Joplin Schools – Beyond Resiliency in Education

Ashley Micklethwaite,

President

Board of Education

Joplin, Missouri

It is difficult to believe our community changed forever just six months ago.  In some regards, it seems like a lifetime has passed.  As a Board of Education, how do you recover when half of your student body is directly impacted by an EF-5 tornado?  How do you recover when ten of your district’s buildings are damaged or totally destroyed?  You move!  You move fast and keep your focus!  We have had sorrows, challenges, victories and we always keep our focus on the children and the future.

In the frenetic early days after the May 22^nd storm, our first priority was to locate our children and staff.  Staff members, Board members and volunteers poured into our makeshift command center and began calling, e-mailing and using social network sites to find our school families.  Within five days, we found all 7,547 students and 1,100 staff members.   With joy also came sorrow; we lost six students and one staff member in the storm.  To honor their lives and the lives of all of the people who died that evening, we vowed to start school on time.  We believe schools are the heart of the community.  The most important thing we could do was to reestablish some sense of normalcy to help our community rebuild.  Many people have asked, “What did the Board of Education think when Dr. Huff announced school would start on time?”  Our collective thought was “Yes, we must.” The Board of Education didn't ask how or how much money. We just knew it had to be done.

Starting school on time was a challenge for which this team was positioned.  The Board gave Dr. Huff and his top-notch team the authority to use emergency powers to work hand-in-hand with the Board of Education to make quick but well-researched decisions.  Having school open on time was essential to the long-term recovery of our community.  The Board of Education set five priorities on which every decision would be based: (1) Children, (2) School employees, (3) Community, (4) Education and (5) Facilities.  Children are and will be our number one priority.   Their health, safety, basic needs and educational needs now and in the future are at the forefront of our decisions. Of course education is always a top priority but it isn’t the number one priority. Our belief is this; if our children’s, employees’ and community’s basic needs are not met, meaningful education cannot occur.

We believe meaningful education can happen most anywhere where there are great educators.  We knew we had great educators.  We had tremendous help from volunteers all over the country. Now all we needed was space to replace two elementary schools, a middle school, a high school, a technical school and repair five other school buildings.  Challenging, yes, but we met the challenge head-on. High school in a mall?  Yes.  Middle school in an empty warehouse?  Yes.  Oh, and by the way, we need to have summer school too!  The Board of Education believed in the vision of the team.  We also believed that the best place for our kids throughout the summer was not in a debris field or in a hotel room.  We decided to not only start summer school but to expand summer school and offer transportation.  This was a challenge for us, but it was the right thing to do for the community and for our children.  School is what they needed. 

But not just school in a mall or warehouse or summer school activities.  Our challenge was to offer not just good education and a normal environment but go above and beyond what was expected.  Our philosophy was that we wanted to keep children with the friends and teachers they knew to the best of our ability given our challenge of finding suitable locations for 54% of our student enrollment.  This created a tremendous challenge of busing students from all over the area, including out-of-district displaced students.  We had the opportunity to focus on implementing 21^st century learning environments.  We had long dreamed of implementing a one-to-one initiative.  What better time to implement the plan than after most of the high school textbooks were destroyed?  We also had the challenge, opportunity and duty to help our students and faculty heal from the trauma of May and the continued stress of everyday life in a post-disaster community.  Staff received specialized training in trauma response and counselors are on hand to help those who need extra help in dealing with their grief and stress.  We are very concerned about the long-term stress of families and, for the first time, will be offering a Winter Break school opportunity for families.  For some of our children, the safest place they can be is in school.

We are now planning for our future.  Challenges also offer great opportunities.  We can build state-of-the-art schools to meet the needs of an ever-changing global economy.   We can share our story so other communities can learn from us, build safer schools and, most importantly, build relationships.

