Please describe your definition of parental engagement.

By Michael Robinson

ETNB: Asked parents to tell us their definition of parental engagement and below are six definitions we found interesting:

1. I see four areas which for me defines parental engagement; (1) Awareness of school expectations; (2) Involved in the home school or parent teacher association; (3) Strict monitoring of child's homework performance; and (4). Monitoring outside influences on child's behavior (ex. media, substance abuse, sex, gangs).

2. Keeping in good communication with the school and the child's teacher. Asking questions about assignments and making sure that the student stays focused and organized. Visit the school get to know the staff and teachers. Use emails in stay in contact with the teachers. Become involved with the PTA. Work with the principal. Support the school. If there is a concern, get all of the facts first before reacting. Make sure that as the student moves through the high school years, he/she stays informed about the classes and credits needed for graduation.

3. Parent and/or family involvement is key in the success of student achievement. That involvement may vary (school visits, help with homework, communication with school staff, volunteer, extra curriculum activity support, etc.) but involvement nonetheless is the same. Additionally, success of student achievement can vary as well such: as increased student attendance, improved grades, decrease in behavioral problems, increased involvement in school activities, and/or increase in self esteem.

4. Parental engagement can be described as how engaged or involved the parent, guardian, or parent figure is with the child (as it pertains to health, education, emotional stability, physical/mental/social stability, etc.).

5. I personally get involved with my child's education by meeting with the teacher prior to the first day of school, giving the teacher my expectations for my child for the year and reviewing with my child his daily activities while at school.

6. Investing time in your child's academic journey, having a visible presence at school, and establishing relationships between faculty, administrators and the student. In addition, further reinforcing at home the importance of productivity, checking homework, having dialogue about issues and challenges.

7. Participation in the learning process with my child.

We want to know your thoughts on parental engagement? Take our survey at:http://www.surveymonkey.com/s.aspx?sm=7L_2fMgl1OziirmiR1G5aPag_3d_3d

Obama Administration Announces Historic Opportunity to Turn Around Nation's Lowest-Achieving Public Schools

Secretary Duncan Announces $3.5 Billion in Title I School Improvement Grants to Fund Transformational Changes Where Children Have Long Been Underserved. To read more visit:
http://www.ed.gov/news/pressreleases/2009/08/08262009.html.

An Exclusive Interview with Dr. Cornell Thomas, President of Jarvis Christian College

by Michael Robinson

Education: The Natural Bridge CEO and Founder Michel S. Davis-Robinson conducted an exclusive interview with Dr. Cornell Thomas, the eleventh president of Jarvis Christian College. You can listen to this exclusive interview on radio for the engaged parent and dedicated educator, THE JOURNEY BEGINS at http://www.live365.com/cgi-bin/mini.cgi?station_name=mdavisro&tm=7566

Bio

Dr. Cornell Thomas formerly served as System Vice President for Institutional Diversity at Oklahoma State University. He was responsible for institutional initiatives related to increasing and maintaining diversity within the university community and system, and fostering equal opportunity for all students, faculty and staff. He was also responsible for assessing, developing, implementing, and monitoring university-wide goals and activities designed to improve and promote educational equity and diversity, including the recruitment and retention of minority undergraduate and graduate students, faculty and personnel at all levels.

Prior to his work at Oklahoma State University, he joined the Texas Christian University faculty in 1990 as an assistant professor of educational foundations and administration. Prior to that, he spent four years as a principal with the Dallas Independent School District, two years as an assistant principal and six years as a teacher. Thomas received his bachelor’s degree in music education from the University of Missouri, St. Louis, his master’s degree in music education from Jackson State University, and his doctorate in educational administration from Texas A&M University, Commerce.

In 1998 he received the Dean’s Teaching Award at TCU and in 2000 was named the recipient of the Elizabeth Youngblood Proffer Award. He serves on several community boards and committees, is the author of nearly 100 refereed publications and numerous other publications and has presented papers at international, national and regional conferences.Thomas and his wife are the parents of three daughters and six grandchildren.

GLOBALIZATION AND THE FLATTENING OF THE WORLD: WHAT DOES IT MEAN FOR EDUCATION?

Written by

Micheal A. Robinson

Thomas Friedman (2005) stated:

"The flattening of the world is moving ahead apace, and nothing is going to stop it. What can happen is a decline in our standard of living if more Americans are not empowered and educated to participate in a world where all the knowledge centers are being connected. We have within our society all the ingredients for American individuals to thrive in such a world, but if we squander these ingredients, we will stagnate."

The 21st century has brought with it challenging and exciting opportunities, a world of discoveries and endless possibilities. At the nucleus for this amazing time is globalization, to be more specific the advancements made in technology that literally put the world at the click of a mouse. Through emerging technologies, the 21st century economies of developed and developing countries will rely more on knowledge power and intellectual capabilities and less on brut strength. This new world with its changing domains will have the capabilities of turning large countries into small ones and small countries into world leaders. An unwanted conversion that seems likely for America largely because of a technologically deficient workforce. This conversion from world leader to the middle of the pack will become irreversible unless considerable efforts are made to educate an underprepared and changing population of low-tech skill workforce.

United States lead over other countries in education has all but evaporated in recent years. Developing countries are increasing their number and quality of college graduates, while equalizing the access rates to education for those attending secondary and primary schools. The actions of the developing countries have been characterized by Kaplan-Leiserson, (2006) as a “sea change” in the relative education advantage that advanced countries have enjoyed for literally hundreds of years. For the first time in decades the United States no longer leads the developed world in the rate of college completion. In addition, large developing economies, especially China and India, are successfully educating thousands of scientists and engineers in order to compete in the global economy (Accountability for Better Results, 2005).

For most of the industrial age the American workforce has been the difference that separated the American economy from all others around the world. The American workforce has always been the most educated, skilled and the most technologically advanced in the world. However, today America can no longer boast of the being the best and the smartest on the block. In America our most valuable resources is severely underprepard and undereducated and as a result the American economy is in jeopardy of becoming an economic non-factor on the global stage. To address this issue will require a targeted and focus agenda, where quality education exist in the K-12 systems and access and affordability of higher education remains the foundation of the postsecondary systems of America. Educating the workforce is a national priority.

Information You Can Use

Information for the engaged parent and dedicated educator


Forest of the Rain Productions, Inc. is proud to introduce a few of products and services. Each service has been developed to strengthen the voices of those seldom heard in education. Please enjoy our products.

The Journey Begins: 24 hour online radio station at
http://www.live365.com/cgi-bin/mini.cgi?station_name=mdavisro&tm=7566

Education: The Natural Bridge Interactive Blog
http://www.educationthenaturalbridge.blogspot.com/


Education4and2Parents: Our Podcast Resource Center: http://education4and2parents.podbean.com/

OPEN ACCESS TO POSTSECONDARY EDUCATION KEY TO AMERIC'S ECONOMIC STABILITY

Written by

Michael A. Robinson

What is open access to higher education and how does maintaining its availability impact the American economy? Open access is the policy of permitting students to enroll in a college or university without regard to academic qualifications. This concept grew largely out of the turmoil of the period 1965-75 which coincided with America's intense involvement in the Vietnam War. This era featured a sharp turn to the left by elites, especially among the intellectuals (Reeves, 2001).

So, Why should Open Access Be An Important Issue For All Americans?

A survey conducted in 1999 by the American Management Association found that over 38 percent of job applicants tested for basic skills by U.S. corporations lacked the necessary reading, writing and math skills to do the jobs they sought, according to the American Management Association's annual survey on workplace testing.

