Living Education eMagazine A magazine that discusses educational issues in our everyday lives
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Vol. 1
Education Hub of the
Community Is College Still Affordable? An Education
Visionary Retires Engaging Military Families
Facts about Summer Learning Loss
Living education everyday
Living education
everyday
Living education everyday
Our Contributors Dr. Susan Aldridge President University of Maryland University College
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Dr. Aldridge joined Troy’s University College in 1996 and was named vice chancellor in 2001. In her role as vice chancellor, Dr. Aldridge oversaw Troy’s graduate and undergraduate degree programs outside of Alabama at 62 teaching sites in 17 states and 14 countries. These programs served 20,000 students with more than 103,000 enrollments annually. She also was instrumental in the expansion of Troy’s satellite campuses and international operations in nations including Ecuador, Germany, Malaysia, United Arab Emirates, Thailand, and Vietnam. Sharon Darling President and founder The National Center for Family Literacy Sharon Darling, president and founder of the National Center for Family Literacy (NCFL) in Louisville, Kentucky, has been a teacher, administrator and educational entrepreneur, challenging the status quo and developing new methods of educating families.
Michel S. Davis Robinson Founder and CO-CEO Forest Of The Rain Productions Michel Davis Robinson created Forest Of The Rain Productions in 2007. The goal of Forest Of The Rain Productions is to expand conversations on educational issues and challenges impacting families and communities.
Mrs. Anne W. Foster Executive Director Parents For Public Schools Anne W. Foster as a public education advocate and former elected school board member, she has profound respect and commitment for supporting parents across the country in diverse public education systems.
Dr. Rosalie Greenberg Psychiatrist & Author Rosalie Greenberg, M. D. is a board-certified child, adolescent and adult psychiatrist in private practice in Summit, New Jersey. Although she treats children and adolescents with a wide range of psychiatric disorders; she specializes in the psychopharmacology of pediatric mood disorders and attention- deficit/hyperactivity disorder. Carmen Johnson President and CEO Katie Able Foundation Over a decade ago Carmen R. Johnson, President and CEO of the Katie Able Foundation, wrote these famous words: "Do something to justify your existence. Together we can create the future.�
Dr. Roy Jones Lecturer Executive Director Eugene T. Moore School Education's Call Me MISTER Program Clemson University Dr. Jones was named the 2009 recipient of the American Association of Blacks in Higher Education’s Pacesetter Award. Call Me MISTER has received accolades from a broad spectrum of national media and high profile celebrities to include, Washington Post, Atlanta Journal, ABC World News, National Public Radio (NPR), Associated Press, Diverse Issues in Education, Oprah Winfrey, Bill Cosby.
Dr. Stephen Jones President SAJ Publishing Dr. Jones is the President of SAJ Publishing, and as a Distinguished Toast Master, he is an in-demand speaker including regular appearances on Blog Talk Radio. He also serves as Associate Dean of Student & Strategic Programs in the College of Engineering at Villanova University.
Dr. Chance Lewis Professor and Endowed Chair Urban Education University of North Carolina at Charlotte .
Dr. Lewis is the incoming Executive Director of the UNCC Urban Education Research and Policy Collaborative which is dedicated to disseminating the next generation of research on the improvement of teaching and learning in urban schools. Dr. Michael Robinson CO-CEO Forest Of The Rain Productions Dr. Robinson is the host of Parent Talk Live, a weekly Blogtalk radio show which highlights educational topics germane to parents, educators and community stakeholders. Additionally, he is the host of Educational Gateway, heard on the Journey Begins, Internet radio for the engaged parent and dedicated educator.
Lyn Tysdal Program Manager American Indian Education Foundation She has over 30 years’ experience assisting American Indian children and families, as well as rural communities. Lyn was a volunteer teacher with the Red Cloud School system on the Pine Ridge Reservation in South Dakota. She has significant experience in program development, program research, and training design, and has also worked as an assistant principal. Gov. Bob Wise President Alliance for Excellent Education Bob Wise is president of the Alliance for Excellent Education and former governor of West Virginia. He currently co chairs the Digital Learning Council with Jeb Bush, former governor of Florida. Governor Wise also chairs the National Board for Professional Teaching Standards. Under Governor Wise’s leadership, the Alliance continues to build its reputation as a respected authority on high school policy by advocating for reform in America’s secondary education systems.
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PUBLISHER’S VIEW INTRODUCTION The United States is facing what has been defined as a historic moment in its history. This proverbial instance has the potential to forever re-shape America’s stature as a global leader in education and a beacon of innovation for the world. The U.S. will have to decide how to move forward in a world far different than many had ever imaged. Throughout the history of the United States it has never settled for anything less than the best from its leaders and citizens. Today, however access to quality education is at risk. State budget shortfalls have resulted in massive reductions to K-12 and postsecondary education funding in nearly every state in the Union. An ability to produce the best and the brightest is eroding. Thus, the U.S. now finds itself at the cross roads of what is needed to continue to make America the greatest country in the world. America’s choices over the next year and the next several decades with regards to education and a willingness to nurture the entrepreneurial spirits of all Americans will either define our place as an economic and educational giant or an irrelevant former superpower incapable of recapturing its glorious past. In order for America to emerge from these challenging times as a nation educationally stronger, a sea change will have to occur. This paradigm shift will be evident by a commitment to fund education fully at all levels. Ensuring access to quality and affordable education will have to be a priority of all in government. Failure to avoid the traditional partisan views on whether to fund education or to eliminate funding only runs the risk of placing America further behind countries like China, India, and Finland. Limiting access to education is a major threat to America’s national security. Fully funding education from K-12 to postsecondary will ensure America produce learners who are competitive with their International counterparts while enhancing our national security. In an effort to bolster and expand the dialogue on the role education plays in all American’s lives Living Education eMagazine was created. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society. In our inaugural edition, we examine a variety of educational topics we believe important to American’s and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that. Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversations.
Michael A. Robinson, Ed.D. Michel S. Davis Robinson, MS
CONTENT FEATURES
DEPARTMENTS, INFORMATION AND COMMENTS
p. 17-The Relationship of Community College Campus Child Care Centers To The Academic Success of Single Mothers By: Dr. Kathi Carey-Fletcher
p. 7-Our Contributors
p. 24-Educating Students With Mental Illness By: Dr Rosalie Greenberg, M.D
p. 20-Education and Family Living
p. 28-Middle School Students Caught in the Middle By: Dr. Stephen Jones p. 34-2 Thinkers By: Dr Michael A. Robinson p. 38-The Best Economic Stimulus Package is a High School Diploma By: Bob Wise
p. 42- Matriculating American Indian Students
p. 13-For IPods, IPads and Such p. 14-An Executive’s View By: Dr Michael A. Robinson
p. 21-Eating Healthy Is Key to a Successful Student p. 22-Summer Fun Should Not Lead To Learning Loss p. 27-What is Parental Engagement? p. 31-The Presidents p. 32-Education and Family Living p. 38-5 Organization’s: Social Media p. 48- Education Generation
By: Lyn Tysdal
p. 45-A Visionary Steps Down
p. 67- Schools Provide Support for Children of Deployed Parents
By: Michel S. Davis Robinson
p. 49-Family Literacy By: Sharon Darling
p. 65- 24 Ways Fathers and Significant Male Role Models Can Get Involved in the Academic Lives of Their Children
p. 56-The New Vogue: Public Schools By: Ann Foster
p. 68- Commentary By: Carmen Johnson
p. 58-A Global Perspective on Higher Education By: Dr. Susan C. Aldridge
p. 72- Next Generation By: Felecia Hatcher
Living education everyday
For IPods, IPads and Such ITunes Top singles and albums for downloads and books to read for your summer enjoyment Nina Simmone The best of Nina Simmone (Retro)
Coldplay-Single Every Teardrop is a Waterfall
Pitbull-Single Feat. NeYo. Afrojack and Nayer
Adele Rolling in the Deep
Lupe Frisco Lasers
Aleandra StanSingle Example Changed The Way You Kiss Me (UK)
Mr. Saxobot (Germany) Felecia Hatcher Author
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Shares all her secrets of being a “C� student in high school to winning over $100,000 in scholarships and grants to attend college.
An Executive’s View Bullying and Family Violence May be Linked But Let’s Not Lose Sight of the Act Dr. Michael A. Robinson CEO, Forest Of The Rain Productions
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he affects of bullying are harmful to the victims. Victims of bullying have lifetime scars related to their bullying experiences. Now a report by the Centers for Disease Control and Prevention (CDC) developed in partnership with Massachusetts Department of Public Health suggest children who are bullied and those that commit acts of bullying are very likely to live in a home where violence is prevalent. The study examined middle school and high school students throughout the state of Massachusetts. Their results revealed acts of violence in the home of a student bullied and of the person committing the bullying occurred more often than in homes where bullying is not evident. The CDC's Morbidity and Mortality Weekly Report (MMWR) which outlined the expanding research on the link between family violence and bullying clearly suggested schools have to involve parents and families more in the development of positive school cultures.
While the report sheds additional light on the issue of bullying, I am concerned the report will simply serve as another means by which to persecute the victims of bullying. It remains imperative for school officials, teachers, community leaders, parents, and all significant adults and role models in the lives of children not to lose focus on the act of bullying. However, the real issue facing schools, students, families, and communities are the acts of bullying regardless of their underline causes. School officials and others should never feel comfortable assuming the behavior of the victim or the student conducting the bullying is related to violence in the home. The focus should be on the act and complying with their public procedures and policies. I cannot stress the importance of focusing on the behavior and not
assuming the cause. A lesson can be learned from the death of a young man who committed suicide at Rutgers University after his roommate placed a video of him having a sexual relationship with another man. The actions of the bully and the results of the act, a suicide are far more important than an attempt to explain the factors which may or may not have led to an affinity for bullying on behalf of each of the young men. The CDC's study offers one of what are multiple lenses by which bullying manifest. The facts are a large portion of bullying is not physical, but highly mental. Cyber bullying is as demoralizing as traditional playground bullying, but it occurs without the physical connection. Relational bullying designed to ostracize which is typically practiced by girls does not involve a physical interaction, but yet its affects can be devastating. The victims of relational bullying have fatally injured themselves. Exploring the link between bullying and home violence is a legitimate study, but so is the link between bullying and school culture, bullying and peer pressure, bullying and the number of hours of television watching, bullying and teacher supervision, bullying and race, bullying and gender, bullying and socioeconomic status, and bullying and adult encouragement. Simply stated bullying is an issue and schools, homes, families, friends, civic leaders and community stakeholders have to take a stance to prevent it.
