Tag Archive for education

| November 7, 2010
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Inappropriate talk on daytime TV for teens, children and young adults.

HUMANE EXPOSURES explores the quality of daytime TV for young mothers with children at home, or for children and teens coming home from school and turning on TV as they have a break between school and homework. Or are all kids in afternoon sports?

The Doctors, CBS daytime one-hour show, had topics about “mental orgasm,” “vaginal discharge,” “swamp butt,” “anal sex,” “going gray down there,” and other embarrassing, personal, female issues that children and teenagers coming home from school, grabbing a snack and turning on the tube, do not need to see, hear about, become aware of, or add to other inappropriate viewing on daytime TV.  Is this valued information for young mothers to view? Is this what we want young mothers and their mothers to talk about as critical issues of today? This show airs in San Diego from 4:00-5:00 p.m. opposite Oprah.

HUMANE EXPOSURES is interested in your thoughts.

Category: Born, Education, Health, Humane Exposures, Juvenile Justice, Parenting, Public School, Women's Issues | Tags: , , , , , , ,
| October 26, 2010
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Alabama Inmates Tell Kids to Stay in School in a Documentary

SchoolIt is no secret that there is a link between education and one’s eventual path in life. Nowhere is this more painfully asserted than by the number of dropouts that end up in jail or prison. In Alabama, the officials have taken notice, and are using a short documentary film to communicate the “stay in school and out of prison” message to the students. Rick Harmon, a reporter for The Montgomery Advertiser, fills us in:

You wouldn’t expect drug dealers and killers to be in­vited into Alabama classrooms — especially not to teach. But they had a message that everyone from Gov. Bob Riley and Alabama Superintendent of Education Joe Morton to the inmates themselves believed Alabama students needed to hear.

The message was stay in school and out of prison. It was delivered by ‘lifers’ at Wetumpka’s Tutwiler Prison for Women and Atmore’s Holman Prison during a 52-minute video called ‘Inside Out.’ The video, created by the nonprof­it Mattie C. Stewart Foundation, was shown at tri-county area high schools last year.

We have the highest percentage of the population behind bars in the U.S. than any other nation on the planet. A Northeastern University study had reported in 2009 that, on an average day, roughly one in 10 male high school drop­outs between the ages of 16 and 24 was incarcerated. With high school grads, that number is down to one out of 35, and it’s only one out of 500 among the college graduates. In 2002, the Harvard Civil Rights Project study found that 68 percent of prison inmates are high school dropouts.

These are disturbing numbers. Numbers that the documentary hopes to put a dent in. When delivering messages to kids, there is often a credibility gap that the people behind the film hope to overcome by having the actual inmates be the ones delivering it. Harmon writes,

‘I couldn’t get a good job with no education,’ one of the female inmates at Tutwiler says in the documentary. ‘That’s why I kept selling drugs. That’s why I ended up here.’

‘I wonder where I would be now if I had stayed in school and gotten the kind of education my parents had been en­couraging me to get?’ says a male inmate at Holman serving life without parole.

Obviously, we believe in the power of personal narrative, especially in situations like this one. It is easy for a child to view the possibility of future incarceration as an abstract. When it transmutes into a real person, the impact is magnified many times. As always, putting a human face on these issues is vital. These raw, basic stories of humanity have a better chance of striking home than sanctimonious pronouncements or dry factoids. Especially when we’re talking to children.

We will be returning to this topic with our next book, Born Not Raised: Kids at Risk, which explores the troubled psyches of youngsters serving time in juvenile hall. The book showcases a variety of creative tasks taken on by the young detainees — writing projects, artwork, elicited responses to photographs. The revealing results underscore the Humane Exposures’ conviction that early education and youth development are the most effective strategies for breaking the cycle of at-risk behavior and helping our youth thrive. Look for the announcements about the publication date soon!

Source: “THE DROPOUT PROBLEM: Many leave schools for life in lockup,” The Montgomery Advertiser, 10/24/10
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Category: Criminal Justice, Education, Humane Exposures, Juvenile Justice, Prison, Prison Reform | Tags: , , , , , , , , , , , , , , ,
| October 12, 2010
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Guggenheim’s Superman: Education Is Everybody’s Problem

SupermanHUMANE EXPOSURES would like to salute Davis Guggenheim. The director on An Inconvenient Truth has a new film out, and he is hoping that it will spark a dialogue about education in the same way his prior film has generated debate about climate change. Waiting For Superman is nothing less than an S.O.S. on behalf of our school systems nationwide. A call for awareness and action on this subject which affects us all.

