Thursday, September 6, 2007
One of the things I appreciated, only after graduating college graduation, was that my school employed professors, who had “real world” experience. I cannot tell you how many times we heard a professor say, “Okay, that’s what the textbook tells you. Now, let me tell you how it works in the real world.”
Textbooks only give students a foundation on which to build later in a real job. Often times, the real world does not follow the procedures set forth in or look/act anything like those models in the textbooks, making it difficult to adjust. You expect one thing in a new job but discover another, feeling lost as to how to proceed.
The Florida Schools in partnership with the National Foundation for Teaching Entrepreneurship (NFTE) are introducing some of the “real world” into the Florida schools. Beginning with the 2007-2008 school year, high school students in the Florida schools will be able to sign up for a major course in entrepreneurship at participating schools.
In June 2006, then governor Jeb Bush signed the A++ Education Act, which offers 442 additional major coursework in the Florida schools. The entrepreneurship course is one of these offerings.
The importance of teaching such a course to secondary Florida schools’ students is not lost on businesses that complain across the nation that high school graduates are not prepared to enter today’s workforce upon graduation. The Florida schools’ entrepreneurship course will teach students vital business skills that will benefit the entire community and economy. With business being primarily knowledge-based, knowing how to use technology and employ critical thinking skills are essential for Florida schools’ graduates. As well as providing this training, the new Florida schools’ entrepreneurship course will create a new awareness for the students.
The NFTE was instrumental in the development of the entrepreneurship program for the Florida schools. The group is committed to providing entrepreneurship education to low-income and minority youth. They believe that introducing entrepreneurship to high school students gives them greater motivation to stay in school in order to do more with their life after graduation. Entrepreneurship offers hope and an opportunity for many students, who feel that there is nothing for them after high school except minimum wage jobs. It gives them the knowledge and confidence that they can do more.
The nationwide program of the NFTE has shown that entrepreneurship coursework at the high school level decreases the drop out rate and increases the number of students who go on to college. Their claim has been documented by Harvard Graduate School of Education in a multi-year study on the influence of NFTE coursework on school engagement. The NFTE currently has high school coursework programs in 47 states and 16 countries with over 150,000 courses worldwide, and there are 23 Florida schools within the Miami-Dade County Public School District that already successfully use the entrepreneurship program.
With the signing of the Act in 2006, the Florida schools have become the model for school boards across the nation. Florida schools’ officials have been receiving telephone calls from as far away as Arizona and California. Other states wish to emulate the Florida schools and their new entrepreneurship program to bring the “real world” to their high school students, as well.
Balanced Budget for the Denver Schools — An Unfamiliar But Welcome Place to Be
I have been writing about school districts across the nation for some time. It is unfortunate that many districts today generally are experiencing more problems than successes. Budgeting, finances and funding are the biggest headaches and challenges for school administrators and district officials. Though the Bush Administration has provided more federal funding under programs like the No Child Left Behind Act, such funding brings with it federal mandates of how to spend those dollars. Many school funding programs cost school districts as much as they receive, leaving them to scramble to obtain other funding for their schools’ day-to-day necessities. Some states even decrease state funding and cap the amount of funding a failing school may receive from local funding resources, which has never made any sense to me — take money away from a school, which needs it the most to create and implement intervention programs to improve the school’s performance.
That leaves school districts with insurmountable budget problems that mean operating in the red, and some (like the St. Louis school district) face the possibility of being taken over by the state. Each and every school within the United States must closely monitor what money the receive and what they spend.
Is it any wonder that the Denver schools’ officials recently experienced a burst of exhilaration after finding that they may be facing a balanced budget for their district for the 2007-2008 school year?
Not believing it possible, they went over the numbers again. The Denver schools’ officials combed the spreadsheets several times looking for errors. Even when no errors could be found and the proof was in front of them in black and white, the Denver schools’ administrators still had a hard time believing it. Yet, they have a balanced budget for the 2007-2008 school year for the district.
Theresa Pena, president of the Denver schools’ board, told reporters that the board members were shocked and did not quite know how to act with a balanced budget.
The Denver schools’ officials used the same “blueprint” for the 2007-2008 budget as they did for this year’s budget. They added nothing new to the Denver schools’ budget for next school year, and they made no cuts. It is pretty much the same as this year’s budget, except for a $200 million decrease of current commitments that do not extend into the next school year, according to Denver schools’ Superintendent Michael Bennet.
Though the $1.1 billion budget for the Denver schools’ 2007-2008 school year is not final, school officials are excited none-the-less. Bennet cautioned the Denver schools’ board that the projected budget leaves no margin for errors. If something goes wrong within the Denver schools district or Congress hands down unexpected mandates during its upcoming budget session, the balanced budget will be history.
Superintendent Bennet, allow the Denver school’s officials enjoy their unexpected feelings of satisfaction and elation for a while longer. It so seldom happens to public school officials these days.