Living education everyday
Our Contributors Dr. Kathi Carey-Fletcher Director Auxiliary Services Montgomery College Dr. Carey-Fletcher has worked for over thirty years in the field of education, at every level. She started her educational career in the field of early childhood education and elementary education. Teaching experience brought a passion for educational theory and human development. Her Master‘s degree was earned in human development and adult education.
Felecia Hatcher Author and Entrepreneur The 'C' Students Guide To Scholarships Felecia Hatcher was recently named one of the Top 10 Superstar Entrepreneurs under the age of 30 by Allbusiness.com and she has been featured in Essence Magazine, Black Enterprise Magazine, ABC News, Inc.com, Entrepreneur and the Food Network. As an entrepreneur, motivational speaker and author Hatcher has dedicated her life to motivating young people to look past their circumstances and get creative
Exerts From a Study
The Relationship of Community College Campus Child Care Centers To The Academic Success of Single Mothers Findings of an NCCCC Sponsored Study Dr. Kathleen Carey-Fletcher Millions of qualified students have not had access to higher education. This is not only a personal loss, potentially curtailing earning power and intellectual development, but a loss to society as a whole (Quigley & Bailey, 2003). To address this problem community college higher education is dedicated to an open-door policy of access to all regardless of socioeconomic status, race, religion, or gender. For decades community colleges have provided a major pathway for women to enter higher education (Townsend, 1999). In an attempt to embrace the needs of nontraditional student parents and mothers on campus, child care centers began to open in the 1980s. Campus child care programs initially were implemented to provide education and care programs for children while their mothers were engaged in their own educational or employment pursuits on campus (Burton & Boulton, 1991; Carlson, 2003; Osborn, 1991). These programs embodied a new direction in student support services for student-parent families (Keyes & Boulton, 1995). Today, campus child care centers are seen as necessary for effective inclusion and access support structures for female students,
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Living education everyday
Creating Diversity In Our Parental Engagement
2nd Annual Parental Engagement Conference Research has shown when schools provide a welcoming environment for parental involvement the academic success of students along with parent satisfaction increases. The importance of schools to effectively reach out to parents and/or significant role models is well documented as a key to student success.
Holiday Inn of Columbia, MD. 7900 Washington Boulevard Columbia, MD 20794 (410) 799-7500
Join us on October 7, 2011 Were we will discuss best practices in engaging parents of children with various special needs? Our Keynote Speaker is Dr. Anna Hinton, U.S. Department of Education Office of Innovation and Improvement This year’s speakers are Dr. Anita Reed engaging foster care families, Eric Snow engaging men, Tim Stahike engaging homeless families. Scholar Dr. Mavis Sanders will speak on best practices for engaging single parents and James Wendorf, National Center for Learning Disabilities will speak on engaging families of disable children.
This Year‘s Guest Speakers Who Will Discuss Best Practices Guest Speaker TBA
Go to www.forestoftherain.net for registration details
Education and Family Living
Great Ways for Families to Learn and Discover Together
Family Literacy Programs focus on integrating the education of parents and children. It has been stated by you and others that the educational attainment of children is directly influenced by the literacy level of the parents.
Artist Outlet‌..Transforming Spaces into Art Places Liberated Muse Productions (LMP) is an arts-based organization based in the Washington DC metropolitan area. LMP was created in 2008 by writers and community activists Maceo Thomas and Khadijah "Moon" Ali-Coleman. The intent was to create events promoting artistry and awareness of issues pivotal to urban communities. LMP has become a network of dedicated artists and patrons of the arts. The Capital Hip Hop Soul Fest is an LMP landmark event.
Eating Healthy Is Key to a Successful Student Eating the right foods in the right proportions to make our bodies thrive can prove to be difficult. However, eating well is a must for all of us and is essential for students of all ages. Being a student places great demands on the body as well as the brain. But like so many Americans with very busy schedules, limited finances, and access to purchase fresh vegetables and fruit can result in the purchasing of foods based on convenience and affordability. Thus their choices have less nutritional value. This is especially true for students who are away from parents and residing off their college campus. The good news is having a diet to replenish the demands placed on the body from the rigors of scholarship can be simplified if you are armed with a little knowledge before you shop. Those who do not reside near grocery stores that carry fresh fruits and vegetables and/or have limited budgets have the biggest challenge to healthy eating. College students and families who have been affected by today‘s financial climate fall very easily into this group as well as the elderly. There is good news, grocery store chains are now accepting PayPal and prepaid credit cards. So, if you have a bank account and access to the Internet you now have more opportunities to purchase fresh foods. Here are just some foods for different age groups to get that student in your life jumpstarted and ready. Avoid the sugar laden cereals. Students should eat a breakfast high in protein and complex carbs (Mahoney 2011). Protein and carbs break down slower in the body than sugar which will avoid the midday crash. For school age children a breakfast high in protein and carbs helps keep energy levels stable but also improves motor skills. Choline found in eggs and nuts helps with memory cell development. If you can eat eggs have some scrabbled every now or then. Or make French toast with wheat bread and top it with strawberries or blueberries. Strawberries and blueberries are extremely high in antioxidants and are considered brain food. Lunch can be simple to replenish what a student needs to be alert in class. Make a sandwich using spinach instead of lettuce on wheat bread (Farmingham.edu, 2007). Wheat bread and spinach are rich with vitamin B and foliate which helps to keep that student alert. A leafy spinach salad with flax seeds is an alternative to the sandwich. Flax seeds are great for moods and clear skin. Other healthy foods for students are baby carrots and lowfat dressing for dipping. Shredded carrots over tomato soup and salad along with roasted sweet potatoes with drizzled olive oil are idea for students over worked eyes and replenish skin and tissue (Mahoney 2011). Low fat dairy products keep the body strong through stressful time of a student‘s year.
Summer is just around the corner and with it comes swimming pools, family cookouts, fireworks, baseball games, and a whole host of other fun-filled summer activities. However, lurking in the back of every parent‘s mind and completely absent from every child‘s thought is learning. No, not the summer camp art class learning, but the academic learning which took place over the past nine to ten months. Most parents are fearful that all the gains their children have achieved in schools during the year could be completely wiped out by a summer of relaxation and fun. Summer learning loss is a real problem facing parents and educators according to The National Center for Summer Learning. "Two-thirds of the ninth grade achievement gap can be explained by unequal access to summer learning opportunities during the elementary school years" (The National Center for Summer Learning, 2009, p.2). Just how much and what is lost differs from student to student. However, research has suggested youth who are engaged in some form of organized or parent monitored summer learning tend to avoid the summer learning loss. The National Center for Summer Learning has suggested the adverse affect of summer reading loss can last a life-time. Additionally, research has implied the summer learning loss "affects nearly all young people" (The National Center for Summer Learning, 2009). Based on previous research studies The National Center for Summer Learning outlined three additional consequences
associated with summer learning loss: Two-thirds of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al, 2007). Most students lose about two months of gradelevel equivalency in mathematical computation skills over the summer months. Low-income students also lose more than two months in reading achievement, while their middle-class peers make slight gains (Cooper, 1996). When this pattern continues throughout the elementary school years, lower income youth fall more than two and one-half years behind their more affluent peers by the end of fifth grade. Most children – particularly children at high risk of obesity – gain weight more rapidly when they are out of school during summer break (Von Hippel et al, 2007). Summer reading can help students avoid the summer set back, according to the Colorado State Library. Reading over the summer break helps to prevent "Summer Set Back". The American Library Association outlined several benefits to readers involved in a summer reading program: encouragement that reading become a lifelong habit reluctant readers can be drawn in by the activities reading over the summer helps children keep their skills up the program can generate interest in the library and books
Educating Students With Mental Illness Dr Rosalie Greenberg, M.D. Emotional disorders can interfere with classroom functioning in many different ways. The illness itself may have a direct impact on the skills needed for learning. For example, the ability to focus, or to concentrate, may be affected by a disorder, making the acquisition of new information difficult In the United States today, children and adolescents affected by mental illness account for a significant proportion of the student population. Statistics
gathered by the United States Health and Human Services Commission (USHHSC) found that mental health problems affect one in five young people
at any given time. Sadly, an estimated two thirds of them are not getting the help they so desperately need. The potential long-term effects of having a psychological disorder in childhood are quite sobering. According to the USHHSC, mental illness is the leading cause of disability associated with dropping out of high school. Studies indicate that approximately 50% of student‘s ages 14 and older that are living with mental illness drop out before completion. An individual that doesn‘t graduate high school has a much poorer economic future. The academic community has not ignored the importance of these statistics. Over the past two decades, educators have begun to focus on gaining a better understanding of and making special adaptations to help youngsters when their mental disorder interferes with functioning in school. It‘s important to keep in mind that having a diagnosable mental disorder does not automatically entitle a student to special modifications. Only if the illness interferes with one‘s ability to learn then changes in the individual‘s educational
program may be warranted. Emotional disorders can interfere with classroom functioning in many different ways. The illness itself may have a direct impact on the skills needed for learning. For example, the ability to focus, or to concentrate, may be affected by a disorder, making the acquisition of new information difficult. If a student can‘t sustain attention on the teacher‘s lecture, important steps will be missed and can‘t be built upon. This is often the case with children with Attention-deficit Hyperactivity Disorders (ADHD) who frequently struggle with inattention and are easily distracted. Problems paying attention can also be seen in a child suffering from an anxiety disorder. A student who is overly anxious (e.g. perhaps fearful that he won‘t understand the topic, or fearful that the teacher might call on him) is often unable to focus on what‘s being taught. A child in the midst of a depressive disorder may experience cognitive difficulties as his thinking is slowed by the illness. In a manic state the individual‘s mind can be racing so fast that he‘s unable to grasp or retain the information presented. An ill schizophrenic youngster or one who is in the midst of a psychotic break (having problems separating reality and fantasy – e.g. hallucinations or delusions) may experience poorly connected and
illogical thoughts, again making learning very difficult. It‘s important to remember that the different mental disorders are on a continuum: i.e. some children suffer to a mild degree while others have the disorder so severely that it greatly interferes with their daily functioning. In addition, for many of the disorders the symptoms may wax and wane, creating times when the signs of the disorder are having prominent effects in the academic setting and other times they may cause minimal or no interference at all. A boy may have a mild depression and be able to keep up with assigned schoolwork and homework (although it may require extra effort to push himself through it); while another child, or even the same boy at another time when his depression is much more severe may feel so apathetic and slowed down that class work and homework need to be dramatically modified. It‘s important for educators to keep in mind that sometimes the medications prescribed to such children can result in side effects that interfere with classroom performance. Over time, dosing levels may vary and/or the medication itself may change, and as such the student‘s ability to learn may be effected. The treatment that may be needed to help the child control his angry impulses may initially be too sedating and result in the child being unable to stay awake in his classes. Some medicines (e.g. lithium or the anti-convulsants) can cause ―cognitive dulling‖ or ―cognitive blunting‖ which means it becomes harder for the child to grasp and hold onto thoughts. Sometimes medications prescribed for a symptom may actually make the problem worse. Giving a stimulant to
help improve concentration in a child who suffers from an unstabilized bipolar mood disorder can result in the child having major mood swings and an increase in impulsive and dangerous behavior. The educator is an integral member of the team in promoting mental wellness. Feedback from teachers on how a child is progressing with the different medication trials is extremely helpful for stabilizing the child.The African adage ―It takes a village…‖ is true for raising all children but it‘s essential from the perspective of properly educating youth
who have mental disorders. Open communication among parents, educational specialists, physicians and mental health providers can only serve to maximize a child ‗s chances for the most enriching life in and out of the academic setting.