How do you prepare as a Board of Education or a school district for a disaster of this magnitude?  Start now!  I’m sure you have your disaster plans, where to take children for safety, your safety committee, etc…  But are you really prepared?  Does your Board of Education work well as a team?  Do you trust one another and respect one another?  Do you trust your Superintendent and his/her team?  Do your Superintendent and all the staff, teachers, bus drivers, cooks, nurses, custodians believe that every child deserves the best education every day?  Do you as a Board govern, or do you try to administrate?  Do you have a dynamic, flexible, strategic, long-range plan that the entire community helped develop?  Do you personally know your City Manager and your City Council Members?  Does every school have businesses, human service organizations and faith-based partners that meet regularly to discuss what the children need, what the school needs and how the children and the school can give back to the community?  Our greatest victory wasn't starting school on time.  Our greatest victory was that we were prepared.  We had all of these things in place prior to May 22, 2011.  Our greatest challenge now, as we look to the future, is maintaining what we have, building upon those strengths and keeping our focus on top priorities.

We are humbled by the outpouring of support from educators and communities.  We thank you.  We could not have done what we've done these past six months without your support.  We have an obligation to all of those who have supported us during our time of need and to our children to be resilient.  But resiliency is defined as “returning to an original form after being bent.” Our children, all children, deserve better.  The May tornado was transformative.  Our challenge now is to transform education.  It is our hope that as we rebuild and recover, our educational system and community will be better than before.  This we believe and this we will work toward.

Why College Has To Remain Affordable?

By

Dr. Michael A. Robinson

"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” (Thomas Friedman, 2005).

The 21^st century has brought with it challenging and exciting opportunities, a new world of discoveries and possibilities and at the thrust of this amazing time is technology.  In this century, the economy of developed and developing countries have come to rely on knowledge power and intellectual capabilities and less on brute strength and intimidation. This new world order with its changing domains will have the capabilities of turning giants into mortals and mortals into kings. A potential future for America and its economy unless considerable efforts are made to ensure Americans have access to post secondary education. The once clear lead highly developed countries such as the United States had in the educational arena is quickly evaporating as developing countries are rapidly increasing their number and quality of college graduates, while equalizing the access rates to education for those attending secondary and primary schools.

Trouble Brewing Abroad

“Globalization is upon us and universities need to prepare their students accordingly. Colleges and universities must be focused on improving our students’ global competency, providing our next generation of leaders with the ability to think critically – to think globally – in all situations and competing with people from various cultures” (Todd, 2005).

China and India both have about five times as many engineering undergraduates and the United States now graduate only about 7 percent of engineers worldwide.

Access Denied Equals Dreams Altered

Deficits in basic skills cost businesses, colleges and under prepared high school graduates up to $16 billion annually in lost productivity and remedial costs (Capriccioso, 2005).            Without authentic open access to an education that is ensured through affordable tuition, adequate financial aid and flexible course scheduling and delivery, the dream of millions of Americans will never be realized and the competitiveness of United States in the global marketplace will erode. 

The ongoing battle to ensure student success from K-16 with the goal of increasing the number of college graduates while improving the quality of the workforce is a major theme of President Obama. By 2020 President Obama believes America can regain its place as the world’s greatest producers of college graduates.  Through his desire to return America back to it’s a place of world prominence in post secondary education, President Obama’s goal will require nearly doubling the number of students currently enrolled in post secondary institutions.  A tall order when the rising cost of a college education threatens to shut down this dream for millions of students across America.

There are two primary factors standing in the way of achieving the goal of increased post secondary graduation rates by the year 2020. For this discussion I will only focus on one factor. The first factor is the issue of access and affordability which is predicated on the cost of post-secondary education; the second factor is the increasing percentage of high school students who are not college ready upon graduation. There are other factors, but these two directly represent the pathway by which success of post-secondary attainment by 2020 will travel.  However, before exploring those factors, it would be wise to ground this issue in what is at stake for America and Americans. In 2000, author John McCabe stated by year 2010 more than 80 percent of jobs will require some form of post-secondary education. McCabe went on to say that over 60% of the jobs that will be needed by 2010 did not currently exist at the time of the writing of his book. What Mr. McCabe was attempting to say was that the job marketing was changing and as a result the need for a changing workforce was required.