It all started earlier in the year when Guggenheim and his wife decide to visit an obviously ailing school that they passed every morning while taking their child to her school. Why did he do it? Alison Gang, San Diego native and movie critic for Sign On San Diego, reports:

So why visit a school that his kids don’t even attend? ‘Superman’ makes the point that failing schools are everyone’s problem, even if your family has options or you don’t have children at all. But, Guggenheim argues, the system can’t be changed unless the public demands reform, which is exactly what he aims to inspire with his film.

‘I think there’s a series of often unspoken reasons that we give ourselves not to care, not to open our hearts to this,’ he said. ‘I want to puncture this kind of disconnect. That’s what a movie should do, connect all the dots and get people to go, ‘Oh, it’s real. This affects me.’’

This s exactly what we hope to do with our own documentary, It’s More Expensive To Do Nothing. Public awareness and dialogue are essential to effecting any substantive change no matter whether you are addressing education as Guggenheim is, or homelessness and the penal system as we have. Without that essential engagement — there is no pressure to produce change. Fortunately, it would seem that Guggenheim’s effort is getting some legs under it:

Whether ‘Superman’ will start the wave of massive reforms necessary to turn a notoriously intractable system on its head remains to be seen, but it has already earned a nod from Oprah Winfrey, who dedicated an entire show to the film, and it won the Audience Award at the Sundance Film Festival.

With Oprah’s powerful reach behind it, this film will get a lot more attention. Step one is always getting people to see it so that it can motivate them to explore the topic further and hopefully take action.

Of course, anything that digs deeply into the long-established policy is bound to get a backlash. In this instance, the film’s stressing of educational accountability is, shall we say, less than popular with the teacher’s unions. Gang writes:

Less than pleased with the film are the teachers unions, which take issue with the film’s stance against automatic tenure and lack of teacher accountability. Taking on the normally taboo topic was a difficult decision for Guggenheim, a lifelong Democrat whose father brought him up to believe strongly in unions. ‘But that’s why you make documentaries. To say things that no one wants to say and to make people face uncomfortable truths.’ He smiles, ‘Not inconvenient truths, but uncomfortable ones.’

Uncomfortable truths are important. It is when we face these and deal with them that we mature, both as individuals and as a society.

Documentary film fans should visit the homes of both films on Facebook: Waiting For Superman and It’s More Expensive to Do Nothing. Each covers a different aspect of the overall problem our society faces — providing proper support for children as they grow up in order to help them be productive members of society. Our film looks at the prison system and makes a great followup to Superman as it explores the frequency with which the issues Guggenheim examines impact those children in later life.

Source: “Guggenheim knows he isn’t ‘Superman’,” Sign On San Diego, 10/08/10
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Category: Education, Humane Exposures, It's More Expensive to Do Nothing, Prison, Prison Reform | Tags: , , , , , , , , , , , ,
| October 8, 2010
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Teen Overcomes Homelessness, Excels in College

PotentialMost people just walk right by the homeless. People living on the street are often viewed as the detritus of society, failed lives with no potential for betterment. Not to say that everyone feels this way, but there is a large segment of the population that does.

Just as with any other segment of the population, this sort of generalization is incorrect. This is especially true of the children, more of whom are living on the streets every day. A child is not responsible for his or her situation, and children are the embodiment of potential.  The ability to realize that potential is harshly curtailed when one is homeless. Still, there are those who manage to triumph over the odds stacked against them.

Sarah Auffret, who writes for the Arizona State University News, brings us one such story, the story of an amazing young woman named Mona:

When she and her mother had to sleep on the street, Romonia ‘Mona’ Dixon would pull out a bag of books she brought home from elementary school and read by the street light. She’d cover up with her mother’s jacket and pretend she was one of the characters in a book, and it made her feel safe.

That was just a few years ago, on the nights when the homeless shelters in San Diego were full. When she was 10 they moved to Tempe, where they continued to live in shelters until the family got into public housing.

Now, seven years later, Mona is a freshman residing in Barrett, the Honors College. She was literally one amongst thousands in the running for the National Youth of the Year award given by the Boys & Girls Clubs last fall, and has accrued over $100,000 in scholarship funds. We’d say this indicates potential. Vast potential.

In this era of financial chaos, you never know who it is you walk past as that person settles down for the night on a street corner. Amazing talents and potential are almost certainly being squandered due to the simple lack of opportunity.