What is Parental Engagement? Research supports what every parent, teacher, and school administrator has known for decades, parental engagement is key to student success. Parental engagement is so important that new research is emerging declaring parental and family involvement is needed as student transition and matriculate through college (Marian 2011). The importance of parental engagement cannot be refuted. Schools and home must work collaboratively to ensure the academic success of students. Parental engagement has an important role in the motivation of students’ academic performance and relationship with their teachers (Berger, 1995 and Cunningham, 2002). Now the question remains what is parental engagement? Leading researchers have varying overall definitions of parental engagement. However, all leading researchers agree there is no one definition of parental engagement. …any activity, any communication and any expectation that a parent engages in to support their children learning and education. Sanders 2011 …an alternative way to bring teachers and parents together in schools, an alternative possibility for changing the scripted story of schools. Pushor 2002 Parents agree with researchers parental engagement is different in each family and all has worth in the academic success of students. Engagement for college students could mean emotional, and/or financial support for the student. In a 2009 survey conducted by Forest of The Rain Productions, parents of K-12 students offered their definition of parental engagement. Here are some of their definitions:
Involved in the home school or parent teacher association Meeting with teachers prior to the first day of school Having a visible presence at school Keep good communication with the school and your child's teacher Monitoring of homework Use emails in stay in contact with the teachers Awareness of school expectations
Middle School Students Caught in the Middle Dr. Stephen Jones
It‘s amazing how easy it is to forget about the middle school years. Do you remember your crazy middle school years? Middle school students are often caught in the middle while we focus on preparing high school students for college. There needs to be national attention focused on the middle school years to prepare them for the career challenges that face this country. I have noticed that even those who write books focus their efforts on elementary and high school students and leave middle school students out. If you ever attend a national book fair there are limited creative efforts to excite middle school students to read. Any parent who is raising a middle school student can tell you that they are in a different transition in their lives. Communicating with middle school students can be challenging if you are unwilling to admit that you are not perfect. Middle school students need parents and teachers who will let them know that they care.
There should be a national effort to help middle school students to explore all types of careers. The rapid changes technology careers that are happening around the world are still far away from the minds of middle school students in this country. Now is the time to make them a part of the green revolution in solar and wind energy. It would be great to see how these students could envision their future with solar powered cars and wind technology that reduces the cost of energy in each home. Some of the most innovative students are wasting away in middle school because they continue to be taught by traditional methods. Maybe every middle school class should be full of green experiments that allow the students to find themselves and to make a mark on society using their creative ideas. So who should care about middle school students ? Everyon e should care including parents,
corporations, our government, teachers message than talk to each other makes and counselors. We all have an for a different world. Middle school investment in making students are multi-tasking middle school more just like high school Any parent who is interesting. Students students. They are talking raising a middle school should have laptop on their cell phone, computers and graphing sending messages on student can tell you that calculators as a standard their computer, talking to they are in a different resource for learning. We their friends and doing need to demonstrate how homework at the same transition in their lives. we value the learning time. It has made middle Communicating with capacity of every student school and interesting by giving them innovative place to try to keep middle school students projects. Why not let the students focused on can be challenging if middle school students learning. Middle school create a city wide effort to students have become you are unwilling to save their city money. You accustomed to a fast admit that you are not would then witness how paced day. It‘s time to fill much creativity and their lives with perfect. Middle school influence they can have experiences that makes students need parents when they think about the middle school a place to future of their own city. We run too not from. Let‘s and teachers who will need to spend more time take the middle school let them know that they helping middle school years as a tremendous students to believe that opportunity to help care. they are part of the students to encounter a solution. whole new journey to their future. There are thousands of middle schools teachers who need help too. The st complexity of the 21 century middle
school student can be challenging. Students who would rather text
For twenty-six years, Dr. Jones has delivered presentations on numerous topics including how to study, leadership, effective communication, and innovative management practices. He is the author of three books one is titled ―Seven Secrets of How to Study‖ the second is the ―Parent‘s Ultimate Education Guide‖ and the third is the ―Ultimate Scholarship Guide.‖ The book provides an easy understanding of the seven pillars that are essential to learning success in K12 schools and college. His URL is http://www.sevenbooks.net
The Journey Begins Internet Radio While on your computer listen to the latest in educational discussions and the best selection of contemporary/classic R&B and Pop anywhere. The Journey Begins Internet Radio‌Internet radio with a purpose.
http://www.live365.com/stations/mdavisro?site=pro
THE PRESIDENTS The Journey Begins Internet radio, a subsidiary of Forest Of The Rain Productions and the parent company of Living Education eMagazine has over the past 18 months spoken with presidents of institutions of higher education throughout the United States. Click on the links below to hear a few of those remarkable conversations.
The Journey Begins Internet Radio
Dr. Troy D. Paino
Dr. Reginald S. Dr. Dianne Lynch President of Truman State President Stephens College Avery While on your computer listen to the latest in education discussion and
University Topic: Importance of President Coppin State the best selection Topic: Academic Excellenceof contemporary/classic Women The Colleges University R&B and Pop anywhere.
Journey Begins InternetTopic: Radio…Internet radio with a purpose. The Role of Higher Education and Community Involvement http://www.live365.com/stations/mdavisro?site=pro
Dr. Charlene Dukes President of Prince George’s Community College Topic: Shattering the Misconception of Community Colleges
In our next issue we spotlight “THE SUPERINTENDENTS”
Parental Engagement Survey
Education and Family Living Some Facts, a few Tidbits and Information you can use What is a good reading program? According to Houghton-Mufflin , a good reading program has three main jobs. Develop skills that allow children to identify words Emphasize reading for meaning. Promote a love of reading. According to the National PTA there are 5 best practices to assist schools to move beyond the traditional notion of parental engagement. A shared vision of family engagement Purposeful connections to learning Investments in high quality programming and staff Robust communication system Evaluation for accountability and continuous learning
In 2010 Nationwide Parent Satisfaction Survey conducted by Forest Of The Rain Productions of over 1,000 parents measured perceptions of parents with regard to the strengths of their child’s school. It examined the following areas (a) communication; (b) expanding the partnership between home and school; and (c) increasing student achievement via an effective and diverse two-way communication system. The results were intriguing: 1. The relationship with my child's school is: 31,9% rated it good. 27.7% rated it adequate. 19.1% rated the relationship with their child’s schools as both excellent and poor consecutively, 2.1 % rated the relationship with their child’s schools as unacceptable. 2. What level of confidence do you have in your child's school to encourage parental engagement? 29.8% of parents’ stated their school’s engagement was adequate, while 6.4% stated their school’s engagement was excellent. 29.8% stated their child’s schools parental engagement was good. 25.5% stated their child’s school engagement was poor and 8.5% stated it was unacceptable.
College Students and Stress According to a student stress survey conducted by Ross, Niebling, Heckert in 1999 there are five factors which mitigate student stress: – changes in sleeping habits
Facts about Rural Students Entering Into College According to Guiffrida University of Rochester, while some students from this rural community excelled at large institutions, anecdotal evidence suggested that a sizable number of these students did not have successful experiences. In fact, many of these students dropped out of the large universities early in their first semesters, eventually enrolling in the local four-year college. Conversations with these students often revealed they felt lost and out of place at large colleges. These experiences led me to question how can educators have been more effective in helping rural students select appropriate schools or how to prepare them for their college transitions.
Freshmen and underprepared students are more venerable to new surroundings such as large campuses and the responsibilies of being a college student.