Some 12 years after McCabe’s research similar numbers are being discussed. According to a report conducted by Georgetown University Center on Education and the Workforce, titled “Help Wanted: Projections of Jobs and Education Requirements Through 2018” there will be an estimated 47 million jobs available. More than 63 percent will require some form of post-secondary education. This figure as outlined in the report is an increase of 4 percent from a rate of 59 percent in 2011 regarding those jobs requiring some form of post-secondary education.

Obtaining a college diploma is perhaps more crucial today than anytime in America’s history. As the challenges from abroad continue to expand while simultaneously the power monetary currency is being combined with the power of knowledge, the need for an educated workforce becomes pertinent to the ability of any country to strive.  The desire of all Americans to have a post-secondary education is being hampered by the increasing burden of the average American family to pay for college. 

Recently released data from the U. S. Department of Education reveals for the first time in America’s history the debt associated with obtaining a college education has surpassed American’s credit card debt. So what does this means for America, America’s future and the future of all young Americans who aspire to obtain a college degree? There are several ramifications, meanings or it means that students are starting out of as newly minted college graduates on average with more than $26,000 in debt and a less than robust job market than the one their parents and perhaps grandparents entered upon completion of their college degree.

Funding The Dream

Factor One (Access and affordability)

Institutions of higher education with an open access policy are driving community Access and affordability depend more on the price students actually pay for college than on the published tuition levels. Considerable effort must be made to guarantee that whatever levels of tuition prevail, all low-income students who can benefit from higher education have access to sufficient grant funds to enroll and succeed in college (Baum, 2005).  The impact of less state and federal support can be felt among three classes of students. The three fastest-growing and overlapping segments of the population most likely to be at risk for losing access to a college education are: (1) adults, particularly those with lower education levels; (2) low-income populations; and (3) members of certain ethnic groups, particularly those who identify themselves on census forms as black or African American or of Hispanic or Latino. The challenge will be to increase participation and attainment levels of these populations (Ruppert, 2003).

Is It Time For A National Educational Agenda For The African American Community?

By:
Dr. Mike Robinson

What is the future of education for African Americans relative to the academic achievement of African American children?  If you or anyone working as a civil rights advocate, community organizer or civic leader knows, please share it with the rest of us. Because from where most of the African American community sits the vision and pathway is not really clear.

The ongoing failure of school systems to educate an increasingly high percentage of African American young men is frightening. In some urban school districts the dropout rate is as high as 70%. What become of those who leave the thousands of school systems? Where do they go? What do they do?  Those are just a few of the many questions that confront the African American community.

Is it time for a massive nationwide protest for our rights for a quality education. Should we march and rally on our State capitals demanding justice in education? Maybe we need to galvanize on Twitter and Facebook and any other forms of social media to get the word out; that we want quality education for our communities and we want it now!

It is likely that an approach using those methods above will generate some public responses from civic leaders and community advocates. There is even a likelihood that some forms of legislation requiring access, increase funding may come out of the outcry for educational justice.  However, herein lies the issue, “been there, done that and have the T-shirt.” So at the end of the day, we eventually find ourselves right back where we started. A community with high dropout rates among African American young men; African American female students graduating at a lower rate than white and Asian females; fewer African Americans entering college; a disproportionate number of African American students entering college unprepared and needing remedial educational courses; the steady decline in the number of African American men matriculating through institutions of higher education. I could go on and on, but we get the picture and in many cases, we have lived or we are living it.  With an unemployment rate hovering near 15% (probably higher) our only solid hope to turn this tide for future African American generations is to emphasis the need for an educational system that is filled with academic rigor, demanding and competitive classes and state of the art equipment which ensures our children can compete nationally and internationally.