Source: “Student overcomes homelessness to achieve, inspire others,” Arizona State University News, 10/07/10
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Category: Education, Homelessness, Humane Exposures | Tags: , , , , , , , , ,
| September 21, 2010
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Get My School Bucks: An Innovative Web Effort Supporting Education

Get My School Bucks

Did you know that you can help a struggling school simply by shopping? Chad and Melinda Reist of San Diego have created a way for you to do just that, on a website called GetMySchoolBucks.com.

Back in April, KFMB TV Channel 8 ran a story about their efforts, which explains how it all works:

‘We don’t want our younger ones to not have the education they should have,’ Melinda said.

Their solution: a web site that offers discounted gift certificates. Any company interested offers its services on getmyschoolbucks.com at 20 percent off, and any customer interested purchases it at five percent off. The web site takes its cut and the rest goes back to the schools.

‘Essentially it’s money you are already going to spend, so before you head out to dinner with the family, might as well save five percent and give five percent to the schools,’ Chad said.

Sounds like the Reists are on to something. Everybody likes to save money, particularly when the economy is such a mess, so offering coupons is a great way to get people to participate. Adding in the socially conscious element that so many Internet-based efforts are exhibiting these days should really give it legs.

The Reists are not the only parents concerned for their children’s educational future, especially in San Diego, where the state of the school board is continually chaotic. As we’ve stated on numerous occassions, many of the social ills we face are directly related to poor education. There is a plethora of studies linking it to both crime and homelessness, and, while not the sole cause of either, it is still cause for grave concern.

Source: “San Diego couple’s web business to help schools,” KFMD TV Channel 8, 04/01/10
Image of GetMySchoolBucks logo, used under Fair Use: Reporting.
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Category: Education, Humane Exposures, Public School, San Diego | Tags: , , , , , , , , ,
| September 15, 2010
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San Diego’s School Board: A Long and Winding Road to Change

Old schoolSo many of our societal ills can be traced back to failures in the American educational system. Thus it is vitally important that we take an interest in that system and how it’s functioning.

In San Diego, one of the obvious problems is the continuing changes in the school superintendent’s office. The electoral process for the school board in San Diego is both archaic and unusual, and, in addition, it is unlike any other electoral process in the city.

Emily Alpert, a blogger for Voices of San Diego, recently presented an in-depth analysis of that odd system as well as the critiques it has drawn from both sides of the political aisle. Here is a small sample:

Here is how the unusual system works: Candidates like Rosen and his opponents have to survive two elections. In the June primary, they battle in one of five smaller subdistricts. The top two candidates then advance to the November election, where the entire school district votes.

The system might seem strange: No other K-12 school district in San Diego County is elected this way. It is a hybrid of district elections — in which voters in a small slice of a city or school district elect their own representative — and at-large elections in which the whole area votes.

But it was actually the same way that San Diego used to elect its City Council. Even though the city has no power over the school district, schools’ election rules have been laid out in the city charter since 1939.

Voters scrapped that system for City Council 22 years ago, replacing it with district-only elections to ensure that minorities had a better shot at being heard.

But the system stayed the same for the school board — and attracts the same criticisms.

Alpert then goes into a detailed examination of views on all sides of the equation. Here are a few that  she shares in her article:

San Diegans 4 Great Schools, a group that includes philanthropists, business leaders and parents, argues that the existing school board system is outdated and blames it for the revolving door of superintendents that San Diego Unified has suffered in recent years.

Organizer Scott Himelstein says a small school board with five members can swing too easily in a single election, changing the whole direction of the school district in a snap. His group has quietly discussed the idea of adding four new, appointed members to the board.

This would bring it more in line with the rest of the state:

Most school boards in California have five members, but almost all of the large school districts elsewhere in the country have larger boards with seven or nine trustees.

Anyone interested in social issues should take a look at Alpert’s article (link below under “Sources”). Most social ills seem to be rooted in childhood, and education is a vastly important part of that. Issues at that level all too often blossom later in life into homlessness, criminal activity, and substance abuse. As a result, examination of the system and exploration of the methods that can improve it are vital.