Shouping Hu’s study comparing Urban, Suburban, and Rural Schools revealed that the unequal educational opportunity along the line of school location operates differently in different stages of student educational career. For example, the 8th graders in urban schools are at smaller percentages of going to college than their suburban counterparts, 12th graders in urban schools, however, are at virtually equal percentages of being enrolled in postsecondary education, and even at higher percentages of going to private fouryear colleges. This suggest early interventions that can help student make to the later stage of K-12 schooling could be particularly effective strategies in promoting postsecondary educational opportunities for students in urban schools.
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lack of vacation/break
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changes in eating habits
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increased work load
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demanding responsibilities
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The survey also indicated stress is particularly prevalent in freshmen during what is defined as the transitional nature of college life (Towbes and Cohen 1996).
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During this period freshmen are most susceptible to stress caused by separation anxiety as they attempt to adjust to being away from home, while striving to maintain a high level of academic achievement.
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An analysis of the student stress survey conducted by Ross, et al (1999) suggested adapting to an unfamiliar social environment leads to stress. In addition, the survey revealed stress was not address effectively in its early stages.
2THINKERS Dr. Michael A. Robinson CEO Forest Of The Rain Productions
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here is a dearth of males currently in the teaching profession. While the data varies, it typically indicates less than 10% of the teaching population is male. The percentages drop dramatically when one examines the paucity of African American males in the teaching profession. Today, the African American male makes up less than 2% of those teaching in the United States. According to U.S. Secretary of Education Arne Duncan, African-American and Hispanic men make up only 3.5 % of the nation's teachers. I asked two scholars their perspectives on this topic. As scholars who are working to address the scantiness of African American male teachers I wanted to explore to what extent if any would the presence of African American males in the classroom impact student achievement, particularly among African American male students. Here are some exerts from the question I posed. What is the value of African American male teachers in the classroom?
Dr. Roy Jones Lecturer Executive Director Eugene T. Moore School Education's Call Me MISTER Program Clemson University Associate Professor Urban Education I believe it is important to have African American the classrooms for a Department of Teaching, Learningmen and in Culture number of reasons. Certainly, if you look at it from a historic vantage point we‘ve Texas A&M University gone through tremendous trends in evolution. We have been in the classroom in throughout history. Our historic black colleges and universities were producers of teachers and preachers for this country and still are as some of the most noted educators in the country are products of HBCUs. And are dedicated to education and teaching well, however, unfortunately up to this point we have seen a tremendous shortage and gap among black male teachers in our Country. Many African American males have chosen not to go into the profession because they have other options. Desegregation, integration if you will have allowed for migration into white colleges and universities and our youth have chosen other professions that have been dangling carrots of more lucrative salaries and career opportunities. So teaching for a black male 17, 18, 19 year old to teach in a 3 rd
grade classroom for 25,000 a year is not an appetizing thing or as attractive as other vocations. Consequently, we have found in South Caroline that fewer than 1% of our teachers in the state have been African American men at the elementary level I stress the elementary level and the early childhood level because I think it‘s the most critical stages of development and the most powerful opportunity for black men to engage in education as a profession. What we do with the Call Me Mister program, we raise the bar on the significance of black men going into teaching as a profession. It is beyond the scope of just getting a college degree though important or being certified by the state, though important, we are also concerned about the kind of teacher we produce and their level of commitment in the classroom, in the school, and in the community that they are serving. So, we focus on and we believe there needs to be an emphasis on the development of the dispositions of our teachers. They need to be committed to a philosophical framework, ours is one of servant leadership. We look at development of disposition, that means the attitude, the behavior, the mindsets of teachers that are going to be serving in a classroom, raising student achievement, but also able to mentor and establish themselves as models of good citizenships that emphasis the importance of the value of the development of young people both in terms of their gender and their race. A teacher that is able to recognize some of the conflicts within their classrooms, can teach the academic core subjects, but understands that is incredibly valuable, they are also educating for the future. What you will find is that many of our future leaders of our communities are coming out of those classrooms and what they harbor in terms of their attitudes about race, gender, and class is incredibly important. They (teachers) are change agents for the culture and for the society they find themselves in.
Chance W. Lewis, Ph.D. Houston Endowed Chair of Urban Education Associate Professor Urban Education College of Education Texas A&M University
Well that‘s a great question; because many people in the field of education have really debated the value of having an African American male teacher in the classroom and its impact for students, particularly students of color. I see there
are four main advantages of having African American male teachers in the classroom and the value they bring. The first point is that having an African American in the classroom breaks the stereotype that classroom teaching is only for females. It presents an image that African American males and males in general are able to be classroom teachers. This is important because many students really aspire to be like those they see. So, they [students] may never see an African American male in the classroom and this result is a ripple effect on students‘ aspirations to become a teacher. I am pushing through my research to have more African American male quality teachers in the classroom as a means to present a strong image for all students, particularly African American males. This is very important for students. It really breaks the stereotype that teaching is only for females The second point I see is that African American male teachers have the potential to connect with certain kids in a way that they can be strong teachers and strong disciplinarians, as well as instructional innovators. When anyone considers an example of an urban school around the United States, when teachers and school staff have an issue with certain kids, whether they are African American, white kids, Latino kids, usually what happens, someone in the school goes and finds a male, or an African American male coach or Principal to restore order and to get students refocused on their instructional lesson. When you have African American males in the classroom there is an opportunity to have an instructional innovator; and a person who can really handle discipline, because of that male presence, that shear presence in the classroom, is clearly an important value of having an African American male in the classroom. The third point is grounded in research. Research shows that white students and black students do better on their state academic exams when they have a teacher of their own race during that particular academic year. This work has been supported by studies conducted at Harvard along with the work of a famous researcher by the name Thomas Dee who linked student achievement to the race of the teacher. The fourth and final point is that African American male teachers can also use cultural relevant teaching techniques that will inspire students, especially students from low-socioeconomic backgrounds, because they can take the curriculum that is to be taught in the classroom and actually bring it to life using cultural relevant examples that students see in their everyday lives. I think this is particularly important because it bridges and makes connection with students. Students will see the lessons come to life. I think African American males along with other teachers as well can use culturally relevant teaching as a way to reach kids. However, by many African American males growing up in the same neighborhood as their students, this can be used in a positive way to really make a difference in the classroom as well.
Those are the (4) four main points of the value of the African American male in the classroom.
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Organizations social media sites you should be following or have bookmarked on your computer.
National Center for Learning Disabilities o http://www.facebook.com/LD.org
National Education Association o www.facebook.com/#!/NEA.ORG o http://twitter.com/#!/NEAToday
United State Department of Labor o www.facebook.com/#!/departmentoflabor o http://twitter.com/#!/USDOL
Secretary Arne Duncan
o www.facebook.com/SecretaryArneDuncan?sk=app_23 09869772 o http://twitter.com/#!/usedgov
The Social Investment Forum o www.facebook.com/socialinvest o http://twitter.com/#!/followSIF
Every American high school should have a goal not only to graduate all students, but to graduate all students ready for college and careers. Currently across America, students are held to varying academic expectations but why should the value of a diploma differ from Massachusetts to Montana? The good news is a state-led effort is underway to address this issue. The support for education reform must be continued at the federal level through a reauthorization of the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB). While NCLB has shone a vital spotlight on achievement gaps and brought improvements in math and reading in the early grades, those gains have not followed through to middle and high schools.
The Best Economic Stimulus Package is a High School Diploma Bob Wise President of the Alliance for Excellent Education Last year nearly 1.3 million students left high school without earning a diploma. Without even realizing it, these students are making a decision that will lead to a domino effect of negative outcomes. Dropouts generally have a harder time landing a good-paying job, are less healthy, more likely to become parents very young, more at risk of serving jail time, and more likely to need social welfare assistance. Looking at it from a financial perspective, data from the U.S. Census Bureau shows that in 2008 the average annual income for a high school dropout was $21,023 compared to $31,283 for a high school graduate, a difference of $10,260 a year. The economic benefits linked to graduating more students from high school are quite significant—not only for individuals but for entire communities. According to an Alliance for Excellent Education study, funded by State FarmŽ, cutting the dropout rate in half for just one high school class in the nation‘s forty-five largest metropolitan areas would mean an additional $4.1 billion in earnings in an average year, an additional $2.8 billion in spending, and another $1 billion in investments. To learn more about the economic benefits possible in your community including economic gains from home and auto sales, new jobs and economic growth, tax revenue, and human capital, visit http://www.all4ed.org/ publication_material/EconMSA.
Of the students who do graduate from high school every year, almost half of them are unprepared to succeed in college-level classes or modern careers. Many of these college students must take remedial courses which typically cover middle school- or high school-level material. If all students graduated ready for college, the nation could save almost $1.4 billion a year in community college remediation costs and lost earnings. From taxpayers‘ standpoint, remediation is paying for the same education twice Every American high school should have a goal not only to graduate all students, but to graduate all students ready for college and careers. Currently across America, students are held to varying academic expectations but why should the value of a diploma differ from Massachusetts to Montana? The good news is a state-led effort is underway to address this issue. The Common Core State Standards Initiative was developed by states working together. to establish a single set of clear educational standards for K–12 English language arts and mathematics. Currently, forty-three states plus Washington, DC have signed on to adopt these standards. Learn more about the initiative and your state‘s involvement by visiting http://www.corestandards.org.
Gov. Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, has testified before the House Committee on Education and Labor at a hearing on how NCLB: can help prevent dropouts at the high school level.