It is time for a National Educational Agenda for the African American community? This would be agenda should outline the expectations of the academic achievement for African American students from a nationwide perspective. What would such an agenda look like? Well let me offer the first few components:

• Increase in the number of African American male teachers in the classroom
• A national meeting between all HBCUs, the United States Department of Education and the 50 Secretaries of Education representing each state in the Union create MOUs to hire over 100,000 male teachers by 2025
• Every African American church should adopt at least one school in their community to provide educational support not religious doctrine
• Entrepreneurial based curriculum should be included in the academic courses starting as early as 4^th grade
• Extend the learning day
• Increase multicultural training for teachers and staff as a means to reduce the disproportionate number of African American students suspended or placed in special education
• Parental involvement that is supported by schools, churches and employers

These are just a few of the components that should make up the National Educational Agenda for African Americans.  We have to demand more academic rigors and once we have it, demand performance from our children and their friends. Respect and celebrate the academic achiever, make them the rule, not the exception.

Five Myths About Community Outreach Educational Institutions Need To Know

By:
Dr. Mike Robinson

Many organizations, to include public K-12 schools and institutions of higher education believe a connection with their local communities is imperative to their ability to respond to their mission while offering solutions to many of the systemic needs facing those within their communities. However, there is a belief among organizational leaders that community outreach is simply a matter of knocking on doors or passing out fliers at local community events. Albeit those are several of the methods one can use to reach their constituents, the fact is community outreach is much more than that!

Community outreach requires a strategic approach, a methodology that ensures your efforts garner the optimal results and that those reached are best able at the time of your outreach to benefit from your services, desire your services and understand your services.

Here are five myths regarding community outreach every organizational leader needs to know, as they will assist in creating a more effective community outreach program with a solid community outreach strategy.

Myth # 1 It Is Community Outreach, It Cannot Be That Hard:

Community outreach can be done over the phone or simply from behind a desk. This is perhaps the most damaging of all the myths, as it the one typically accepted by those leaders with the least understanding of the mission of the organization and what is community outreach.

Truth is effective community outreach has a strong base of research that does have a need for a level of office work. But the more effective outreach research is conducted on the ground within the communities one seeks to serve.

Myth # 2 They Have To Want Our Help:

Communities are always amenable to organizations entering their neighborhoods promoting programs, services and opportunities. Organizations that assume, because we are a high profile institution or because we are addressing a need that impacts the majority of the residents of this community, therefore they will accept us with open arms is to discount the unique, distinct and diversity of each neighborhood that makes up a community.

Myth # 3 Community Outreach Cannot Contribute To The Bottom Line:

Community outreach is not a major avenue to create a revenue stream or provide fiscal opportunities for an organization. While many organizations, especially community colleges have come to understand that an effective community outreach program, grounded in research and an understanding of community norms can create increased enrollment, expand the communities’ educated workforce and serve as the economic engine of the community have come to understand the revenue generating potential of the an effective community outreach program.

Myth # 4 Strategy Not Needed:

Community outreach does not require a strategic assessment and implementation and can be effectively conducted via a less than proven approach. In these times of fiscal challenges, tight budgets and competing initiatives, failure to take a strategic perspective on how best to reach those who can and will access your programs or services can result in a waste of revenue, manpower, and other organizational resources.

Myth # 5 Staff Departure:

Community outreach staff are not really performing outreach, but they are out looking for a job. This is one of the most ridiculous myths in the industry of community outreach. Effective community outreach staff will meet and network with countless community and business leaders and on a few occasions they will be offered opportunities to work with other organizations. While staff turnover is not good for any organization or a department it does negatively impact a community outreach division. However, the possibility of staff finding employment elsewhere does not justify unprofessional scrutiny and mistrust by leadership. When this occurs the effectiveness of an organization’s community outreach is doomed for failure.

Dr. Mike Robinson is the creator of the National Men Make A Difference Day for Student Success and the host of Parent Talk Live. Dr. Robinson is a leading voice/expert on parental engagement and community outreach in education. He is also the CO- CEO of Forest Of The Rain Productions, an Internet communication company, whose mission is to expand the voices in and about education.

To contact Dr. Mike Robinson, visit www.forestoftherain.net or email at forestoftherain@gmail.com

Maryland Mom Tells Why She Home Schools

Mrs. Erin Miller

Why I home school

Mrs. Erin Miller is one of the millions of parents across the United States and Abroad who have chosen to home school their children. Currently, Erin who lives in Prince George’s County, Maryland is home schooling a 2nd grader and a kindergartener.

iCollege Tour Series Talks To Dr. Troy Paino, President Of Truman State University

Dr. Troy D. Paino began his duties as the sixteenth President of Truman State University on May 10, 2010, and serves as the chief executive officer and principal spokesperson for the University.