Forrester Research predicts as many as 3.3 million U.S. jobs that now pay combined wages of $136 billion will transfer offshore by 2014. Everything from call-enter work to software development to accounting is shifting to lower-wage centers in India, China, the Philippines, Brazil and South Africa. But what about the 30 million workers here in the U.S. stuck in dead-end, low-paying jobs (Hansen, 2006). The answer is simple; failure to improve ones skills forces them into a life of low wage and dead end employment. Thus the battle lines have been drawn; a fight for economic survival will not come at the end of gun, but at the keyboard of a computer.

Ensuring avenues for educational attainment and career training for today’s workforce will benefit the American economy, as it will result in the creation of a pool of workers prepared to meet challenges of an information-based society. Having an educated and mobile workforce that is capable and willing to learn new task faster, while embracing emerging technology which autonomous and requires less supervision, will free employees to become more creative in thinking of ways to improve the management of their work thus will make America more globally competitive (Sawhill, 2000).

Universal access to higher education today as it has been throughout the past 45 years is primarily accomplished through the nation's 1,200 community colleges. It is largely because of the openness of community colleges that students from diverse backgrounds with a wide range of needs and objectives have gained access to higher education (Ruppert, 2003). Providing access to postsecondary education to all people--even students who are not fully ready for college-level work--is a primary principle of the U.S. educational system. Policy makers can argue over which institutions should provide access to non-traditional students, but the reality is that most institutions will serve at least some students who are underprepared relative to their peer (Brothen and Wambach, 2004).

There has been a belief that within our democratic society, education has been the Great Equalizer; it presents hope, opportunity and the American dream (I. McPhail, 2003). However over the past decade the Great Equalizer has been under attack and the dream of a college education has become excessively harder for the economically disadvantaged to achieve. Many students have to choose between assessing masses debt to finance their education, or cut back on their semester course load, which will result in a longer enrollment and delay in graduation.

As America fights to hold onto its position as a global innovator and economic engine it is strained to do so with an insufficient workforce and an academic infrastructure that appears to be stumbling and bumbling at every level as it attempts to find the right path to regain its educational supremacy. Perhaps the American economy and the future prosperity of its citizens may again begin with its community colleges.

It is estimated that more than 75 percent of entering freshman students at our nation community colleges are in need of some form of remediation. Without authentic open access to an education that is ensured through affordable tuitions, adequate financial aid, flexible course scheduling and delivery, America will be unable to produce a workforce to meet the demands of a global economy. Especially when a mere 53 percent of poor high school students are ready for college after graduation? (Nyhan, 2005).

An abundance of underprepared workers places tremendous stress on the economic systems of America. Valuable resources must be allocated to provide supplemental services for those who have not earned some form of education beyond high school. The national unemployment rate in August of 2005 for workers holding only high school diplomas, 4.7 percent, was more than double that of those with bachelor's degrees or more, 2.1 percent (Nyhan, 2005). These figures signal a challenge for all educational and economic systems.

Information You Can Use

Information for the engaged parent and dedicated educator

Forest of the Rain Productions, Inc. is proud to introduce a few of products and services. Each service has been developed to strengthen the voices of those seldom heard in education. Please enjoy our products.

The Journey Begins: 24 hour online radio station at
http://www.live365.com/cgi-bin/mini.cgi?station_name=mdavisro&tm=7566

Education: The Natural Bridge Interactive Blog
http://www.educationthenaturalbridge.blogspot.com/

Education4and2Parents: Our Podcast Resource Center: http://education4and2parents.podbean.com/

Parental Engagement: A Five Part Discussion With Five School Based Professionals

Written by

Michael A. Robinson

Education: The Natural Bridge (ETNB) has long understood the important role parents play in the academic success of their children. Research has shown engaged parents impact the way children think about education. Thus suggesting when parents put emphasis on education the children follow.

In a ground breaking discussion over the next several weeks ETNB will closely examine the aspects of parental engagement, by discussing the pros and cons associated with increase parental engagement in public schools. During this time we will interview a panel of fathers/significant male role models, teachers, and counselors to obtain their views and opinions regarding parental engagement.

In part four of our five part discussion with five professionals from one of Maryland’s largest school districts we focused on ways parents can become more engaged with their child’s school.

ETNB: What do you believe the school system has to do in order to increase parental engagement?

Leydin: Be able to understand the cultural behavior of so many ethnic groups in our society, especially our County which is so interesting for the beauty of its diversity.

Luz: Schools have to create a plan identifying the mission, vision, values and goals including parents’ opinions. In PG County the ESOL population is growing every day. We need to educate parents. We need to teach them how the American system works. Those parents should be included in the PTA, programs, meeting, etc. It is important to have a bilingual Parent Liaison in each school to provide services to International parents. Parental involvement does not happen by accident. Schools need to have a plan to increase parental involvement. See the needs, set goals, activities and evaluate the progress of the plan.

Vanessa: The school system currently has exceptional programs to promote and increase parental engagement. The Parent Assisting Teacher program, Parent Visitation Program, Parent Volunteer Program, formal parent-teacher organizations, parental involvement with the School Improvement Plan, and the assignment of school-based parent liaison personnel with duties and responsibilities tailored to meet the needs of parents all have impacting results on the lives of children and the overall progress of schools. Data collected within the past 2 ½ years is demonstrative of this fact. The school system needs only to be patient in the process of a naturally occurring culture shift for caregivers.

Jose: Maintain “Open Schools” and the lines of communications open. Keep the school open year around providing extended school hours after the regular school day, offering programs during those extra hours for parents to increase their knowledge and well being. For example literacy classes, adult education courses in computers, arithmetic, household finances, general history to include knowledge of the country and practical courses in parenting and health. Offer tutoring programs year round in the school for those students in need of academic support and for those who want to enhance their knowledge. Through the parent liaison program a) keep the parents informed about the school and community happenings b) use all the lines of communication available (Data bases, internet, SCS, Internet, School Newsletter, Letters, Flyers) in English and Spanish language as we are a culturally diverse schools c) provide assistance as requested and as much as possible using the information available in the school and the school system d) coordinate with other agencies to offer parents information and workshops about the community and available resources and e) foster the parents/school and community relationships. The goal is to make the school a place where parents feel “the school is theirs and is there for their families.”

Jason: In order to increase parental engagement the school system needs to continue to build upon powerful programs like Parent Liaisons. The data has overwhelmingly shown the impact in the increase of parental involvement in schools when parents have an advocate who is in the building to serve them. The many programs and workshops that Parent Liaisons have implemented in their respective schools have worked to increase not only the number of parents involved in the educational process, but the number of fathers! Data bears witness that children who have parental support throughout the educational process are far more successful than those children who don’t!

An eParent Portal Report: Parental Engagement: How We Communicate

Education: The Natural Bridge

An eParent Portal Report

by Michael Robinson

Communication and Parental Engagement

Recently more than 400 parents from public schools in the Mid-Atlantic region of the United States where asked to identify how they usually receive information about school services, events, and announcements. They were provide with a list of ten traditional forms of communication methods typically used by school systems. The parents were asked to check all that applied.

The findings appear to suggest school systems may need to re-consider their perspestives on what is an effective form of communication to parents when it comes to delivering information regarding services, programs and events.

Here is a brief review of what parents had to say:

• TV (5.1%)
  
• Community Organizations (5.8%)
  
• Newspapers (8.5%)
  
• Other Parents (29.4%)
  
• School Website (38.8%)
  
• Teachers (40.3%)
  
• School Communication System (51.9%)
  
• School fliers (59.0%)
  
• School Newsletter (62.1%)
  
• Children (69.9%)

Classroom Observations Increase Parental Engagement

Written by
Michael A. Robinson

A recent poll of parents who visited their child's classroom as part of the school's parental engagement plan reveled 98% of the parents suggested the visit provided them a better understanding of their child's day-to-day school routine. More specifically, 75.3% stated the visit very much provided a better understanding of their child's day-to-day routine. When asked if their visit provided some ideas how to help their child at home with school work, 97% of the parents stated they left with ideas they can use to to assist their child at home.