Source: “The Unusual Road to the San Diego School Board,” Voice of San Diego, 09/06/10
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Category: Education, Humane Exposures, Public School, San Diego | Tags: , , , , , , , , , , , , ,
| September 2, 2010
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“Race to the Top” Winners Overwhelmingly East Coast

Schoolhouse“One size fits all” is not an adage that applies to social issues. It’s especially true in the case of education. Most of the issues we at HUMANE EXPOSURES cover in our books are affected by access to quality education. From the homeless issues presented in downTownUSA: A Personal Journey with the Homeless to the inside view of female imprisonment shared in Maggots in My Sweet Potatoes: Women Doing Time, we see education as a frequent backbeat to the overall story.

Thus it is with great interest that we follow news of innovation in the realm of education. Unfortunately, the news is not always good. Last Tuesday, the Secretary of Education Arne Duncan announced the most recent states to win the “Race to the Top” competition. While that would seem to be good news, there do seem to be a few troubling details. There is an odd geographic footprint to the awards distributed by this Obama Administration’s signature educational initiative.

You see, with the exception of Hawaii, all of the states that were awarded major grants under the program are east of the Mississippi, and the majority of them hug the eastern seaboard. Oddly enough, my home state of Louisiana, which was considered a shoe-in for funding, has received nothing under the program.

Some good arguments are made by these states that chose not to vie for the funds, as Sam Dillon reports for The New York Times:

Educators in many of the states that did not win, or did not even participate in the competition — which includes every state from Tennessee west to the Pacific — said they were hamstrung from the outset.

They said the competition’s rules tilted in favor of densely populated Eastern states, which tend to embrace more the ideas that Washington currently considers innovative, including increasing the number of charter schools and firing principals in chronically failing schools.

But those rules have seemed a poor fit for the nation’s rural communities and sparsely populated Western regions, experts said.

In small towns, for example, there is often just one school, so setting up a parallel charter school might not be feasible. It can also be hard to attract principals to such communities. And many of rural states do not have the resources or staff to write sophisticated grant applications.

While adding funding to our strained school system is something that is obviously needed, the needs and resources of the communities in question need to be evaluated before we declare that something is “the right choice,” for everyone. One size does not fit all.

Source: “Eastern States Dominate in Winning School Grants,” The New York Times, 08/24/10
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Category: downTown U.S.A., Education, Humane Exposures, Maggots in My Sweet Potatoes, Public School | Tags: , , , , , , , , , , , , , ,
| August 27, 2010
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Troubled Education in San Diego School District

SchoolSo many issues trace back to childhood. The opportunities, the lack thereof, early life traumas, and all the other factors that can impinge on early life, create the building blocks from which the adult is sculpted. Educational opportunities are particularly key, especially during the early years when the mind is so hungry for knowledge.

The Constitution of the State of California guarantees free education. In 1984, the state Supreme Court handed down a decision that refined the legal interpretation to include extracurricular activities offered by public schools. It is an interpretation that the ACLU claims many schools are ignoring.

Tanya Sierra, a staff writer for Sign On San Diego’s Watchdog blog, tells us more:

This month, the ACLU wrote to the San Diego Unified School District in response to a report by The Watchdog that highlighted how fees for uniforms, spirit packs, gym clothes, cheerleading outfits and other items persisted despite a district policy saying such charges violate the state Constitution’s guarantee of free schooling.

[If you’d like to read the letters the ACLU sent to Poway, Grossmont and San Dieguito school districts there are downloadable PDFs of them on the same page as the Watchdog article.]

Corey G. Johnson, a reporter for CaliforniaWatch who specializes in K-12 education, notes that this is not a fresh issue. He has been reporting on it since early this year:

As we wrote in February and in June, numerous instances of school districts disregarding this law has surfaced. Earlier this month, ACLU legal director David Blair-Loy sent the San Diego Unified School District a letter asking for officials to stop several examples of ‘pay to play’ that were found at local schools. The group also asked for the money collected to be refunded to the parents.

The request followed a San Diego Union-Tribune investigation that found schools openly charging fees on their websites, despite a recent local grand jury investigation that slammed the practice.

San Diego superintendent Bill Kowba agreed that the practice was wrong and said the district will cease charging the fees and offer refunds where appropriate.

Situations like these need to be brought into legal compliance. The socialization entailed by extracurricular activities is an important part of childhood development, and access to them is already protected by law.

Source: “ACLU takes school fee effort north and east,” Sign On San Diego Watchdog blog, 08/18/10
Source: “More schools accused of pay-to-play catch ACLU’s gaze,” California Watch, 08/23/10
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Category: Education, Humane Exposures, Public School | Tags: , , , , , , , , , , , , , , , ,
| August 26, 2010
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Blueprint for Student Success: Did It Work?

