Tag Archive for education

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
Image by House of Sims, used under its Creative Commons license.

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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
Image by dullhunk, used under its Creative Commons license.

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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
Image by Wonderlane, used under its Creative Commons license.

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Dr. Perry and The ChildTrauma Academy

CTA LogoQuestions of abuse and neglect are the tricky ones. Just like so many issues in life, they are vastly more complex than they seem at first. In the case of the children, whose bodies and brains are constantly developing, these complexities can span a broad array or disciplines.

Enter The ChildTrauma Academy and its Senior Fellow Bruce D. Perry, M.D., Ph.D. The Houston, TX-based CTA describes itself as a not-for-profit organization that is “working to improve the lives of high-risk children through direct service, research and education.” Dr. Perry is an internationally recognized authority on children in crisis.

As a native New Orleanian, I must admit to being quite partial to the work Dr. Perry has done in the aftermath of Hurricane Katrina. The plight of our city’s children and the elderly was one quite evident to me from the start, and I think his work was important. This excerpt from Dr. Perry’s article, “The Real Crisis of Katrina,” applies not only to the child survivors of the Gulf Coast disasters, but also to children in general:

We know that traumatic experiences can result in a host of chronic, sometimes, life-long, problems. More than 35% of the children exposed to a single traumatic event will develop serious mental health problems such as post-traumatic stress disorder (PTSD). That is just the start, however. Children exposed to adverse experiences are at much greater risk for physical health problems throughout life; this includes heart disease, diabetes and hypertension. Traumatized children are at much greater risk for other emotional, social and mental health problems; and as these children grow into adults the risk follows them. Adults with childhood trauma have increased divorce rates, depression, post-traumatic stress disorder, alcoholism, drug abuse and dependence, school failure, and unemployment among many other problems. These children have a much higher probability of requiring the services of our expensive public systems throughout life; special education, child protection, mental health, health and criminal justice.

That makes perfect sense to me. I am in my 40′s, and I have certainly experienced a deterioration in several aspects of my physical health in the five years since Katrina. I’ve also seen the widespread symptoms of PTSD firsthand after the flooding. One can only imagine the effects of these stresses on a developing child, especially when the adults around that child are experiencing similar privations.

Dr. Perry’s article continues with an important message of hope:

And we also know that when traumatized children receive appropriate services, they can heal. We know that if traumatized children can live in safe, consistent, relationally-rich, and nurturing homes and communities they heal. Indeed, traumatic experience can provide a wisdom and strength that is impossible to get any other way. Yet this healing takes place and wisdom grows only when the child is safe, secure and her emotional needs have been met.

Dr. Perry suggests we prioritize funding for children at the same level we do for other crucial infrastructure. After all, our children are the infrastructure of our future.

Dr. Perry can also be seen in our debut feature-length documentary, It’s More Expensive To Do Nothing by HUMANE EXPOSURES films. You can also follow The ChildTrauma Academy on Twitter.

Source: “The Real Crisis of Katrina,” The Zero, The Official Website of Andrew Vachss, 2006
Image: ChildTrauma Academy Logo, copyright retained; fair use: reporting

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