Parental Engagement: A Five Part Discussion With Five School Based Professionals

Written by

Michael A. Robinson

Education: The Natural Bridge (ETNB) has long understood the important role parents play in the academic success of their children. Research has shown engaged parents impact the way children think about education. Thus suggesting when parents put emphasis on education the children follow.

In a ground breaking discussion over the next several weeks ETNB will closely examine the aspects of parental engagement, by discussing the pros and cons associated with increase parental engagement in public schools. During this time we will interview a panel of fathers/significant male role models, teachers, and counselors to obtain their views and opinions regarding parental engagement.

In part three of our five part discussion with five professionals from one of Maryland’s largest school districts we focused on ways parents can become more engaged with their child’s school.

ETNB: What are some of ways parents can become more engaged with their children around school?

Luz: Parents can be more productive partners if schools:

• Provide parents with clear information in multiple languages
  
• Establish times for conferences that are convenient for the parents
  
• Use technology such as e-mail and voice mail in multiple languages
  
• Do surveys in multiple languages
  
• Create a volunteer program for ESOL and not ESOL parents
  
• Create a two ways communication system in both languages
  
• Support parents with workshops in both language
  
• Link parents to community programs
  
• Include parents on decision making

Jason: Parents can become more engaged with their children around school by doing parent observations, volunteering to chaperone on field trips or other school events, and by actively communicating with their child’s teacher.

Leydin: By taking advantage of volunteer opportunities in the schools, attend parents/teachers conferences, school general meetings, etc.

Jose:

• Parents and community members joining the PTA
• Volunteering to assist in school functions acting as chaperone, serve as a guest speaker for career day in the classroom
• Parents can provide the school with needed assistance based on their areas of expertise
  
• Engage the teachers in discussions related to their children academics (Parent/Teacher Conferences)
  
• Visiting their children classrooms on a regular basis
  
• Assist the community in developing events that benefit their child’s school

Vanessa: There is an enormous amount of opportunities for parents to become more engaged with their children around school. The core opportunities are visiting their child’s classroom, having frequent correspondence with their child’s teacher(s) via phone, meetings, or on-line communication, and participating with parent workshops. The workshops focus on the most prevalent information for parents, provides a forum that allows for questions and feedback, as well as teach skills for application.

Best Practices For Increasing Parental Engagement

Written by

Michael A. Robinson

Research has increasingly shown that parental engagement impacts student achievement and behavior. However, the question confronting public school leaders is how to increase parental involvement. Education: The Natural Bridge surveyed more than 50 school based professionals responsible for working with parents to determine some of their best practices to bring parents/families into the school houses.

Best Practices:

• Meet and greet parents on a daily basis
• Make them feel welcome when they come to the school
• Personal one on one contact
• Invited parents to participated in school planning and decision making teams at school
• Conduct monthly parent workshops
• Identify the needs of your community
• Remembering parents names
• Calling parents when there is good and bad news concerning their child
• Encourage parents to sign up as school volunteers
• Train school personnel to be parent friendly
• Motivate parents to join and become active members of the Parent Teacher and Student Association
• Make sure your parents are aware of who you are (letter of introduction, newsletter, fliers)

HOW CAN FATHERS OR SIIGNIFICANT MALE ROLE MODELS IMPACT THE ACADEMIC ACHIEVEMENT OF STUDENTS?

Written by

Michael A. Robinson

Dr. Wayne Beckles of Baltimore City Community College suggested there are three ways in which fathers or significant male role models can impact the academic success of their children.

1. Structure, presence, and regular input will support student success;
2. Tutoring and homework review are very useful;
3. Starting early before students experience difficulty can prevent the "achievement gap"

Please describe your definition of parental engagement.

An anonymous Parent stated on Wednesday, August 19, 2009:

Parental engagement can be described as how engaged or involved the parent, guardian, or parent figure is involved with the child and all of the child's best interest (as it pertains to health, education, emotional stability, physical/mental/social stability, etc.).

Digital natives & digital immigrants: A new teaching & learning paradigm

Guest Writer

Ingah M. Davis-Crawford

Digital Natives (i.e., the current generation of students (born 1979-1994; Sweeney, 2005) who are “native speakers” (Prensky, 2001a, p.1) of the digital language common to computers, videogames and the Internet) are not predisposed to learn by way of traditional presentational teaching methods as did previous generations. These young people, according to Prensky (2001a, 2001a, 2004, 2007a, 2007b), are hard-wired to learn using the digital technologies that have been ubiquitous for many from the very beginning of their lives. In fact, Prensky (2001a) states that today’s generation of students (i.e., digital natives) have advanced significantly beyond the previous generation, so much so that the author contends that a huge “discontinuity” or “singularity” (Prensky, 2001a, p.1) has taken place as a result of the explosion and rapid dissemination of digital technology in the final decades of the twentieth century. Prensky (2001a, 2001b) goes on to stipulate that today’s students (K through college) have spent their lives surrounded by and using computers, videogames, digital CD/mp3 players, cell phones and a variety of other implements of the digital age, have spent less than 5,000 hours reading in their entire lives; on the other hand, and they have spent over 10,000 hours playing videogames and 20,000 hours watching television (Prensky, 2001a, 2001b). It is not, therefore, an exaggeration to state that digital technologies are a central part of their lives.

Contact Ms. Davis-Crawford:

catchingtwlight@hotmail.com

PART TWO: A DISCUSSION With FIVE SCHOOL BASED PROFESSIONALS ABOUT PARENTAL ENGAGEMENT

Written by

Michael A. Robinson

Education: The Natural Bridge (ETNB) has long understood the important role parents play in the academic success of their children. Research has shown engaged parents impact the way children think about education. Thus suggesting when parents put emphasis on education the children follow.

In a ground breaking discussion over the next several weeks ETNB will closely examine the aspects of parental engagement, by discussing the pros and cons associated with increase parental engagement in public schools. During this time we will interview a panel of fathers/significant male role models, teachers, and counselors to obtain their views and opinions regarding parental engagement.

In part two of our five part discussion with five professionals from one of Maryland’s largest school districts we focused on barriers that may be inhibiting some parents from becoming involved with their children’s school. This segment produced some rich and authentic discussion about barriers to engagement.

ENTB: What are some of the major barriers to parental engagement today versus years ago as it relates to education?

Luz: I can give you six direct barriers to parental engagement.

1. Parents working extra hours
2. Language barrier
3. Lack of education
4. Lack of motivation
5. Parents don’t know the American Education System
6. Some parents don’t feel welcome at school

José: Essentially, there is a need for the families to adjust to today’s society dynamics. That is, most parents work and some more than one job. Therefore, they are no longer at home to assist the children with their school work. Children spent a substantial amount of time after school away from home, often along in the house without adult supervision or interaction. In addition, as our neighborhoods become more and more diverse, language and cultural barriers inhibit the needed communication between the school, the students and the families. Very often the level of academic achievement of the parents can be a barrier to communicate with the students and the school. This problem precludes many parents from assisting their children with school work. Living in poor urban settings and with many families in one household, does not provide the appropriate climate for learning and schooling. Many of those urban settings do not have adequate schools that offer quality educational programs to meet the needs of the diverse populations.

Jason: Today there are more single parent homes, lack of home-school communication, increased homeless population, transient families, economic and societal problems, parent’s education level, and a parent’s lack of understanding how to be and advocate for their child.