/ Developing common, rigorous expectations for all students is just one piece of the high school education puzzle. The support for education reform must be continued at the federal level through a reauthorization of the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB). While NCLB has shone a vital spotlight on achievement gaps and brought improvements in math and reading in the early grades, those gains have not followed through to middle and high schools. NCLB was groundbreaking in 2001, but almost a decade later it‘s a compact disc in an iPod world—it‘s useful but in desperate need of improvement. Specifically, the Alliance for Excellent Education supports an ESEA reauthorization that holds states, districts, and schools accountable for actually graduating high schools students ready for college and careers, rather than requiring students to be ―proficient‖ in basic skills. This can be accomplished by holding states, districts, and schools responsible for reporting graduation rates as well as test scores. These entities should also set a goal of eventually graduating 90 percent of their students from high school. It is also important that the new version of the law supports states and districts in using student data to assist teachers, education leaders, and policymakers to make decisions regarding the best reform and intervention methods. And lastly, the federal funding stream, traditionally much lower for the secondary level, must be strengthened for middle and high schools to make all these advancements possible. Reforming our nation‘s main education law and high schools is a goal not only for the education community but also for the nation‘s communities at large. In the knowledge-based economy of the twentyfirst century, education is the only currency and the best economic stimulus package is a high school diploma.
Dads, are you ready?
10.10.2011 Men Make A Difference Day October 10, 2011 is Men Make A Difference Day and we call all fathers and significant male role models to take their child to school. Research has shown when men are involved in the lives of children academic achievement and self confidence increases. Go to www.menmakeadifferenceday.com for details on how to engage in your child’s academic development. Keeping kid’s on the path of success at times can be heavy lifting, but Dads are you ready to make a difference?
Matriculating American Indian Students Lyn Tysdal, AIEF Program Manager
At National Relief Charities, we believe that education is the key to long term, sustainable change for the poverty and difficult issues faced by Indian country. Through the American Indian Education Foundation (AIEF), a program of National Relief Charities (NRC), we commit substantial resources to education services that support school readiness and literacy. We also support colleges, both on and off the reservations, with a high proportion of American Indian students. AIEF has partnerships with many of these schools and provides support that helps school personnel influence student success. The low matriculation rate of American Indian students into college is a national crisis that largely stems from poverty and low access to information. This concerns AIEF and NRC because it helps sustain poverty on the reservations. Ensuring access to college and motivating American Indian students to view college as an option would help create long-term, sustainable solutions. Here we explore the barriers to education for indigenous students and offer solutions that can help these students access and graduate from college. There is tremendous poverty in the reservation communities where we work.One of the social ills of this poverty is low educational attainment. In Bureau of Indian Education schools, the high school graduation rate for all students is 46% compared to a national average of 89%. Of those Native students who graduate high school, only 17% begin college, compared to a national average of 62%. Of this 17%, only 4% make it through the financial, emotional, and academic challenges of the first year of college. Ultimately, 11% of Native people in the U.S. have a college degree, less than half the norm for the rest of the country. Our years of working with students in Indian country have given us insight into some of the barriers to education: •
A need for additional college role models in their communities
• • •
A need for additional encouragement and interpersonal support of Native students A belief that postsecondary education is not an option for them Staying in college until graduation
Often, American Indian students are the first in their families to consider college. It is important for them to see professional role models such as lawyers, educators, nurses, and accountants from their own community -- the people who can help make positive change for a tribal community - who demonstrate that college degrees are achievable and make a difference. Some American Indian professionals also make contributions by living in urban areas. Role models help to break the spell of disbelief and motivate more American Indian youth to attend college. The need for parental support or support of a primary caregiver or community member is also crucial. This is true for American Indian students and other students throughout the U.S. Encouraging and expecting American Indian students to start and complete college pays off. Students will rise to the level expected of them. It is why we ask students who apply for AIEF scholarships what support they have in their lives. You can hear our recorded discussion on this in our press room; the clip is named "Support, the Key to Student Success." Another major barrier for American Indian students is viewing postsecondary education as something beyond their reach. Yet many of the barriers that block these students from furthering their education are quite simple. These include not knowing how to search for a college that suits them, college application processes that are unfamiliar and intimidating, financial assistance processes that are unfamiliar and intimidating, and being unable to access adequate career advisement from school counselors because reservation schools are consistently in the lowest 10% of DOE funding and counselors are overburdened. All of the above makes clear that education is crucial to sustainable social solutions. It is critical that Native students have access to adequate information about entering college. It is also critical that Native students complete college and challenge the misconception that education is not an option How AIEF helps support change for these students Providing Native students with adequate information about their options for a different future and helping them believe that these options apply to them is a start. Direct assistance focused on researching schools, financial aid applications, college applications, essay writing, and available resources for American Indian students can also help increase their access to higher education. AIEF awards 200 college scholarships to American Indian students each year. We have a highly effective postsecondary scholarship service that targets middle-of-the-road academic performers who have shown a track record of overcoming obstacles. Of the students selected for our scholarships, over 95% complete the academic year for which they are awarded. The norm for academic year completion, particularly among first-year Native students, is about 21%. Obviously, selecting the right students is a key to retention and graduation. We discuss this further in our AIEF White Paper on
innate potential and Native student success As mentioned, the majority of students selected for AIEF scholarships complete the college year and many of them go on to graduate. In addition, each year we also ask past scholarship recipients to conduct workshops that help younger students in their communities believe they can receive funding through our scholarship program and attend college. This approach has been successful in informing Native students and encouraging them to push through the barriers. AIEF also focuses on helping these students stay in college until they graduate. We help our partner colleges retain American Indian students in several ways:
There is tremendous poverty in the reservation communities where we work. One of the social ills of this poverty is low educational attainment. In Bureau of Indian Education schools , the high school graduation rate for all students is 46% compared to a national average of 89%.
Matching grant challenges that motivate partner colleges to raise more of their own funds ear marked for American Indian students. High school to college transitional programs that help orient first-year American Indian students, many of whom have only lived on their reservations or in remote communities. Participating students experience the campus, financial aid, student support services, dorms, and the dining hall before the campus becomes crowded with other students. •Funding to partner colleges for tools that are requisite to degrees in nursing and other health disciplines. These fees are often unexpected and unaffordable for our Native students. Granting emergency funds that partner colleges can allocate to American Indian students for unexpected emergencies such as memorials at home or health issues. It is not uncommon for Native students to leave campus mid-semester for family reasons and lack the funding to return to school. AIEF emergency funding helps colleges reduce dropout related to emergencies. To learn more about our educational solutions that help American Indian students reach their dream of a college education, please visit our web sites for the American Indian Education Foundation and National Relief Charities. For a copy of our AIEF White Paper, please email to PR@nrc1.org
Michel Davis Robinson CEO/Founder Forest Of The Rain Productions The nation’s longest serving appointed superintendent is retiring come June 30, 2011. Maryland’s own Dr. Nancy Grasmick is stepping down after 20 years of service as state superintendent. As Maryland’s first female superintendent, Dr. Grasmick never loses sight of the importance of educating all children. Her dedication to educating the children of Maryland is one of the reasons why Maryland has held the top ranking in education three years consecutively. Last year on the Journey Begins Internet Radio Michel Davis Robinson spoke to Dr. Grasmick for her perspective on being awarded Race To The Top funding and the state of education in Maryland and how she saw her role as Maryland’s top educator. Here is part of the conversation of Dr. Grasmick sharing her vision of education for the state of Maryland Robinson: Dr. Grasmick, can you share your thoughts on Maryland being awarded Race To The Top funds? What does it mean for the Maryland public school system? Grasmick: We are honored to receive this, to be one of 12 states. We will receive 250 million dollars. It is going to make a big difference to our school system and of course to our students. Because we will be identifying schools that have been somewhat low performing on behalf of their students…really turning those schools around… that will be a huge focus. We have a philosophy that no child should have to attend a failing school by accident of where that child might live. A very large amount of money will be going to Baltimore City, 57 million dollars, which helps us achieve this goal of having every school meeting a standard of excellence. We will also be focusing on Prince George's County Public Schools. But every single school system, with the exception of Montgomery and Frederick County Public Schools will be receiving additional funding. We really want to bring our schools into the 21st century with the use of increase technology for our teachers and for our students. That again will be a focus. We will be doing al lot in terms of the training of our teachers as we are looking at a national curriculum and new assessments for our students We will have to support our teachers and our principals as they make theses transitions. They will be areas of focus through Race To The Top. We are honored to receive this grant.
Robinson: In January 2009, Education Week— the U.S.’s leading education newspaper—ranked Maryland’s public school system 1st–in the nation and said that Maryland is the country’s most consistently high–performing state. When you were informed of this acknowledgement of achievement for the state of Maryland, what were your thoughts at that moment? Grasmick: I was very proud of all of our administrators, teachers and our students and certainly the support of many parents who contributed to making this a reality. I believe education is the best economic tool we have in this country. People call me every day and say we want to move to Maryland, we know that you’ve been ranked number one. So of course, I was elated to hear that, because it is an endorsement of all of our efforts, but it also serves as wonderful magnet for people wanting to come to Maryland to live. The excitement continues, we know it’s fragile and so it keeps us on our toes by saying how do we sustain this year after year. This is our second year to be ranked number one. We are elated about it, but we have to continue our efforts because the competition is keen and because our children deserve that and because we are in the 21st century and the challenges are great. Robinson: As the Superintendent of Schools for the state of Maryland how do you promote a high performing education system? First of all, I am lucky because I have been able to surround myself here at the State Department of Education with many talented people. We have 24 local superintendents; in Pennsylvania for instance they have six or seven hundred superintendents. We meet once a month, so that we can galvanize our efforts as an education community. We can work through our problems and say when we leave this room we are headed in the same direction on behalf of our students. I think it’s that consistency of performance across the state of Maryland. We are also one of the first states to say early education is extremely important. We now have 250,000 children who are part of our early childhood programs, whether, that’s in school or in child care centers or family child care providers. What we have seen are children coming to kindergarten who are ready to learn. It has made a huge difference. We have been very strategic in terms of Advance Placement. We said by the time our students get to high school we need them to be not only taking the usual courses, but also challenging themselves toward higher goals. We have been ranked number one in the nation in the number of students taking advance placement and scoring at a very high level on the national test.