Prior to becoming President, Dr. Paino served since 2008 as Truman's Provost and Vice President for Academic Affairs. In this leadership position he served as a senior member of the president's cabinet and as chief academic officer for the University.

Dr. Paino served as the Dean of the College of Liberal Arts at Winona State University (Minnesota) from 2004 to 2008. He began his career at Winona State University in 1997 as an Assistant Professor of History. He was promoted to the rank of Professor in 2007.

Dr. Paino received his Juris Doctorate from Indiana University School of Law. Prior to arriving at Winona, he worked as a lawyer in Indianapolis.

Dr. Paino also has a Ph.D. and a Master of Arts degree in American Studies from Michigan State University and a Bachelor of Arts degree in history and philosophy from Evangel University in Springfield, Missouri. His teaching and scholarly interests include 20th-century cultural and social history and American legal history. He has written extensively on the history of American sport, and in 2008 published his book, "The Social History of the United States: 1960s."

Dr. Paino is a member of the American Association of State Colleges and Universities (AASCU) Committee on Professional Development and the AASCU New Presidents' Academy Advisory Committee. He is also a member of the Rotary Club of Kirksville and the First United Methodist Church. He and his wife Kelly have two daughters, Sophia and Chloe.

Rosalie Greenberg, M.D. Discusses Educating Children With Mental Disabilities

Rosalie Greenberg, M.D. is a board certified child and adolescent psychiatrist in private practice in New Jersey. She specializes in the psychopharmacology of pediatric mood disorders and attention-deficit/hyperactivity disorders. Dr. Greenberg is an Assistant Professor of Clinical Psychiatry at Columbia University College of Physicians and Surgeons in New York. She was a founding board member and past president of the Juvenile Bipolar Research Foundation. She has also served as chairperson of the Scientific Advisory Council of the Blue Harbor Foundation [an organization that funds research into Bipolar Disorders throughout a person’s lifecycle]. She is a consultant in Psychiatry at Overlook Hospital in Summit, New Jersey. She is recognized as one of the top doctors in child psychiatry in the Castle Connelly, NY metropolitan area guide {1999- 2010}. Dr. Greenberg has also been highlighted in New York Magazine {2005, 2006, 2007, 2008, 2009 and 2010 }, New Jersey Monthly Magazine {2005}, New Jersey Life Magazine {2006} and Inside Jersey –A Star-Ledger Magazine {2009, 2010}. Author of “Bipolar Kids: Helping your Child Find Calm in the Mood Storm - DaCapo Press March 2007. Co-Producer of the film: Rescuing Childhood- Understanding Bipolar Disorders in Children and Adolescents (2009). She lectures nationally on various topics in that field. Details for this can be found her website: www.RosalieGreenbergMD.com

An exclusive interview with Mr. Michael Jackson candidate for County Executive in Prince George's County, Maryland

An exclusive interview with Mr. Michael Jackson is a candidate for County Executive in Prince George's County, Maryland can heard at on Parents and PGCPS: An EduSocial Network for the engaged parent and dedicated educator. Mr. Michael Jackson will appear on the eCommunity Affairs. The show will air on August 2, 2010. To join the conversation visit Parents and PGCPS

Michael Jackson is currently serving his second consecutive four-year term as Sheriff of Prince George’s County.A former marine reservist, grounded in his religious faith as a life-long member of Mount Calvary Catholic Church, a leader who is determined to use his skills and executive leadership in service to the people, Michael Jackson, 45, is the man to take Prince George’s County from potential to abundant prosperity for all.

Michael Jackson started life on a farm in Upper Marlboro, moved to Maryland Gardens as a youngster, went to Marlboro Elementary School, and then top-tested into rigorous, academically-recognized Crossland High School.