Vanessa: As it relates to education, the major barrier to parental engagement today versus years ago is the lack of a true, nurturing partnership between home, school, and the community. Parents have difficulties developing trusting relationships with staff and leadership that change often. Teachers and staff easily become frustrated with families that do not comprehend specific ways in which they can support their child’s educational advancement. And besides making financial contributions to the school, community businesses and organizations struggle with their idea of a mutually beneficial relationship in this triad. Developing and maintaining long-lasting bonds between these three domains have a very low probability compared to years ago without a definitive and purposeful plan.

Leydin: Quality of time and not being informed about how the school system works in today's society.

HOW CAN FATHERS OR SIGNIFICANT MALE ROLE MODELS IMPACT THE ACADEMIC ACHIEVEMENT OF STUDENTS?

Written by

Michael A. Robinson

Education: The Natural Bridge (ETNB) spoke with several African and Latino American men to get their response to the question: How can fathers or significant male role models impact the academic achievement of students?

Mr. Kevin C. A high level adminstrator in the Federal government located in Washington DC and the father of two is very active in the lives of his children.

"For me it is just by participating going to school activities and encouraging learning especially math and science. An after school enrichment program is also great".

Parental Engagement: A Five Part Discussion With Five School Based Professionals

Written by

Michael A. Robinson

Education: The Natural Bridge (ETNB) has long understood the important role parents play in the academic success of their children. Research has shown engaged parents impact the way children think about education. Thus suggesting when parents put emphasis on education the children follow.

In a ground breaking discussion over the next several weeks ETNB will closely examine the aspects of parental engagement, by discussing the pros and cons associated with increase parental engagement in public schools. During this time we will interview a panel of fathers/significant male role models, teachers, and counselors to obtain their views and opinions regarding parental engagement.

We began our journey with a five part discussion with several school based professionals of one of Maryland’s largest school districts. Each participant has the responsibility of developing programs and services aimed to increase the level of parent participation in their assigned schools.

ETNB: How do you define parental engagement as it relates to education?

Jason: Parental engagement is when parents actively participate in the educational process. Parents who contribute to school policy and decision making through organizations like SPMT and school PTA, as well as parents who support fundraisers, parent workshops, parent teacher conferences, and school events.

Vanessa: Parental engagement as it relates to education is simply a parent or guardian’s involvement in what their child is being taught, how they are learning, and being an integral part of the decision making and process of the goal to have their child successfully graduate from high school.

Jose: Parental engagement in education can be defined as the active participation of parents in the affairs of the school and its community. When the parents are actively involved in the school the benefit accrues to the home/school/community partners and to their children in their educational endeavors.

Leydin: Being a parent and raising a child should not be difficult. Unfortunately, educating a child in today's society is a challenge, therefore parents must get involved in their children's education so in this way they can learn how and what kind of resources they should provide for their kids to perform to their full potential.

Luz: Parent engagement is the participation of parents in every facet of their children’s education. Parents are the primary educator. When parents are engaged, it makes a big difference in the children’s education and life.

HOW CAN FATHERS OR SIGNIFICANT MALE ROLE MODELS IMPACT THE ACADEMIC ACHIEVEMENT OF STUDENTS?

Written by
Michael A. Robinson

Education: The Natural Bridge (ETNB) spoke with several African and Latino American men to get their response to the question: How can fathers or significant male role models impact the academic achievement of students?

Mr. Neftali Ortiz, Parent Liaison with Prince George's County Public Schools, the 18th largest school district in the United States was eager to discuss his views on the role men and significant male role models play in the lives of children.

This is a very interesting question. I would like to answer the question by taking a look at the entire family. First, it is important to know that research has shown there is a strong rela­tionship between parental influences and children's educational outcomes, ranging from school readiness to college completion. There are two reasons for that, according to Academic Success Begins at Home: How Children Can Succeed in School:

1. family structure, how many parents live at home and the relation they have with their children
2. Parents' involvement in their children's schoolwork.

The solution to improve academic achievement in our students begins at home. How can we do that? This can be accomplished through strengthening the family, by having strong marriages and increased parental involvement. Studies have shown that children raised in families, with two con­tinuously married parents, tend to fare better on a number of cognitive, emotional, and behavioral outcomes than children living in other family forms. That means if our kids have a father figure at home (Not just the mother as customary) our children would do better at school.

Multiple studies have suggested when parents read to children it improves their literacy development. Toddlers and preschool-age children in married-parent families are read to more often than peers living with just one parent. Children are living with mom and dad on average have higher reading test scores than kids living with just one parent.

According to Academic Success Begins at Home: How Children Can Succeed in School. Children ages three to 12 living in intact fam­ilies have higher average math scores than their peers where the mothers lives in a cohabiting relationship. Children ages six to 11 residing in an intact fami­ly environment tend to be more engaged in their school work than peers in other family structures.

As we can see having both a father and a mother figure, in other words having a stable marriage will help our kids do better in school, which in time will translate into a better life for our kids.

25 Ways Fathers and Significant Male Role Models Can Get Involved in the Academic Lives of Their Children

Written by
Michael A. Robinson

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. Meet your child’s Parent Liaison/Principal
    
12. Consider becoming a teacher
    
13. Ensure your child has school supplies for the entire school year
    
14. Review the School Calendar and become familiar with activities and school closings
    
15. Discuss current and future goals with your child
    
16. Discuss with your child how education plays a role in reaching goals
    
17. Become familiar when possible with the health conditions of your child
    
18. Meet regularly with school counselor and together advise your child in making the correct choices in education
    
19. Participate in a variety of activities with your children
    
20. Understand your Rights as a Parents within the school system
    
21. Learn to navigate the school system
    
22. When possible attend a School Board meeting
    
23. Sign up to receive e-mail news updates from the school system
    
24. Visit the school system's Web site to remain informed
    
25. Join your child school’s School Improvement Team (SIT) or School Planning Management Team Meetings (SPMT)

ALERT: Parents of High School Students

by Michael Robinson

According to the Bill & Melinda Gates Foundation American high schools and students face challenges to their persistence. High Schools U.S. graduation and college-readiness rates are unacceptably low.

• Nationwide just over 70 percent of students graduate from high school.
  
• Graduation rates for African-American, Hispanic, and low-income students are lower still, hovering at slightly more than 50 percent.
  
• Even with a diploma, only half of graduates leave high school prepared to succeed in college, career, and life.
  
  

Every student in the U.S. deserves the opportunity to attend a good school.Today, whether moving directly into the workforce or going to college, students leaving high school need the same skills and knowledge to succeed in life. They deserve strong schools that expect, challenge, and support them to do their best—regardless of race, income, or family background.

Improving education is the best way to create equal opportunity for all.The failure to ensure that all young people learn what they need to succeed undermines equality and opportunity--the fundamental values of the United States. Young people risk becoming less engaged, less prepared, and less capable of leading the nation into a brighter future.

How is the Gates Foundation Proposing to assist the development of a solution to an American crisis? They are working to raise high-school graduation and college-readiness rates.We focus our efforts on improving student success for African-American, Hispanic, and low-income students. They believe that all students should graduate from high school prepared to succeed in college, career, and life.

For information visit the Gates Foundation page on their approach: http://www.gatesfoundation.org/topics/Pages/high-schools.aspx

HOW CAN FATHERS OR SIIGNIFICANT MALE ROLE MODELS IMPACT THE ACADEMIC ACHIEVEMENT OF STUDENTS?

Written by:

Michael A. Robinson

Education: The Natural Bridge spoke with several African American men to get their response to the question: How can fathers or significant male role models impact the academic achievement of students? One of the first to offer an opinion was Dr. Walter Dozier, former Special Assistant to the Chief Administrative Officer / Education Liaison for Prince George's County Government.