Robinson- Dr. Grasmick what has been most challenging in your position and at the same time most rewarding? I will start with some of the challenges. One challenge is the idea that we still have students dropping out of school and in this 21st century a student who doesn’t have a high school diploma is greatly disadvantaged. That’s been a disappointment, although our dropout rate has diminished, it is still not at zero and every student is important. That’s been a disappointment to me. Our graduation rate is up that’s been a very satisfying thing. It’s been disappointing to me that we still have some schools that are not achieving a quality education on behalf of their students. Because that student has to attend that school we know that students are not having the benefit of a quality education and that’s why this Race To The Top is so important. Also, because from time to time there is a desire to politicize education, children are not democrat or republican and from whatever political perspective we might have, we deserve to give them that child the best education and not use that for an adult purpose, but to what is in the best interest of our children. I think sometimes that is forgotten. Maryland has really insulated public education a way that some states have not. I am not appointed by the Governor. I am appointed by a State Board of Education and I have worked with four Governors. A long time ago it was determined that education should not be politicized. I work very hard to ensure that doesn’t happen. When there is an effort to do that, I really rebel against that effort. Because I don’t think it’s in the best interest of our children. Its been very rewarding to see upon graduation students have received more than a half billion dollars in scholarship money, which is an affirmation of the quality of education that they have achieved in concert with us and they are going on to great things. As we hear abut their successes, that is very, very rewarding. It’s very rewarding that 10 years ago we didn’t have so many highly qualified teachers. Now almost every teacher we have is highly qualified and that’s true also of our principals and the engagement of our partners. More and more parents are recognizing the importance of education and becoming engaged and we are doing a huge amount in terms of outreach to parents. We know we only have children, if they never miss a day of school for about 8.5% of their lives. The rest of their lives are spent in the community and with families. We have to do a great job reaching out to those communities and families. What has motivated you to work so tirelessly in education for the state of Maryland? I feel that for our children who are facing an increasingly competitive world that the opportunity for a quality education is the one thing that will hold them in good standing in terms of International competition. For many of our children who come from disadvantage circumstances it is the ticket, sort of speak for their ability to rise above their circumstance and take their rightful place. I see in our children huge potential and it is my commitment to the development of that potential for every child, so that every child can be a functional and contributing citizen and to realize their hopes and dreams. Although, I’ve been approached about political position through my career I never had a desire to do that because to me, we as educators can be creative artist in human lives and provide that for our children and that is my mission and that is my passion.
Education Generation The ―Education Generation‖ segment introduces and celebrates, leading educators from across America. Educational experts from K-12, public, private and for-profit postsecondary colleges and universities, research firms and educational Think-Thanks will be highlighted. In this our inaugural publication of ―Living Education eMagazine‖, we are proud to introduce you to three leading postsecondary educators as selected by the educational staff of Living Education eMagazine.
Dr. Charlene M. Dukes President Prince George’s Community College
Dr. Shaun L. McKay Dr. Shaun L. Mckay President President College Sofforlk Community Sofforlk Community College
Dr. Irving Clark III President Vice President of Student Services Frederick Community College
Family Literacy Sharon Darling, President & founder of the National Center for Family Literacy There are some who believe striving for parental involvement is too difficult a task and that parents are not interested in being involved in their children’s education. In reality, this is far from the truth as research conducted by the National Center for Family Literacy (NCFL) has shown. The research NCFL has conducted with parents shows that parents understand and appreciate their important role, but that they feel overwhelmed and confused by the education system.
All too often, the conversation about increasing academic success for our children revolves around the blame game – identifying who‘s at fault for our children not achieving their maximum potential. But true success will occur only when the time and energy spent finger pointing is transferred into a meaningful dialogue and concrete actions steps on how we – parents, teachers, and the entire community -- can work together. The most important step we can take is to help parents leverage their important role into meaningful change and improvement.
Parent engagement – getting parents into the schools -- is a hot topic in education circles, but we must take this idea even deeper and transform it into true parental involvement and immersion in their children‘s education. There are some who believe striving for parental involvement is too difficult a task and that parents are not interested in being involved in their children‘s education. In reality, this is far from the truth as research conducted by the National Center for Family Literacy (NCFL) has shown. The research NCFL has conducted with parents shows that parents understand and appreciate their important role, but that they feel overwhelmed and confused by the education system. The research found parents are concerned that: Learning is no longer fun for children once they face the pressures of a long school day; They can‘t keep up with their advancing children, but realize that they have an important role in helping their children succeed academically; They aren‘t getting the answers they need about how to help their children because they don‘t even know what questions to ask or how to navigate the complex education system; and Financial pressures may prohibit them from giving their children everything they need to succeed. There is no more important or challenging time than today to reach out to parents and address their concerns. Parents and schools are overburdened and strapped for money. But change doesn‘t have to be painful or difficult. In fact, sometimes lasting change can only occur if it begins with, and builds on, simple steps.
Based on more than 20 years of helping one million families across the country achieve educational and economic gains, NCFL has several recommendations for how educators can implement meaningful parent involvement ideas - both inside the classroom and beyond its four walls.
Start early to engage parents in their child’s school experience. The best thing a teacher can do to start the school year off right is to make a home visit with each family to get to know the parents and their children before school starts. During these visits, share with parents educational materials that will be used with their child in the coming year. Let them know what goals and expectations you and the school have for them. Both parents and children can share with you what they hope to accomplish during the school year, as well as the best way to keep two-way communication going throughout the year. Toward the beginning of the school year, school staff can plan a neighborhood family event where parents can connect with each other, and children can have fun and get to
know each other. Serve simple refreshments like watermelon or lemonade. Holding events at a local park, playground or community center gets teachers and other school staff into families‘ neighborhoods and often increases the appreciation of families and school staff for each other. It creates a different atmosphere and perspective than that of always meeting at the school. When communicating with parents via newsletters or e-mail, go beyond telling them what is happening in the classroom. Include suggestions for how parents can extend their children‘s learning at home. Provide concrete ideas for how parents can reinforce what you are teaching in the classroom. Encourage parental involvement in classroom events, such as spelling bees or other academic challenges. Help parents prepare children for these events by suggesting specific ways they can work with their children and by providing the materials they might need, such as spelling lists or review sheets. Connect in-class learning with athome experiences and family routines. Use an internet-based resource for families like Wonderopolis (www.wonderopolis.org) to expand the classroom curriculum in creative ways. Explore the ―Wonders
of the Day‖ to identify ones that align with what you are teaching in curricular areas of science, history, geography, mathematics, art and music and ones that families can build into their at-home routine. Help make the parent-teacher conference a mutual experience that is beneficial for everyone. Assist parents so they come prepared to engage with you in ways that best support their child‘s learning and school experience. Give parents specific information to gather and bring with them to share with you at the conference. You also might send them some questions to answer about their child that will help you gain a valuable perspective on how to differentiate and individualize learning for their child. For immigrant parents unfamiliar with the American school system, resources in their native language are invaluable. Use Parents + Schools = Successful Children, a resource in English and Spanish, for Spanish-speaking parents to encourage school involvement and how to support their children‘s education. (Download or order this resource free from www.famlit.org/free-resources.org For children who are struggling in specific learning areas and need extra help, the parent-teacher conference provides the ideal forum for sharing simple strategies with parents that they can implement at home with their child. Teaching parents a strategy with ideas on how to practice it at home will help solidify the parentteacher relationship and increase the child‘s academic achievement. Videotapes and DVDs that demonstrate at-home strategies parents can use with their children are always helpful. Short, one-on-one
after school meetings with parents also are opportunities for them to learn specific ways to work with their child at home. Encourage parents who can to volunteer and work with you to help plan and implement family learning nights at school. Throughout the school year, family learning nights can focus on a variety of curricular areas, such as reading, math and science, engaging parents and children in learning together. Parents can learn about both the school and their children, while children increase their knowledge and skills and have opportunities to shine Never assume that parents understand everything about your job, what their role is and how to best support their children educationally. Parent learning sessions that provide specific opportunities for parents to engage with the school and become aware of the resources available and how to use them can make a big difference in a child‘s
school success. These sessions can help parents understand a) how to navigate and use the school Web site for getting needed information, including tracking their child‘s grades and school attendance, and b) grade-level standards, how to compare their child‘s work to the standards, and incorporate experiences at home that ensure their child is on track for meeting the standards. When parents are well informed and understand the education system, both families and schools benefit. Sometimes several small-group parent sessions result in better outcomes than one large-group parent meeting does. The small-group format allows school staff to group parents for learning based upon the similar needs of their children Incorporate parental involvement by engaging parents in homework assignments with their children. Although it‘s possible to come up with a parental role for most types of assignments, one specific way is to involve parents by making them the focus of a written biography report. Students can interview a parent or a relative to gain facts they need to write the biography. Encourage students to submit their work to and discuss it with their parents before turning it in at school. Make sure that parents are involved in college and career planning activities. As children get older, it is easy to rely less on parents in the decision-making process related to the education of their children . However, it is
to remember that parents are essential to and responsible for the future decisions that affect their children. Create experiences where students must engage with their parents in join decision making, such as exploring college and career resources, attending college and career fairs together, discussing important decisions and requiring dual signoff before next steps are implemented. Bilingual family
For IPods, IPads, and Such Dr. Monica Walker Author In a Class by Yourself Seven Keys to Prepare Yourself Spiritually for College Synopsis
Family resources that encourage families to make early investments in college and career are available online from the National Center for Family Literacy (www.famlit.org). Engaged parents, dedicated educators and a committed community – all must serve a crucial role in the education system for our children to succeed and our country to thrive. Increasing parental involvement can result in huge benefits to students, schools and parents. And it all can begin with some very simple steps
You are entering a time of transition in your life like none other you have ever experienced before. As you prepare to leave the comforts of your high school to enter college, what will you do, where will you turn, and who will you trust when challenging circumstances and trying situations strike? In other words, are you ready for college—in mind, body and SPIRIT?