At each stage of his career and motivated by purpose before self, he added to his educational credentials, graduating from The Johns Hopkins University with a Masters Degree in Management Science. Michael Jackson both possesses and demonstrates the management and leadership skills needed to serve Prince George’s County.

Michael knows that great work is not a solo activity. And, change begins with the “Man in the Mirror.”With your vote, Michael Jackson will make a change in Prince George’s County so that it can be all that it can be.

Michael resides in Brandywine, Maryland with his wife Kim, and they have one adult son, Aaron, and two grandchildren.

The Journey Begins Internet Radio's--eFocus Exclusive Conversation with James H. Wendorf, Exec. Dir. to the National Center For Learning Disabilities

James H. Wendorf is executive director of the National Center for Learning Disabilities (NCLD), which seeks to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life. He directs NCLD's efforts to provide essential information to parents, professionals and individuals with learning disabilities; to develop and deliver research-based programs that foster effective learning; and to advocate for policies that protect and strengthen educational rights and opportunities. NCLD's new initiative promoting the implementation of Response to Intervention strategies in schools nationwide — the RTI Action Network — is the largest single program in this effort.

For the past two decades, Mr. Wendorf has worked in the not-for-profit sector to build national and international partnerships supporting learning and literacy programs. Prior to joining NCLD in 1999, Mr. Wendorf served as vice president and chief operating officer of Reading Is Fundamental, Inc., the nation's largest nonprofit children's literacy organization, based in Washington, D.C.

Mr. Wendorf currently serves on the advisory board of the National Center on Educational Outcomes, National Association for the Education of African American Children with Learning Disabilities, the Education Policy and Leadership Center (Southern Methodist University) and previously, with a variety of civic and education organizations. He is frequently called upon by the news media to comment on policies and programs affecting individuals with learning disabilities. Mr. Wendorf earned a B.A. degree from Yale College, and graduate degrees in English Language and Literature from the University of Cambridge and Cornell University.

http://www.ncld.org/about-us

The Journey Begins Internet Radio, eFocus - An Exclusive Conversation with Carrie Billy, President of the American Indian Higher Education Consortium

Carrie Billy is an enrolled member of the Navajo nation and an attoney from Arizona, was appointed president of AIHEC in June of 2008. A graduate of Arizona and Georgetown Law Center, Billy has committed her life's work to public service and protecting and promoting the culture, welfare and being of the American Indian.

As President and Chief Executive Officer of AIHEC, which comprise of 36 tribal colleges and universities in the U.S. and one in Canada, Carrie guides the day-to-day operations of AIHEC central organization and Board of Directors to develop and implement AIHEC strategic position and overall organizational action plan.

Carrie served as the first Executive Director of the White House Initiative of Tribal Colleges and Universities, appointed to the position by former President William Clinton in 1998. In the position of Executive Director Billy coordinated a multi-faceted effort to intergrate tribal colleges into federal programs and strenghten partnerships with the private sector. During her tenure as Director, tribal colleges achieved tremendous gains. Highlights include: the largest funding increase ever received by Tribal Colleges in annual federal appropriations; first visit by a U.S. president to a Tribal College; established funding of new education and infrastructure programs in serval federal departments and agencies; and the Tribal College initiative.

What is Your Child's EDQ

By Michael Robinson and Michel Davis Robinson

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).
More to come, please stay tune.

Information for Students and Parents on the Second Wave of Swine Flu

by Shelly Davis

According to Stein and Davis of the Washington Post, there were more than 1,600 cases of Swine Flu in over half the nation's colleges and universities. The Washington Post reports the American College Health Association placed the number at 55 percent of 165 institutions surveyed, an estimate 1,640 cases during the week of Aug. 22-28.

In surveying a group of Americans, the Pew Research Center discovered Americans are not as interested in the expected second wave of the H1N1 virus as they were during the first wave. Heckscher of the Daily News, Los Angeles reports many health care professionals believe the threat of the H1N1 virus is no greater than any other strains of flu viruses. However, in the same article Heckscher reports some experts saying any public concerns of the virus is valid especially when living in populated, close conditions.