ETNB: How can fathers or significant male role models impact the academic achievement of students?

Dr. Dozier: This is an interesting question. The absence of masculine guidance in any culture has devastating effects on children’s self esteem and learning capacity. For example, girls do better at some sports when fathers encourage their participation. That is because sports are deemed a male domain. Fathers and surrogate fathers must set standards of behavior and expectations for boys (and girls). A local (Maryland) author states in her work that many men have something called “extended adolescence” because they never learned that at a certain age, adult responsibilities must be taken on. We still have men in the 40s and 50s acting like they are in the 20s.

Prior to the industrial revolution, men worked primarily at home where they tutored and honed the masculine skills of the sons. Once men left home to work in factories, there was a subtle but dynamic shift in the way boys were raised.

When men tell boys that is okay to be smart, boys have a means to mentally and emotional combat the negative messages about being smart and being a man. I heard Dr. Franklin from Morehouse University say “if the village elders do not stand up and set the agenda, the village idiots will.”

In many cultures, boys still go through manhood rituals, which announce to the society that a boy is ready to pass into manhood because he has been properly schooled in manhood responsibilities and expectations. We have lost our manhood rituals other than sports. And given the recent examples of Vick, Burris, O.J., Barkley, Stallworth, athletes themselves need male mentoring not to mention should not be automatically given role model status.

I have gone in to dozens of homes with the police department and found that the absence of fathers is decimating our community on multiply levels – economic, criminal, social, and emotional. I am interested in promoting boarding schools for children who have poor social and academic structure in their home environments. At the same time, society must help repair the generational socioeconomic injuries to Black men, while Black men take advantage of ever-expanding opportunities in our society.

Please Describe The Types Of Activities Your Formal Parent Organization Has Utilized To Impact Parental Engagement and Student Success?

Written by

Michael A. Robinson

Several weeks ago Education: The Natural Bridge asked presidents of Formal Parent Organizations (PTO/PTA/PTSO) to describe some of the activities by their organizations which have impacted parental engagement and student achievement at their schools.

Here are a few of their responses:

• We purchased books and school supplies.
• We increased the number of parents volunteering in the school.
• We provided presentations for parents on homework, school and classroom discipline, testing, reading, math, health, attendance.
• Provided scholarships to high academic achievers.
• Purchased books and reading materials for school library.
• Sponsored science fair and art projects.
• Secured grants to promote reading among families.
• Promoted parent information nights.
• Hosted speakers on topics, such as the college admission process and graduation requirements.
• Conducted Scholastic Book Fairs.
• Held a college summit/information night.
• Conducted monthly parent workshops.

Please Describe Your Definition of Parental Engagement.

An anonymous Parent stated on Monday, August 10, 2009:
by Michael Robinson

Investing time in your child's academic journey, having a visible presence at school, and establishing relationships between faculty, administrators and the student. In addition, further reinforcing at home the importance of productivity, checking homework, having dialogue about issues and challenges.

Your Opinion Matters To Us: Two Surveys

We want to know your thoughts on parental engagement? Take our survey at:
http://www.surveymonkey.com/s.aspx?sm=7L_2fMgl1OziirmiR1G5aPag_3d_3d

Are you planning to escort your child to school on the first day? We want to know your thoughts. Take our survey at:
http://www.surveymonkey.com/s.aspx?sm=m2PWoCSBAdVnqlkI49zHSQ_3d_3d

What Is Your Child's EDQ?

Written by
Michael and Shelly Robinson

What is your child’s EDQ (Education Quotient)? The EDQ represents the amount of investment in the child’s educational portfolio (in class and out of class learning experiences) by parents, family and school staff. According to Joyce Pollard, Director for Institutional Communications for the Southwest Educational Development Laboratory (SEDL) "The most valuable way you can become involved in your child’s education is to provide a rich learning environment in your home to support your child’s academic achievement". The more engaged the child’s parents combined with a dedicated educator the child will have a steady increase in their EDQ. Epstein, et al. (2008) studies have shown parental involvement has an influence on the level of student achievement in the area of math. She goes on to suggest the greater the involvement of the parent in their child’s school life the greater the achievement, citing the works of Desimone (1999); Ma (1999); Valadez, (2002).

Educator Spotlight: Dr. Mary Evans Sias

Dr. Mary Evans Sias

A desire to excel and an insatiable passion for learning have characterized Dr. Mary Evans Sias’ life and her professional career, spanning more than 25 years in nonprofit management and higher education.

Selected as the 13th president of Kentucky State University in 2004, Dr. Sias has focused on creating an environment of accountability, transparent communications and collegial decision making since her arrival. She has a strong concern for and demonstrated commitment to students and to building stronger relationships with the broader community. Under her leadership, new graduate programs are being added, there has been a focus on KSU’s Land Grant status and significant improvements in technology are taking place on campus to prepare students to meet the global challenges facing them. In addition, fund-development efforts of the university have improved substantially.

Prior to coming to Kentucky, Dr. Sias served nine years as senior vice president for student affairs and external relations at The University of Texas Dallas, where she was also an associate professor of sociology. She also served as chief executive officer of the YWCA of Metropolitan Dallas for 14 years.

Throughout her professional career, volunteerism has been an integral part of her life, and she has received numerous awards for her community efforts, including the “She Knows Where She’s Going Award,” given by Girls Clubs Inc. Since coming to Frankfort, Dr. Sias has joined the Board of Directors of the Frankfort Chamber of Commerce, the YMCA Board, Leadership Kentucky and the University of Kentucky Museum of Art Board.

A native of Jackson, Mississippi, Dr. Sias earned her bachelor’s degree in sociology from Tougaloo College, where she graduated summa cum laude. She was awarded a Ford Foundation doctoral fellowship and pursued her master’s and doctorate in sociology from the University of Wisconsin at Madison. She also received a master's in business administration from Abilene Christian College.

Dr. Sias is married to Shadrach Sias, and they have one daughter, Adrienne Sias.

To find out more about Dr. Sias visit http://www.kysu.edu/

HBCUs Are Relevant In The Development of Future African American Leaders

Written by

Michael A. Robinson

Are HBCUs relevant? This was the question we presented to you our subscribers. It is your opinion that HBCUs remain relevant as 87% of you voted yes with regard to their relevancy. Thus suggesting there is still a significant role for HBCUs in shaping and developing African American leaders in all fields and industries.

SCHOOL SYSTEMS ON THE MOVE......MAKING A DIFFERENCE

The Prince George’s County Board of Education has named Dr. William R. Hite, Jr. as the new Superintendent for Prince George’s County Public Schools (PGCPS). The Board made the announcement during a special meeting this evening at the Sasscer Administration Building in Upper Marlboro. The public was encouraged to attend and hearthe discussion.“The Board is in complete consensus in its selection of Dr. Hite as superintendent of Prince George’s County Public Schools,” said Board Chair Verjeana M. Jacobs, Esq. During his tenure as Interim Superintendent of Schools, Dr. Hite has demonstrated that he meets or exceeds all the requirements the community has said they want in a superintendent. He knows our schools, understands our challenges, and has demonstrated his commitment to the children, parents, and community members of Prince George’s County.”

Board members had previously discussed launching a national search for a newsuperintendent, but the feedback from the community during public meetings on the topic underscored the immediate need for strong, stable, knowledgeable, and trustworthy leadership.

Dr. Hite joined PGCPS in June 2006 as Deputy Superintendent, working alongside former Superintendent John E. Deasy to bring reforms to the school district. He led major efforts to improve student achievement and instruction, including the Intensive Support and Intervention Schools (ISIS) program that provided significant support to schools most in need based on student and school performance indicators.