Scott Parks’ Wish List for Dallas Schools
Scott Parks is the education columnist for the Dallas Daily News. He had some interesting items on his January 2007 wish list for the Dallas schools. Some are poignant and in dire need. Some are possibilities during this new year. Others are down right wishful thinking without much chance of succeeding, regardless of the need. Here are only a few items from his wish list for 2007:
• Bilingual Education Programs. Parks would like Governor Rick Perry and the Texas legislature to standardize the teaching of bilingual and “English as a second language” students. Currently, the bilingual education programs are different from district to district. All students should learn English as soon and as quickly as possible. Otherwise, the bilingual students are held back from succeeding only because of the language barrier.
• Dallas Schools Leadership. Parks cited several wishes from the Dallas schools leadership:
o Board of Trustees & Superintendent Hinojosa. Though the Dallas schools’ board of trustees is stronger now than in the past, Parks believes that Superintendent Michael Hinojosa is the district’s best hope for getting the Dallas schools back on track. Hinojosa also has the support of business leaders and the public. Parks was encouraged that trustees Edwin Flores, Jack Lowe and their board colleagues now are focused on education, rather than politics, as in the past.
o Texas Association of School Boards. The board of trustees should reject the TASB’s recommendations. Instead, board members regularly should visit individual Dallas schools, themselves, speaking with both teachers and staff. Then, they will know firsthand what is truly happening within the Dallas schools. Parks makes an accurate point that the Dallas schools’ superintendent and Dallas schools’ board are not a team. The Dallas schools’ board is the boss, and the superintendent is “a valued employee” — and the TASB is not part of the Dallas schools district.
o Special Education Students. Parents of these children have enough to do above and beyond the typical parent. Dallas schools’ administrators need to team with these parents to help them understand what the law requires the Dallas schools to do for their special needs children. The current attitude that parents of special needs children are the enemy, who may potentially bring lawsuits against the Dallas schools district, is only hurting the children and their education. As Parks noted, “It’s the right thing to do.”
o College Preparation. Somewhere along the line, someone decided that if a child did not attend college, he/she would not succeed in life. Not all children are meant to go to college. Some do very well in careers that began in high school vocational education programs. Neither my daughter nor my son graduated from college — their choice, even though we discussed at length the benefits of a college degree. They each earn more than $60,000 a year — one is self-employed and the other works for a computer-related company that nearly rivals Microsoft®. My children proved me wrong and proved Parks correct — not all children are meant to go to college in order to succeed. So, stop focusing only on college preparation and refocus some of the energy and resources to provide solid vocational education programs.
o Textbooks. The law requires that every student receive a textbook for the course they take. Some secondary Dallas schools fear too many children will lose or damage the books, costing them some of the precious funding they receive each year for their meager budgets. Children learn better, when they can take textbooks home to study — give them out.
Additionally, lawmakers continually advocate the replacement of textbooks with laptops. Stop it! I fully agree with Parks’ assessment of the situation. He believes a course in media literacy should be required for all high school students within the Dallas schools. They need to be able to analyze the barrage of advertising aimed at them now and in the future, as well as to understand current events and the unobjective biases built into the reporting of the news by the owners of the media.
o Freebies to School Leadership. Nothing should be taken from companies wishing to sell products or services to schools, even a free lunch. This should apply to administrators, superintendent and board members. As Parks cited, “It looks bad”.
• Teachers. It is understandable that teachers are under a lot of pressure to meet prescribed standards set by federal, state and Dallas schools’ officials, not just to meet funding requirements but also performance goals to keep schools open. Because of this, the Dallas schools are losing many excellent teachers to the business world, where they are amply compensated for the headaches. Parks wish is for these great teachers to focus on the challenges and rewards that first got them interested in teaching, continue teaching because so many children need them, and stop obsessing about those things that have little to do with the reason they became teachers in the first place.
• Parents. Too many times when a child gets into trouble at school or receives an undesirable grade, some parents conclude that the teacher is at fault or picking on their child. Like you, parents, the teachers have a hard job to do in seeing that your children obtain a valuable education. It is time for parents to team with the teachers to ensure each child works hard and receives an education that will take them far in life. I remember my son always complaining that a particular teacher was picking on him. When his report card arrived, he was failing English and reminded me that the teacher did not like him. Unfortunately for my son, I had this same teacher in seventh grade English and knew the integrity of the man. His next report card had a much better grade on it. So, parents, first assume the teacher is right and then discuss with them and your child how to resolve any problems with grades or discipline.
One of Parks’ best points concerns private sector companies and volunteers. Dallas schools’ students need as much encouragement to succeed as can possibly be given them. Presentations and mentoring by these private sector volunteers will give our Dallas schools students not only encouragement but ideas for opportunities that come from those who are there.