Swine Flu affects children and young adults, which makes it different from the regular flu strains who victims are usually the elderly. Because there is no known immunity to the H1N1 virus, experts suggest frequent hand washing, covering sneezes with sleeves, and if you feel sick, stay away from others are the best defenses against the spread of Swine Flu.

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.

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).

What Research Is Saying About Parental Engagement

According to research published by the Southwest Educational Development Laboratory (2002), students with involved parents, no matter what their income or background, are more likely to:

• Earn higher grades and test scores, and enroll in higher-level programs
  
• Be promoted, pass their classes and earn credits
  
• Attend school regularly
  
• Have better social skills, show improved behavior and adapt well to school
  
• Graduate and go on to post-secondary education

Furthermore, studies show that families of all income and education levels, and from all ethnic and cultural groups, are engaged in supporting their children's learning at home. White, middle-class families, however, tend to be more involved at school, and to be better informed about how to help their children. Supporting more involvement at school from all families may be an important strategy for addressing the achievement gap.

College Students and Stress

by Shelly Davis

According to a student stress survey conducted by Ross, Niebling, Heckert in 1999 there are five factors which mitigate student stress: (1) changes in sleeping habits; (2) lack of vacation/break; (3) changes in eating habits; (4) increased work load; and (5) demanding responsibilities. The survey also indicated stress is particularly prevalent in freshmen during what is defined as the transitional nature of college life (Towbes and Cohen 1996).

During this period freshmen are most susceptible to stress caused by separation anxiety as they attempt to adjust to being away from home, while striving to maintain a high level of academic achievement. An analysis of the student stress survey conducted by Ross, et. al (1999) suggested adapting to an unfamiliar social environment leads to stress, in addition the survey revealed when stress is not addressed effectively, feelings of loneliness and nervousness, as well as sleeplessness and excessive worrying become prevalent.

The Counseling Services of the University of Buffalo (2009) listed some sign of stress

Feelings

• Feeling anxious
• Feeling scared
• Feeling irritable
• Feeling moody

Thoughts

• Low self-esteem
• Fear of failure
• Inability to concentrate
• Embarrassing easily
• Worrying about the future
• Preoccupation with thoughts/tasks
• Forgetfulness.
  

The Counseling Services of the University if Buffalo List the following ways to reduce stress
How to Reduce Stress. Many stresses can be changed, eliminated, or minimized. Here are some things you can do to reduce your level of stress:

• Become aware of your own reactions to stress
• Reinforce positive self-statements
• Focus on your good qualities and accomplishments
• Avoid unnecessary competition
• Develop assertive behaviors
• Recognize and accept your limits
• Remember that everyone is unique and different
• Get a hobby or two. Relax and have fun
• Exercise regularly
• Eat a balanced diet daily
• Talk with friends or someone you can trust about your worries/problems
• Learn to use your time wisely: Evaluate how you are budgeting your time
• Plan ahead and avoid procrastination
• Make a weekly schedule and try to follow it
• Set realistic goals/Set priorities
• When studying for an exam; study in short blocks and gradually lengthen the time you spend studying. Take frequent short breaks
• Practice relaxation techniques. For example, whenever you feel tense, slowly breathe in and out for several minutes.

Lost in the Shuffle of the Foreclosure Dilemma

by Shelly Davis

The home foreclosure crisis is destroying American neighborhoods and as a result it is having a serious impact on children. According to Harkness and Newman (2003) children do better in school when they live in stable communities. Stable communities as defined by Harkness and Newman are neighborhoods where the residents are homeowners, thus creating a sense of stability children need to develop relationships with and in their communities, to include their schools which promotes success academically.

Families with children are the biggest losers in the foreclosure crisis. These families not only lose their home and the sense of stability associated with homeownership, these children are now at a greater risk of faltering academically. Poor academic development will affect their future financial security. It is reasonable to assume the children of foreclosed homeowners run the risk of becoming victims of foreclosures themselves in the future due to unscrupulous lenders, unless they can achieve academically and persist onto postsecondary success.