He oversaw a major reorganization of the school district’s regions into zones to reducecosts and provide more equitable support to schools. Most recently, he has worked diligently during difficult economic conditions to create an operating budget for the school system that continues to provide needed support for students, and is working in partnership with the Board of Education to garner community input on the expansion of choice programs and consolidation of under-enrolled schools.

PARENT ALERT!: A Parent's Worst Nightmare

The Real Story Behind Carl Walker-Hoover's Suicide

Wendy L. Wilson

Sirdeaner Walker, 44, is ferociously protective of her four children. So when her 11-year-old son Carl Joseph Walker-Hoover complained to her last September of being bullied by students at the New Leadership Charter School in Springfield, Massachusetts, for "acting gay," she did something about it. She spoke to his principal, teachers and guidance counselor and became more active in the Parent Teachers Organization.

But the teasing and threats .........Read full story » at http://www.essence.com/news_entertainment/news/articles/carl_walker_hoover_suicide

No Cost Health Care for Children, Pregnant Women and Adults over 19 in the State of Maryland

Rhonda Ulmer,
Community Health Advocate

Priority Partners, one of seven Managed Care Organizations authorized by the State of Maryland to provide health care services for Medicaid and Maryland Children’s Health Insurance Program recipients, is owned by Johns Hopkins and Maryland Community Health Systems, a group of federally qualified health centers throughout the State.

Priority Partners and Johns Hopkins HealthCare have an established a network of doctors, health centers, and hospitals throughout the State offering doctors visits, vision care, prescription coverage, immunizations, hospital coverage, dental care, and no-cost over-the-counter medications, as well as mental health and substance abuse services. To manage complicated healthcare issues, Priority Partners has established several Care Management initiatives which provide one-on-one nurse case managers to assist individuals in understanding their illness, adapting to their treatment plan, and coordinating medical appointments.

Priority Partners also offers a Health Advocate program to low- income and moderate-income residents and community groups interested in learning more about staying healthy, and providing a healthy environment for their families. Rhonda Ulmer is the Community Health Advocate for Prince George County. Ulmer will provide health information classes to community groups in Prince George County.

Local schools, community associations, government agencies, and faith-based organizations who serve such residents may contact Ulmer at (410) 424-4692 or RUlmer@jhhc.com to arrange presentations on Pregnancy, What To Do When Your Child Gets Sick, Stress Reduction, Diabetes, Nutrition and Obesity, and How To Be Your Own Health Advocate, among other topics. Attendees will get take-home program summaries and resource/contact information. Ulmer is also available for health fairs and other community events.

The Maryland Children’s Health Program (MCHP) was established in 1998 using federal and state funds to provide no cost health care coverage to children up to age 19. The program also offers eligible pregnant women of any age full pre-natal, delivery, and post-partum health care.

Eligibility for MCHP, determined by family size and income, is based on a sliding scale. For example, a family of four with income at or below, approximately $44,100 would qualify to have their children enrolled in MCHP at no cost. In determining eligibility for pregnant women, the program counts the unborn child as a member of the family and increases the income eligibility levels significantly (i.e. a family of four including a pregnant woman would qualify with a household income as high as, approximately $55,100).

In cases where household income is somewhat higher, many families are eligible for MCHP Premium, a low-cost health insurance program. For example, a family of four with at income between, $55,100 and $66,200 could participate for a monthly fee of approximately $48 or $60 based on family size and income eligibility.

In July, the Maryland Department of Health and Mental Hygiene expanded MCHP to include the parents and guardians of MCHP children at or below 116% of the poverty level. Priority Partners also promotes health care services through the Primary Adult Care (PAC) program, which offers no cost health care for low-income adults 19 and over. Services include:

· Unlimited Primary Care Visits

· Over-the-Counter Medicines

· Prescription Drugs· X-rays & Laboratory Tests

· Diabetes Screening & Care· Mammograms, PAP Tests & Prostate Exams

· Vision & Podiatry Services For Diabetics· Routine Dental Care

For more information about Priority Partners call 800-654-9728, or log onto http://www.ppmco.org/ on the Web. Contact the county health department to apply for MCHP.

Just How Engaged Are You?

This was the question posed by the Denver Public Schools (DPS) to parents. In an effort to measure just how engaged parents perceived themselves to be, DPS created a short quiz for parents to take.

We invite our parents to take the quiz. Feel free to comment on your results in our comment section for this posting.

1. YES NO
Do you make sure your student completes his/her homework?

2. YES NO
Are you a member of the PTA/PTO in your school?

3. YES NO
Do you make sure your student reads everyday?

4. YES NO
Do you volunteer at your child's school?

5. YES NO
Are you on the CSC committee? (the decision making body for the school)

6. YES NO
Do you regularly attend parent/teacher conferences?

7. YES NO
Do you participate in parent trainings/workshops?

8. YES NO
Do you attend family nights such as literacy and math?

9. YES NO
Are you involved in the school improvement plan?

10. YES NO
Do you communicate regularly with your child's teacher?

11. YES NO
Do you know the reading level of your child?

12. YES NO
Do you call the attendance line when your child is ill?

13. YES NO
Are you on the interviewing committee at your school?

How to score your quiz:

Questions 1, 3, 6, 12: if answer is yes, give yourself a 1 for each question

Questions 4, 7, 8, 10, 11: if answer is yes, give yourself a 2 for each question

Questions 2, 5, 9, 13: if answer is yes, give yourself a 3 for each question

Score Totals: 0 - 4 = Emerging; 5 - 12 = Developing; 13 - 26 = Exemplary

Mentoring Is A Benefit To Everyone

Written by

Michael A. Robinson

How is mentoring a benefit to everyone:

The Mentor Gains
• Personal satisfaction by helping children learn
• The opportunity to learn new skills or polish old ones
• Knowledge and understanding of the work place, Public Schools and commitment

The Mentee Gains
• Additional individual attention
• An accepting atmosphere for learning reinforcement
• A chance to succeed, thus building a better self-concept
• A good friend who is a warm and caring adult

The School Gains
• Positive public relations with the community
• Improved student achievement and behavior
• Additional services without extra costs
• Increased community understanding and support

Additional Gains
• An increase in the probability of graduation
• An increase in the attendance rate of students who have shown loss of academic interest
• An increase in daily participation in school chance to succeed, thus building a better self-concept
• An increase in the grades of performing students

Information You Can Use

Question of the Day:

Can fathers or significant male role models impact the academic achievement of students? Let us hear your opinion, call us at 240.593.3813, Forest of the Rain Productions and leave your message

An Interview with Susan Shaffer, Executive Director of the Maryland State PIRC

Written by

Michael A. Robinson

Recently, I had the pleasure of interviewing Susan Shaffer, Executive Director of the Maryland State PIRC at the conclusion of one the organization’s conference planning sessions with over 10 Maryland school districts.

The Maryland PIRC is an organization not known to many, but is one of the most effective organizations in the State of Maryland advocating for parental/family involvement in schools and communities to benefit student achievement.


Q. What is the Maryland PIRC?

A. The Maryland PRIC is the Maryland State Parental Information Resource Center. It is funded by the United States Department of Education and we provide services, direct services to parents and educators on issues related to family engagement and student achievement.

Q. How does the Maryland PIRC define Parental Engagement/Family Involvement?

A. That is a very good question. We want parents to be partners with schools and decision makers with schools; to be able to work effectively with their children at home; to be able to be advocates for their children and all the children that they work with within their communities. That is really what we would like. We want parents to have both advocacy skills as well as a sense of feeling empowered to help their children at home, so that the children can do better in school.

