It Is Time to Mold the Classroom Around Ts & Ss! Please Help!

We cannot afford to waste another school year. Next fall will be here before we know it and we must find superintendents who are willing to test a student-teacher-parent focused education model in one of their underperforming elementary schools. And yes, there are underperforming schools in both urban and rural school districts throughout the U.S.

Many of you reading this post are educators. We follow each other on Twitter so you have heard me make this plea, often. Please join the small but growing number of educators who have been both intrigued and excited after reading the education model I have developed. The model is based on my fifty years of experience working with kids, as an organizational leader, as a leadership and organizational development consultant, and as a substitute school teacher.

It is a model designed to support the important work of our teachers and students not impede their efforts. Please help me find a superintendent willing to test my model in one of their underperforming elementary schools next fall, for the 2019/2020 school year.

I ask you to:

  • Read my education model;
  • Follow my blog, Education, Hope and the American Dream:
  • Follow me on Twitter;
  • Share your enthusiasm for my model by “Retweeting” and “liking” my Tweets and by sharing my blog posts to the people whom you know and with whom you work;
  • Reach out to other educators, beyond Twitter, and encourage them to read the model; and, finally,
  • Implore superintendents, principals, and other administrators in your network to consider testing my model in one of their underperforming elementary schools

 

If you do, we can transform public education in America and begin repairing a nation that is becoming dangerously divided. I believe this is the only way we can preserve democracy in America for future generations.

If you take the time to read my model you will see that there is a solution to the challenges facing American schools, but it requires that we abandon a century-long tradition of employing incremental changes. These challenges demand that we go back to the drawing board to create an education process engineered to produce the results we seek.

Our children, their teachers, and our nation are in desperate need of an education process that rejects the failures of the past and put our focus on helping children learn so that they can use what they learn in the real world. Passing state standardized tests is meaningless if kids cannot use what they learn next semester, next year, and beyond. The same is true with respect to high school diplomas.

Please consider this informal analysis of students in my home state of Indiana.

ISTEP+ results in Indiana have been released, recently, and the numbers are staggering. Also understand, that Indiana is not unique. What we see in Indiana is true in school districts in virtually every state in the union and it has been true for decades.

ISTEP results for nine counties in Northeast Indiana show that there are at least 40 schools in which less that forty percent of the students in two or more grades, have passed both the English Language Arts and math components of the ISTEP. These exams are given to students in grades 3 to 8 and, again, in high school.

There are an additional 45 schools in which less than thirty percent of students, in two or more grades, pass both ELA and math components of the ISTEPs.

These schools represent both urban and rural school districts and both public, private and parochial schools. And, no, charter schools are no exception.

It is understood that we shouldn’t be testing. It is understood that many teachers and schools are under tremendous pressure to teach to the test. It is understood that high-stakes testing is the worst possible way to assess the performance of teachers. It is true that some of the tests, themselves,  may be flawed. None of these things, however, justify disregarding what the results tell us.

What the results of high-stakes testing tell us is that the education process, itself, is fundamentally flawed. It sets children up for failure. Disadvantaged kids, many of whom are children of color and/or who begin school with a low level of academic preparedness, suffer irreparable damage because of the education process.

This damage occurs despite the heroic efforts of our children’s teachers. Blaming teachers is like blaming soldiers for the wars they are asked to fight.

If that were not bad enough, there is research to show that many of the students who do well on such tests do not retain what they have been drilled to reproduce—to regurgitate—for more than a few weeks or months. As a former employer, I can attest that an alarming percentage of these young people are unable to use, in a real-world work environment, what their diplomas certify that they have learned.

The State of Indiana has begun letting students use the Armed Services Vocational Aptitude Battery (ASVAB) to help qualify for graduation when they are unable to pass their ISTEPs.

As one of many individuals who administer the ASVAB, both in schools and for young men and women seeking to enlist in the military, I can attest to the fact that more than 30 percent of the high-school graduates and high school seniors seeking to enlist, are unable to get the minimum score to qualify for enlistment. The percentage of minority students who are unable to pass the ASVAB (achieve a score of at least 31 out of a possible 99), is substantially higher, over fifty percent.

This is a national tragedy that, through the balance of this 21st Century, will have devastating consequences for American society. I would also assert, that the policies of neither Republicans nor Democrats will be successful if we do not act to replace the flawed education process employed in our nation’s schools. There are no short-term fixes and we cannot return to earlier, simpler times.

It is imperative that we act now!

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