Rebecca Skloot Author Henrietta Lacks died in the 1950s but has cured some of the world/s most serve illnesses. This uneducated woman from Baltimore has made millions of dollars for medical research without even knowing. This is a astonishing account of a woman’s life and another woman who wanted to tell her story.
Living education everyday
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The best variety of gospel and conversations on education. Wake up with us on Sunday Morning Gospel. On the Internet http://www.live365.com/stations/mdavisro?site=pro.
The Journey Begins Internet Radio For engaged parents and dedicated educators
The New Vogue: Public Schools
Anne Foster, Executive Director of Parents for Public Schools is a tireless advocate of parents, students and public schools The New York Times ran an article on April 6, 2009, called "The Sudden Charm of Public School." The article details the panic of Manhattan families who have suddenly decided, given the economic times, that they may send their kids to public schools. For families who planned on private school and didn't consider public school zones when they bought homes, they suddenly care very much which public school their kids might attend. Stating that it used to be a taboo in certain circles to even suggest you're interested in sending your kids to public schools, the article quotes one parent as saying, "Now it's actually kind of cool and in vogue." Oh, my ... what a difference a dollar and a day make. It reminds me of Barbara Mandrell's hit song years ago: "I was country ... when country wasn't cool." The reality is that public schools have been cool for many people in the United States ever since our nation instituted the noble experiment of educating everyone. Public schools educate approximately 90% of the kids in this country, so I would welcome these newly found converts and tell them that it never was necessary or even desirable to spend $33,000 a year on private school tuition. Save the money instead for college -you'll need it there, to be sure. For many of us who sent our kids through public schools (a choice for some, a necessity for others), what we got in return are young adults who possess the full package. I saw my own children receive topnotch academics, a full array of extra-curricular activities, and a real appreciation of the vast and great diversity of America
The New Vogue: Public Schools
They attended school with a wide variety of socio-economics, languages, and cultures. Today they function well in the workplace with anyone and everyone and have no expectation that everyone will be just like them. Neither are they threatened when folks are not like them. They just understand that people come from many different places and perspectives, and it's possible to relate to them and find the things they have in common. Kids who attend diverse public schools end up with an understanding that serves them well as citizens, as we all strive for a society that includes everyone and offers everyone a chance to achieve. I believe that a child's education is the unique and personal decision of parents, so this is not about berating anyone who ever sent or planned to send their kids to private schools. But if you're considering joining the arena of public school parents, we're glad to have you and think you'll like what you find. Sure, there are some failing schools that need attention and fixing, but the great majority of public schools are performing well - a fact that people often lose sight of. There are some things to look for as you choose your child's school. It's good to go and visit schools. Look around and observe the environment. See if you feel welcome in the school. Successful schools welcome parent engagement and know that it's a huge factor in whether or not they will be successful at educating students. Find out if a school is effectively serving all of the students there, not just some. Ask about special programs offered which your child might need at some point. Visit a school board meeting and see how the school district is governed. Look around and see if the community around the school supports that school and understands that it should. So while I understand that this will be a huge step for many parents who never planned to send their kids to public schools, I think you will be amazed at the richness of the experience. I know that you will better understand the challenges of American public schools and how well many of them are meeting those challenges. Your presence and interest will contribute quality not only to your own child's education but to the education of all children. And together, we will be a stronger nation.
I believe that a child's education is the unique and personal decision of parents, so this is not about berating anyone who ever sent or planned to send their kids to private schools. But if you're considering joining the arena of public school parents, we're glad to have you and think you'll like what you find.
Thanks to technology, we can provide education to students anywhere, fostering a sense of community among students and faculty the world over and offering a global perspective on our cutting-edge curriculum—all while providing students a competitive edge in the global workplace Dr. Susan C. Aldridge, President, University of Maryland University College
A Global Perspective on Higher Education Dr. Susan C. Aldridge President of University of Maryland University College
Global reach, unique perspective From its inception, University of Maryland University College (UMUC) has been an institution with global reach. Founded in 1947, by 1949 the university offered courses to U.S. military personnel stationed in Europe, and expanded operations to Asia in 1956. Today, in addition to offering online coursework anywhere students have Internet access, UMUC offers classes at 21 locations across Maryland and provides education services across the United States and in 28 countries and more. Through the years, evolving technology has helped UMUC streamline programs and services for students everywhere. As one of the largest public providers of online education, UMUC has made strides to ensure that its students have a virtual classroom experience that allows them to feel connected to course instructors and classmates. even when they are separated from one another by time and space. From group projects and course blogs to online chats and discussion forums, the evolution of technology has helped connect our students to one another in a variety of ways. And being a university with a global footprint also pro-vides our students with another advantage—a global perspective on their coursework. In fact, it‘s not unusual for one student to be studying from home stateside while another other works overseas or serves on active-duty in Afghanistan or Iraq. These unique, diverse perspectives can‘t help but give our students a competitive edge in today‘s global workforce.
Staying connected from afar With the majority of our students studying online, one primary goal is to provide a unique experience that offers them opportunities to feel connected to the university—from the moment they first consider UMUC to graduation and beyond. For example, our award-winning UMUC 111: Virtual Meet and Greet , offers students synchronous and asynchronous participation opportunities to voice their questions about UMUC and online education—and get immediate feedback. The goal is to establish a sense of community, immediately connecting potential students with instructors and administrators who can answer questions, address any anxieties, and offer feedback. Once students enroll in their first class, they remain connected by posting to online discussion, participating in chats, and working collaboratively with classmates. The virtual classroom becomes a global marketplace of ideas
and perspectives from students and faculty—just one more example of the ways that technology is making the distance in online education less apparent. Global administration As an institution with global reach serving 90,000 students annually, it‘s also essential that we have programs and processes in place to help streamline the administrative tasks associated with higher education—registering for classes, transferring credit, applying for financial aid, and more.To that end, we implemented an automated credit transfer system that enables UMUC to automate all criti-cal document and transfer processes, completing credit transfer evaluations in 48 hours or or less. Our online library services are available 24 hours a day, seven days a week, and offer access to more than 100 databases and tens of thousands of full-text books, periodicals, and articles—and even to the services of reference and research librarians. Thanks to our integrated, digital records system, military personnel and other students who move overseas—or begin their studies overseas and later return to the United States—don‘t have to interrupt their progress toward a degree. Articulation agreements with community colleges nationwide and with a number of overseas institutions also serves to make life easier for students who wish to transfer credit to UMUC. Not only do our technological systems streamline the transfer process, but the articulation agreements outline ahead of time what courses will apply to the student‘s chosen program of study, thus avoiding unnecessary duplication of classes and saving the student time, money, and frustration. In short, technology is an integral part of all that makes UMUC the remarkable institution that it is today, positively impacting both the administration of courses and the reach of our university. Thanks to technology, we can provide education to students anywhere, fostering a sense of community among students and faculty the world over and offering a global perspective on our cutting-edge curriculum—all while providing students a competitive edge in the global workplace. As technology evolves and UMUC continues to grow, we will constantly explore, evaluate, and adopt new programs and solutions that promise to keep students connected and make the higher education experience more efficient, effective, and relevant in our ever-changing world.
Living education everyday
The sacrifices of military families go far beyond family members placing themselves in harms way for our country. Many children of these families have challenges that affect their ability to focus on the rigors of school. Children who have parents deployed for more than 19 months score lower on standardized test (Barack, 2011). According to Barack, 2011 older children frequently attempt to take on more responsibilities at home, as they try to fill in for the deployed parent. These children also try to be are support for the parent at home who is emotionally stress as they deal with the deployment of a spouse. In many cases spouses of deployed military personal are battling their on depression. Doheny (2011) wrote an article children whose parents are deployed in Afghanistan or Iraq face a higher risk of psychiatric problems requiring hospitalization. According to the author researchers from the Uniformed Services University of the Health Sciences performed a study of children with parents on active duty between 2007 and 2009. The study tracked over 375,000 children, ages 9 to 17. Findings of the study revealed 10% increase of children with deployed parents were hospitalized for mental and behavioral problems, staying on average eight days. The parents of these children had been deployed longer than six months. Children who have a place to discuss their feelings become better able to handle the emotional and psychological adjustments of having a parent deployed (Barack 2011). School counselors and teachers should be trained to comfortably discuss with children parents, who may die doing their job. Counselors, teachers and parents should be prepared to talk to the child about feelings on the deployment long before signs of trouble begin.
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Exerts From a Study
leading to greater academic success (Adelstein et al., 1983; Fadale & Winter, 1988; Ritze, 1996; Triplett, 2000). This study looked closely at relationships between 108 community college campus child care centers (CCCCC) and the academic success of single mothers The foundational research for this study included studies by Fadale and Winter (1988), Ritze (1996), and Triplett (2000). Ritze (1996) investigated the impact of on-site campus child care on the persistence of poor, urban, minority populations of nontraditional students. Results of Ritze‘s study found that participation in on-site campus child care arrangements had a strong independent impact on long-term persistence among poor urban women with children To obtain a contextual view of this study‘s role in the life of single mothers on campus, a broad spectrum of research related to the participation of women in higher education was also reviewed and examined. The literature included thought provoking research related to the following: barriers to persistence and academic success (campus support structures, socioeconomic factors, welfare reform, and programs which promote educational opportunities for single mothers), community development programs, and the Higher Education Act— Child Care Access Means Parents In School (CCAMPIS) grant. The literature focused on a central theme of women‘s participation in higher education.
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How to develop a programs and services to help military children at school. Understanding the emotional and social implications to children due to parental deployment is crucial when developing programs, services and resources for families experiencing deployment. There are three nationally accepted definitions and stages of deployment: predeployment, deployment, reunion
Pre-deployment: It is important for educational systems to understand this stage can last several weeks or just a matter of hours. Regardless of the time frame, the focus on providing immediate support to children has to be paramount. Deployment: Research has indicated one of the most important things educators can do for children while their parents are deployed is to develop ways to keep the parent connected to their child’s education and life. Reunion: Understanding that the reunification process begins long before the parent arrives. It is during this time the child may experience mixed emotions. Realizing these emotions are happening, it is suggested that the professional staff in schools meet to discuss the parent homecoming with the child and what it means to the child and the family.