Q. How can Families find out about the services and programs offered by the Maryland PIRC?

A. They can find out by going on our website, which is http://www.mdpirc.org/
We have a hotline were parents can call in and we have people on staff who will answer their questions and if they can’t answer them the will put them in direct contact with someone in their County. They can find out about the PIRC through their Title 1 offices, through their family engagement offices and through the Maryland State Department of Education.


For the complete interview with Susan Shaffer, Executive Director of the Maryland State PIRC visit The Journey Begins, our 24 hour online radio station for the engaged parent and dedicated educator on Tuesday, August 11, 2009 at http://www.live365.com/cgi-bin/mini.cgi?station_name=mdavisro&tm=7566

You will also be able to download the entire interview beginning August 15, 2009 at http://education4and2parents.podbean.com/ our Podcast Resource Center for free.

Morgan State University's 10th Summer Leadership Institute

Welcome to Morgan State University's 11th Summer Leadership Institute "Leading In Challenging Times" Sponsored by Community College Leadership Doctoral Students

(Cohort 10)

Each year the Community College Leadership Doctoral Students present the Leadership Institute in which to facilitate workshops for its current Cohorts and alumni. The Leadership Institute prepares the student to function effectively in the cohort and provides direction for completing the requirements of the program of study. In addition, faculty members and visiting scholars share information on research initiatives, contemporary issues, and general aspects of leadership in community colleges. The Institute is usually a two-day session held in the fall and prior to launching the program of study for the year. Through participation in the Leadership Institute, Cohort members synthesize the requirements of the program of study, get acquainted with each other, and discover how their interconnectedness forms the basis of the Cohort experience.

Under the leadership of the Program Director, students plan, coordinate and conduct the Annual Leadership Institute. First year students view the institute as a means for them to gain insights about the CCLDP. The second year students see the Leadership Institute as a way to reassess their status in the program, as well as an opportunity for meaningful interaction, exchange and connection among participants as they engage in leadership development and research activities.

The Annual Leadership Institute focuses on the following objectives:

• provide opportunities for students to broaden their leadership skills,
• build a sense of community among new and continuing students,
• provide a forum for networking with local and national leaders from community colleges and associations
• provide an opportunity for new students to begin the development plan, and
• identify topic areas for their research study.
  
  

This year's theme is: Leading in Challenging Times. Despite the current shift in the national and global economy, today's leaders still have to know how to be productive and how to uphold the mission of the community college. As a result, Cohort 10 has designed this year's Leadership Institute to assist with these concerns. There are three (3) General Session workshops that will preface each concurrent session. Please see the list below in order to determine your session of interest, times, presenters, and location. We look forward to seeing you in August!

Registration is now OPEN!

http://kmcmanus32.brinkster.net/registration2.html

Message from the Director

http://kmcmanus32.brinkster.net/message_dir.html

10th Summer Leadership Institute Presenters

http://kmcmanus32.brinkster.net/newspeakerspg.html

Parent Alert!

Announcements

• Save the Date! PARENTING MATTERS: Connecting Crayons, Computers, College, and Careers, Saturday, November 7, 2009 - Additional details are available in both English and Spanish.

• If you are an educator working and advocating for ELL families, make sure you join MELLFIN and network with others throughout the state that deal with the same issues. Click here for the application.

• Family Support Group for Families and Guardians of Children with Special Emotional Needs: Every third Saturday.

For more information visit: http://www.mdpirc.org/

Million Father March: Men Taking Their Children To School On The First Day

Katie Couric Talks About Cyber Bullying

According to CBS News "Bullying through electronic media has surfaced as a serious issue. Katie Couric offers her perspective, as she says that parents need to have a talk with their children about this growing problem" (CBS News, 2007).

Your Opinion Counts Survey: Parental Engagement

by Michael Robinson

What are your thoughts and opinions regarding parental engagement? Please share them with us by taking our 4 question survey at http://www.surveymonkey.com/s.aspx?sm=7L_2fMgl1OziirmiR1G5aPag_3d_3d

We will post the results of the surevy on August 14, 2009.

Thank you

Academic Achievement Does Not Have to Come at the Expense of Athletic Success or Dreams.

Written by

Michael Robinson

College sports and the African American student have not always been a marriage made in heaven. We have all heard the horror stories of young African American men who upon the completion of their playing days are unceremoniously shown the door. In most cases these young men return to their communities without a college degree and little in the way of guidance and direction.

However, times may be changing [somewhat]. While there has been a slight trend upward in the numbers of African American male student athletes earning their degree, their numbers remain well behind their white male counterparts. Perhaps one of the factors contributing to the gap is the increase in the number of high school basketball players who enroll in a college for only year, before declaring their intentions to enter the NBA. This is not the primary factor, but it is a contributing factor nonetheless.

My desire to discuss this topic was heighten while watching a riveting basketball game between the University of Missouri-Tigers and the Memphis University-Tigers. During the commentary, two remarkable facts were unveiled by the announcers, each with little fanfare, but nevertheless they were penetrating to my consciousness. First, on the University of Missouri basketball team there was an African American senior student athlete, by the name DeMarre Carroll. DeMarre is an all conference player which is not unusual in itself, but he is also an all conference first-team academic selection. Neither of the two accomplishments are unusual but they are a rare combination when you discuss the accolades of the African American student athlete. Secondly, we learned DeMarre had completed his undergraduate studies and earned his degree and at the time of the tournament was enrolled in his post-graduate course of study.


The acknowledgment of Mr. Carroll’s academic performance was astonishing, as this type of achievement is not often highlighted during the course of a sporting event when the student is an African American male athlete. Traditionally, praise and recognition of such an academic achievement is left for discussion of the white male student athlete. Times may be changing [somewhat]. It must also be noted, DeMarre is expected to be either a late first round or high second round pick in the upcoming NBA draft.

When you line the successes of the University of Missouri’s DeMarrco Carroll beside that of Florida State University football player Myron Rolle, who earned one of only 32 Rhodes Scholarships given to students in America, it becomes easy to see high academic achievement does not have to give way to high athletic skills. Myron learned of his scholarship award while in Birmingham, Ala for the actual interview.

Meanwhile, Myron’ teammates where in College Park, Md. for a late season game against the University of Maryland, a pivotal gave in which both teams needed to win in order to ensure an invitation to participate to a bowl game. Myron arrived for the second half of the game, after being flown by charted plane, with the permission of the NCAA to College Park, Md. His motorcade was escorted by Maryland State Troopers. He arrived, put on his uniform and played in a game where his teammates had secured the victory by the mid point of the third quarter. Nevertheless, the reception he received from his teammates brought me to tears, as he was mobbed with hugs and hand shakes as his teammates learn that his performance in the classroom not on the football field.

The reception he received convinced me more than ever that all students understand the value of an education. It is up to parents, significant adult role models and educators to avoid the easy path of conformity regarding their athletic greatness and begin to place as much emphasis on awards for their academic achievement. It should be noted that Myron graduated from Florida State University in 2 ½ years. He has plans to become a neurosurgeon and provide medical assistance to those living poverty stricken countries. Myron Rolle was projected to be a first round draft pick in this year’s NFL draft. Myron has chosen to place his football career on hold, while he attends Oxford University.

The Influence of Globalization on Postsecondary Education

Written by

Michael and Shelly Robinson

The American infrastructure is moving away from its post-modern tenets of brut strength as a means of bullying markets, to one where the emerging concept of human capital is taking hold. This shift is shaped by an emerging new world that is flat and where value is found in the intellectual abilities of a nation's workforce (Pusser, et al 2007; Friedman, 2005; Duderstadt, 2000). Friedman (2005) in his book, The World is Flat suggested America’s place in the global economy is not secured. He proclaimed if America hopes to be a competitive nation, it must aspire to send every citizen to college. A sizable task when upon review, one finds no more than 30 percent of the adult population has a bachelor’s degree (Gallagher, 2005).