Old SchoolIt is no secret that American schools are in deep trouble. Programs touting major turnarounds in the system seem to pop up regularly in urban and rural areas everywhere. No Child Left Behind (NCLB)  is one of those programs, one which has received both positive and negative press. Today, we are going to take a quick look at one of NCLB’s early attempts: The San Diego Unified School District‘s short-lived “Blueprint for Student Success.” A new evaluation of that program has been released by the Public Policy Institute of California, addressing the ongoing debate about that program’s effectiveness.

The Blueprint for Student Success ran from 2000 to 2005. It included a variety of  interventions: pedagogical coaches for teachers, extended school days and school years for students in schools with low reading performance, summer intensives for those with poor English skills, and double- or triple-length English periods. High sounding words indeed, but what reality did the program leave in its wake?

Reporter Sarah Sparks, who has covered the education beat for over five years, reports on in her article in Education Week:

San Diego’s turnaround story had all the hallmarks we’ve come to know: high-profile superintendent Alan Bersin and his New York City transplant-turnaround specialist Anthony Alvarado pushed wholesale changes; a furious teachers union protested the ‘my way or the highway’ terms; parents feared the intensity would frustrate and disengage students and the reading focus would hamstring students’ progress in other core subjects. After budget cuts and a school board election shake-up, funding for the blueprint programs dried up and Bersin was driven out a year before his contract expired.

Yet five years later, University of California, San Diego economics professor Julian Betts and his team have released a calm, nuanced evaluation of both the interventions’ effectiveness and the validity of the criticisms that led to its demise. The researchers found the interventions did not lead to lower scores in math, though they did lead to high school students taking fewer foreign language courses. The programs did not cause more students to miss school or drop out. And the overall effectiveness was a mixed bag.

Betts states that the program was quite effective at the elementary school level, although extremely expensive. Results that showed up to a cumulative 12.6% increase were found in the middle school programs. Great news when viewed in a vacuum, but lets pull back a bit and take a slightly wider perspective. Sparks continues:

Moreover, [Betts] thought many of the ‘quite significant gains’ made in elementary and middle school would have been ‘eroded away by the negative effects in high school.’  The same programs so effective in lower grades — extended-session literacy block and core — actually brought down reading achievement for students in high school; for English learners, in particular, the block periods were associated with a drop of 4.9 percentile points a year.

The irony? Early budget cuts meant the extra funding and extended-year portions were cut from the blueprint after only a few years, while the detrimental extended sessions in high school stayed around for years.

That certainly changes the perspective now, doesn’t it?

Source: “Autopsy of a Turnaround District,” Education Week, 08/19/10
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Category: Education, Humane Exposures | Tags: , , , , , , , , , , , , , , , , ,
| August 5, 2010
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Education-Based Incarceration in Southern California

Stack of BooksIncarceration is usually considered to be about punishment. Since 2006, Los Angeles County Sheriff Lee Baca has helmed a plan that adopts a variant view and is aimed at reducing criminal recidivism.

The program, called MERIT (which stands for Maximizing Education, Reaching Individual Transformation), focuses on education-based incarceration. It is designed to help provide reintegration of offenders into their communities in a way that enhances stability for both. Since 2006, 11 classes had graduated from MERIT.

Jim Lynch, reporting for The Century City News, explains the basics of the program:

MERIT is comprised of three unique rehabilitation programs: Bridges to Recovery, a two-phase twelve week domestic violence intervention and recovery program; Veterans Program, a two-phase twelve week program designed to provide incarcerated U.S. military veterans with a sense of regained pride and direction; and the Impact Program, which is a therapeutic treatment program for inmates sentenced by the various drug courts in Los Angeles County.

The curriculum for these three programs provides an educational framework to challenge the negative beliefs and behaviors that perpetuate personal and family dysfunction, including information on the negative impact of violence and the abuse of drugs and alcohol on the individual, the family and the community. The areas of study include personal relationships, parenting, substance abuse prevention, leadership and job skills.

In order to graduate from MERIT, the participants have to complete written assignments and submit an “Exit Plan,” designed to address the challenges they will face in their reintegration into society. Areas such as employment, family, and legal issues, among others, are addressed as participants develop their objectives for their first few months of freedom.

HUMANE EXPOSURES is interested in your thoughts and opinions on this sort of approach to reducing recidivism. Please share them with us in the comments section.

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Source: “Investing in Offenders Through Education Based Incarceration,” Century City News, 08/02/10
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