Statistics revealed that more than 500,000 American children have one or both parents serving in the National Guard or its Reserves alone. This is a significant fact when you consider the National Guard is currently being utilized in this Nation’s war on terror, with an estimated 300,000 members engaged in protecting America from terrorism (Surles, 2004).
24
Ways Fathers and Significant Male Role Models Can Get Involved in the Academic Lives of Their Children
Did you know fathers have a positive affect on a child’s academic performance? In fact when fathers are absent, their absence may negatively impact children's academic achievement, genderspecific development, general behavioral adjustment and anger management, especially in males (Batten, 2006). Studies on the impact of absence fathers go as far back as the 1930s. It was at that time when it was first discovered the absence of fathers have an affect on the cognitive development of daughters (Grimm-Wassil 1994). . It is important for parents and schools to know the important role fathers have in the academic development of children. Here are 24 ways for men to be engaged with their children to promote academic success. 1. Observe your child’s classroom 2. Participate in at least one Parent-Teacher Conference 3. Ensure the completion of your child's ILP (Individual Learning Plan) This should be an intense conversation with your child's school counselor
4. Attend at least one extra curricular (non-sporting) event this school year 5. Join and participate in your child’s school or any school’s formal parent organization (PTA/PTSA/PTO) 6. Assist with homework assignments 7. Volunteer at least seven hours at your child’s school 8. Meet your child’s Principal 9. Check your child’s backpack everyday 10. Complete and review all forms sent home by school officials 11. Consider becoming a teacher 12. Ensure your child has school supplies for the entire school year 13. Review the school calendar and become familiar with activities and school closings 14. Discuss current and future goals with your child 15. Discuss with your child how education plays a role in reaching goals 16. Become familiar when possible with the health conditions of your child 17. Meet regularly with school counselor and together advise your child in making the correct choices in education 18. Participate in a variety of activities with your children 19. Understand your Rights as a Parents within the school system 20. Learn to navigate the school system 21. When possible attend a Board of Education meeting 22. Sign up to receive e-mail news updates from the school system 23. Visit the school system's website to remain informed 24. Join your child school’s School Improvement Team (SIT) or School Planning Management Team Meetings (SPMT)
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Commentary WAKE UP AMERICA
This Isn’t a Recession it’s a New Reality! The Katie Able Foundation Carmen Johnson Founder/CEO The United States has put off balancing its budget and now federal employee’s are at risk of furloughs and layoffs. Classrooms across the country, especially in lower income areas are overcrowded. Teacher layoffs and staff reductions to public education threaten to widen the academic achievement gap between the social/economic classes. Cuts to public K-12 education will surely affect the graduation rates. Additionally, limited funding allocations from State governments for postsecondary education combined with tuition increases serves as near insurmountable road for many students who aspire to earn a college education. In what some are calling the worse financial crisis since the great depression access to public postsecondary education is in jeopardy. Companies have moved jobs overseas as a means to cut corners and save money on operating expenses. Now our unemployment rate is at an all time high and not only have manufacturing jobs been lost to emerging and not so emerging countries, but many of the ancillary jobs the vanished jobs once supported have been cut as well. As a nation, we have only toyed with the idea of creating jobs by growing a greener economy and becoming more selfsufficient, such as producing our own alternative fuels for our vehicles and homes. If one picks the moment in time when then President Jimmy Carter discussed the need to create alternative fuel sources as our starting point to become green we would be nearly 40 years down the road to self-sufficiency. Instead, we have indulged in the perpetual kicking of the oil can down the road game which has led us to be were we are now as a nation. We are unprepared to create a future of opportunities for our children. As a nation, we are turning over a country very different than what was given to us by our parents. Here’s the good news! We have all the tools we as a country and as individuals need to become the nation of prosperity once again. As a nation, we have the chance to place our character over our job titles, to love and value family and friends and not monetary gains. We have the opportunity to go back into our communities and build partnerships and develop financially solid businesses. We are all good at something and collectively we can turn this economy around block by block, neighborhood by neighborhood. Family interaction can be a benefit of the recession. The good ol’ days aren’t over, they’re just beginning. Here’s our opportunity to evaluate our self worth and improve our inner strength. We are going to make it. We will survive and thrive!
Living education everyday
Demographic Descriptions of Single Mothers The majority (52%) of the single mothers surveyed were White, with African American mothers the second highest ethnic cohort (38%). The majority of the participants ranged in age between 21 and 30 (56%). Sixty nine percent were employed and earning under $20,000 annually—almost half of these mothers earned less than $9,000 annually. Most (65%) were high-achieving, full-time students taking 11 or more credits with an estimated average grade (EAG) of 3.1–4.0. The participants were persisters, having attended their current community college for at least four semesters Findings and Implications Availability of Child Care on Campus It was not surprising to learn the majority of single mothers indicated the very existence of child care on campus made it possible for them to attend college. Some mothers shared that they could not have enrolled or continued enrollment without campus child care center support. These findings suggest the CCCCC center functions as a critical campus support structure that improves persistence of single mothers. This finding corroborated Ritze‘s belief that persistence, retention, and academic success of poor mother students are impacted positively by on-site campus child care (1996).
Number of Parenting Support Services While not surprised by the relationship between the child care centers availability and single mother attendance, what was surprising was to find sheer
numbers of parenting support services (more than three) made available to single mothers had a greater impact on their academic success than any individual or specific type of service offered. When relating the number of parenting support services to the academic success indicators, significant correlations were found with grade improvement (grades improved significantly) and credits earned (more credits were earned). The findings of this study show strong indicators which suggest single mothers are in need of educational and parenting support. Moreover, they need a variety of services to meet their individualized developmental, learning, and parenting needs. Academic success is impacted as a result. Single mother students seem especially to need support in balancing work, school, motherhood, finances, and other responsibilities of being a single mother head of household (Coontz, 1997). The findings also imply that community college administrators, child care center directors, and teachers need to consider offering multiple parent support services, including child care tuition subsidy and referral, advisory, and parent education services. Campus leaders in financial aid, student affairs, and other departments may want to examine the effectiveness of their operations in meeting the developmental needs of single mothers. These services appear to sustain the academic success of single mothers. The study findings further imply that CCCCC centers need to be as effective in meeting the developmental needs of single mothers as they are in meeting the developmentally appropriate needs of the children they serve. This entire article is available at the National Coalition for Campus Childrens Centers is website http://campuschildren.org<http://campuschildren.org/>.
The Next Generation
Can the Middle Class Afford to Go to College? Felecia Hatcher
It
seems as though everything costs more these
days. Gas prices are skyrocketing. Grocery bills are taking up more of a family‘s budget. And the price of a college education hasn‘t been immune to the price increase either. In fact, the cost of attending college has more than doubled over the last 20 years. This has left many people asking, has the middle class been priced out of getting a college education? The answer to the above question is unfortunately a resounding yes! But, despite the increased costs associated with a college education, the middle class can‘t afford not to send their kids to college either. Having this information in mind, middle class families need to understand that Colleges and Universities are businesses designed to make money, and these families need to plan accordingly. First and foremost, families need to start thinking about college before their child‘s senior year in high school. This involves looking for the best value in education, which usually means finding a great university that isn‘t necessarily well known. While a major, nationally known university might sound great to your child, they aren‘t exactly well known for their educational deals. It‘s also wise to begin looking at funding options early. While financial aid and student loans are an option for funding your child‘s education, they aren‘t necessarily the best, nor are they the only options. Here are some others: There are thousands of scholarships available to students across the globe. And, winning scholarships is a great source of money because it‘s free, meaning you don‘t have to pay any of it back. A lot of people avoid this option all together because it takes a lot of work, but the reward makes every ounce of effort worth it.
Another great fundraising for your education. Big companies do it, and so do tons of organizations. You can do it too! Especially with the help of social media and crowd funding sites. Another option is moving to a different state that has major grant/scholarship option is programs available to residents. For example, Georgia has the Hope Scholarship and Florida has Bright Futures. These scholarships could mean a nearly 75 percent reduction in public tuition cost. Also, Nevada has the Millennium Scholarship, which provides around $25 million per year in scholarship funding to Nevada high school graduates who attend an in-state college or university. And, New York has the Tuition Assistance Program, which offers grants to qualified New Yorkers who attend in-state colleges and universities. No matter where your children choose to go to school or how you choose to pay for their education, you need to begin planning for their college education as early as possible. If you need to take out loans, then do what you need to do, but itâ&#x20AC;&#x2DC;s wise to create a plan now regarding how youâ&#x20AC;&#x2DC;re going to pay that money back. By planning early, you can also make sure your child is networking, joining the right organizations, and doing internships, so that they are sure to have a job waiting for them when they leave college. The bulk of college debt comes from 4 years of paying for college and the months or years after school ends without having a job.
Education is the Hub of The Community Forest of The Rain Production conducted its Education and the Community Survey. The Purpose of the survey was to obtain a snapshot of which educational systems influence the decision of families and individuals when determining where to live. The survey questions.
consisted
of
two
1. When considering moving or relocating to a new community, which of the following factors has the greatest influence on your decision to move in or to continue your search? Public Schools, Private Schools, Community Colleges, Four-Year Colleges and Universities a. 73% of respondents considered K-12 public schools as the major factor in deciding to move in or remain in a community. By a very slim margin four-year colleges and universities beat out Private K-12 schools as the second factor respondents cited influenced their decision in which communities to live, they also were cited as the third leading decision factor over community colleges. 2. We asked respondents to offer their opinion of which of the following institutions serves as the hub of their community? Public Schools (75%) Four-Year Colleges and Universities (12%) Community Colleges (8%) Private Schools (5%)
Living Education eMagazine
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