Intellectual prowess will be the new currency throughout the globe, as it is expected over the next twenty years more than 12 million jobs in America will require postsecondary education (Pusser, et. al, 2005). Increase job creation will therefore drive a need for postsecondary education. The expectation that of the 12 million jobs to developed over the next twenty years as much as 60 percent will require some form of postsecondary training or experience (Gallagher, 2005).

To meet these demands, business and industry are looking to colleges and universities to prepare and equip today’s workforce for tomorrow’s jobs (Carruthers, 2006 as cited in Hunt & Tierney, 2006). To remain competitive on a global scale, nations are building their infrastructure around their human knowledge economy and a competent workforce with transferable skills (Hanna, 2003). For Americans this represents a major challenge in an effort to maintain and continue their economic prosperity, as employers can now locate talented and skilled personnel from anywhere in the world thanks to technology (Herzog, 2006).

Today, America’s workforce is unable to meet the demands and expectations of local or global corporations and in 1985 according to Gallagher (2005) only 25 percent of the population had a college degree, now two decades later that number has only risen to 27 percent. Given these figures there is room for growth and development of educational opportunities for American citizens. A highly trained and educated workforce has been directly linked by economists to a nation’s economic health and stability (Dickens, Sawhill & Tebbs, 2006). Dickens, et al. (2006) further suggested business leaders are embracing the concept of human capital and believe ongoing investment in this area will become more important than investments in their physical capital.

What does this mean for postsecondary education? It may require colleges and universities, particularly community colleges to re-examine how they engage the nation of learners. Public institutions of higher education must be willing to become fully engaged participants in the ongoing shaping of this new postsecondary world (Hanna, 2003).

Hanna supposes if postsecondary education is to be successful in addressing the rapidly materializing challenges and demands of the 21st Century learner, there must be a willingness to modify institutional missions, goals, programs, operations and as an outcome create a flexible and responsive institution. Failure to do so could have dire consequences for the less elite public institutions (Dickens et al 2006). Drucker (1997) said it best when he declared, "Universities won't survive. The future is outside the traditional campus, outside the traditional classroom. Distance learning is coming on fast” (p.45).

WHAT ACTIVITIES CONSTITUTE PARENT INVOLVEMENT?

Written by:

Michael and Shelly Robinson

According to Simich-Dudgeon (1986) there are certain activities which constitute parental involvement:

• providing a home environment that supports children's learning needs;
  volunteering to provide assistance in the school as teachers' aides, secretaries, or in other roles;
  
• becoming activists and decision-makers in organizations such as the local PTA/PTO, or community advocacy groups that advise local school boards and school districts;
  
• attending school-sponsored activities;
  
• maintaining open channels of communication with the teacher(s) and continually monitoring children's progress in school;
  
• tutoring the children at home, using specific learning activities designed by the teacher to reinforce work being done in school (Epstein, 1986).

50 Ways Parents Can Help Schools

The Center for School Change (n.d.) lists the following ways that parents can become involved in schools:

• Come to school to assist.
1. Share information with a student or class about a hobby.
2. Share information with a student or a class about a career.
3. Share information with students about a country you visited or lived in.
4. Tutor one or a small group of students in reading, math, or other area.
5. Help coach an athletic team.
6. Help check a student's written work.
7. Help put out a school or classroom newsletter (can also be done at home).
8. Help sew or paint a display.
9. Help build something (such as a loft in a classroom or new playground).
10. Help students work on a final exhibition or project (can also be done at home or workplace).
11. Help answer the schools' phone.
12. Help plan a new playground for the school.
*13. Help plan a theme-based presentation for students.
*14. Help present a theme-based program for students.
*15. Demonstrate cooking from a particular country or culture to students.
*16. Share a particular expertise with faculty (such as use of computers, dealing with disruptive students).
17. Help students plan and build an outdoor garden or other project to beautify the outside of the school.
18. Help coach students competing in an academic competition (such as Odyssey of the Mind, Future Problem Solving, Math Masters).
19. Help bring senior citizens to school to watch a student production.

• Help arrange learning opportunities in the community.
1. Help set up an internship or apprenticeship for a student at your business, organization, or agency.
*2. Host a one-day 'shadow study' for one or a small group of students about your career in business or some other organization.
3. Go on a local field trip with a teacher and a group of students.
4. Go on an extended (3-5 day) cross-country field trip with a teacher & students.
*5. Contact a particular local business or organization regarding possible cooperation.
*6. Help to create a natural area outside the building where students can learn. Serve on an advisory or decision-making committee.
7. Serve on the school-wide site council.
8. Serve on a school committee that reports to the site council.
9. Serve on a district committee representing the school.
10. Serve as an officer in the school's PTA.
11. Help organize a parent organization for the school.
12. Help design a parent and or student survey for the school.
13. Help conduct and or tabulate results of a parent survey regarding the school. Share information or advocate for the school.
14. Serve as a member of a 'telephone tree' to distribute information quickly.
15. Write a letter to legislators about the school.
16. Write a letter to school board members about the school.
17. Go to a school board meeting to advocate for the school.
18. Go to another school to provide information about this school.
19. Help design a brochure or booklet about the school.
20. Help translate information from the school into a language other than English.
21. Help translate at a parent-teacher conference for people who don't speak English well.
22. Provide transportation to a parent-teacher conference for a parent who needs a ride.
23. Write an article for publication in a magazine about the school's activities.
24. Help arrange for a political leader (mayor, city council, state representative, member of Congress) to visit the school.Increase financial resources available to the school.
25. Help write a proposal that would bring new resources to the school.
26. Donate materials to the school.
27. Arrange for a business or other organization to donate materials to the school.
28. Help with a fundraiser for the school.Help other parents develop their parenting skills.
29. Help teach a class for parents on ways they can be stronger parents.
30. Help produce a videotape for parents on ways they can be more

iBrief

Written by
Shelly Robinson

According to Henderson, Mapp, Johnson, & Davies (2007) the primary responsibility for establishing partnerships between school and home sits squarely on the shoulders of the school. To be more specific, the authors suggested principals and teachers are the catalyst for building strong partnerships. Henderson, et. al (2007) stated as part of their four core belief strategy that school house leadership has to work in tandem to create an atmosphere which seeks partnership with parents. The writers professed that the principal’s role is key, but that teachers must become advocates for parental engagement.

Building a Foundation for Educational Success for Your Middle School Teen

The National Association for College Admission Counseling (2007) lists the following ways that parents can help their middle school teen:

Identify Your Teens Interest: Your teen is becoming their own person. As a parent you should encourage and support your teen’s interests, and you can do so in several ways:

• Look at what they read for fun
• Spend time teens and listen to what they talk about
• Watch TV with teens and listen to their reactions
• Encourage them to participate in after-school activities
• If they like music, consider private music lessons
• If they like sports, encourage sports in and/or out of school
• Make time to attend concerts and athletic competitions
• Talk about the importance of developing and sustaining friendships through extracurricular activities. Helping them learn more about what they enjoy shows them that you value their interests and, by extension, that you value them. This will help you better communicate with your teen.

Communication: Some parents and teens complain about their inability to communicate with one another. It doesn’t have to be this way––Here are some tips that might help:

• Spend time together (i.e., playing games and outdoor activities)
• Find time to talk and listen, over meals, in the car or while watching TVtogether
• Talk about risky and responsible behavior
• Discuss the importance of having and honoring values
• Ask other parents how they communicate
• Be a good role model when communicating with your own friends
• Listen and do not judge
• Ask teens what they think about certain issues
• Independent of what grades teens receive, always ask them what they think.You learn more when you ask questions