with providers.
Through our consulting agency we might be involved in some of the issues, programs, services, or equipment that will be discussed or promoted. The hope is that the expertise provides on these topics will more than make up to prevent this site becoming an infomercial.
Sales related issues will be covered as well. Thousands of sales professionals service the industries that are mentioned. It is ony fair that 'food-for-though' is delievred to these experts as well.
Stay healthy and be safe.
Michael Cordier
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