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Advocates gathered on Wednesday for a Hill briefing in the Capitol Visitor Center to discuss a much-overlooked facet of education policy, rural education. The event was hosted by the Rural School and Community Trust, and focused on the release of the biennial report Why Rural Matters.

Remarks were made by Congressman Glenn “G.T.” Thompson (R-PA 5^th District) and a representative of Sen. Tammy Baldwin’s office (D-WI). Congressman Thompson shared his views on the “flawed funding” inequities associated with Title I grants, proclaiming that funding should not be determined by a student’s zip code. Title I of the Elementary and Secondary Education Act (ESEA) allocates funds to communities based on density of impoverished students, but Thompson argued that the flawed weighting systems used to determine grantees distributed funds to low-poverty areas. He promoted the concept of “fundamental fairness” and the “All Children are Equal” (ACE) Act, an amendment to ESEA that would change Title I’s funding formula to ensure that high-poverty communities with relatively small student populations would still receive funding.

Following the congressional remarks, Dr. Robert Klein and Dr. Daniel Showalter, both of Ohio University, presented their findings of the report. They discussed the “disturbing realities” of rural education. High transportation costs are very problematic in rural areas due to the vast distance between schools and residencies. Rural mobility (how many students change residencies within the school year) causes more issues for rural schools within the classroom. Klein and Showalter discussed the ranking system and a few of the gauges measured in the report, including student and family diversity, education policy context, educational outcomes, and socioeconomic challenges. The report also featured a new section on early education in rural areas.

Klein and Showalter ended their presentation with a few takeaway messages, emphasizing that the number of rural students in the U.S. is growing; the typical demographics of the “rural student” is changing; the states most in-need remain the same; and based on early education data, substantial intervention is required to avoid a bleak future for rural education.

The event closed with a brief question-and-answer period. Most questions were future-and-policy-oriented, focusing on how the report can be used to influence policy changes. Audience members had many questions concerning whether trends in the report would be used to propose changes to states, especially those with the poorest performance, but the presenters had a better grasp on the specific data rather than its relevance to policy reform.

Adiya Taylor, CER Intern

In most cases, critical thinking and problem solving are effective if students think outside the box.  A traditional classroom often keeps students thinking narrowly, because they are not given the tools they need to think critically or develop problem-solving skills. Traditional schools offer limited opportunities for students to think outside of the box, and often students are not getting the successful outcomes they need.

Charter schools offer freedom of thought to students and opportunities to use their imagination to generate new ideas.  Da Vinci Design, a charter school located in Los Angeles, opened its doors in 2009 and serves kindergarten through twelfth grade students. Da Vinci prepares students for college and a career in design through project-based learning (PBL)—a learn-by-doing approach that integrates core subjects with real-life problems to be solved. Emily, a former student says, “The best thing about Da Vinci is the project-based learning. I’m a hands-on person and enjoy putting my time and effort into projects.” Examples of such projects include designing and building Medieval-style catapults to demonstrate mastery of quadratic equations or by analyzing advertisements in order to refine persuasive media techniques. Another example, Orange Charter School, located in Hillsborough, NC uses a workshop model for teaching Math, Reading, & Writing in order to instill independence in students. Many other charter schools think outside the box to tailor curriculum that fits the specific needs of students.

Also, the Academy for Science & Design (ASD), a Science, Technology, Engineering and Math  (STEM) School located in Merrimack New Hampshire, prides itself on challenging students through rigorous academic assignments. In addition to homework designed to challenge students, ASD offers six to eight week seminars in specific focus areas such as art and music ensemble. Parents, teachers, and community members may teach these seminars, bringing their diverse backgrounds into the classroom.

Regardless of specialty, charter schools are held highly accountable for their results. In fact, performance-based accountability is the cornerstone of charter schools. Unlike traditional public schools, charter schools are intended to, and do close if they fail to perform according to their charter. However, it is important to note that a large majority of closures is due to financial issues, which may include lack of funding.

Recently, Doral Academy, an arts-integrated charter school opened its doors near Fort Apache in Las Vegas.  Although enrollment is capped at 900 students, there are over 3,000 students on the waiting list. David McKee, a writer for Las Vegas CityLife writes, “The Doral Academy is an example of how to create an ‘arts-integrated’ charter school in a lot of not particularly easy steps” (read full article). Success and demand for art-based schools is also highlighted by KLAS-TV Las Vegas. In an article titled,  “Charter schools gaining popularity in Nevada,” reporters showcase a video filled with parent and teacher testimony (watch video).

These are just a few examples of charter schools that apply non-traditional methods of teaching to help develop imagination and creativity within students. Through hands-on lesson plans, students can effectively reach their potential.

On June 18^th, The American Enterprise Institute (AEI) hosted Randi Weingarten, the current president of the American Federation of Teachers (AFT). Engaging in a conversation with Frederick Hess, AEI’s director of education policy studies, Weingarten firstly shared with the audience that the need for debate—a dialogue with different people.

As it currently stands, the AFT union is comprised of about 1.5 million members including K-12 educators, administrators, and guidance counselors. According to Weingarten, unions are not monolithic. Members are not shy to share their opinions on what they may like or dislike concerning the education system. They engage in debate, or as Weingarten would say: “conversation.”

During her conversation with Hess at AEI, Weingarten spoke to an issue that has remained at the center of educational debate for more time than it should: Should schools keep or disregard the Common Core?

Although Weingarten did not reply with a resounding “yes,” her anecdote showcases that she is an advocate for the standards. Before Weingarten was a teacher, she served as a lawyer. With that professional backing, she can now confidently say that the Common Core would have helped far more than any tool could to teach students the importance of civics, the Bill of Rights, and things related to the American governmental system.

At Clara Barton High School, Weingarten notes that the majority of students were from African-American and Latino backgrounds; she remembered them hating her for the manner in which she taught. Weingarten then witnessed them engaging in debate and intellectual conversation and she watched their self-esteem grow. In her words, they went from an attitude of “no-no-no!” to a determination that exclaimed, “yes-yes-yes!” Weingarten believes that if we can get the strategies right on how to teach kids intellectually and the best way to overcome resistance, then kids will be able to “seize their lives.”

So, I ask myself the question: Should schools keep or disregard the Common Core? The Common Core should be kept only if it has the potential to be tailored to meet the learning needs of all the diverse populations represented by the students in this country. If the standards still allow for use of differentiated instruction, then that would be even better. If the Common Core is able to provide students with the equal opportunity to learn, comprehend, and put material into practice, then perhaps it could be beneficial. I am currently still at odds with the question myself.

Navraj Narula, CER Intern

Three weeks ago I was starting my first day at the Center for Education Reform (CER), and now I’m concluding my experience with the organization. My experience with CER has been educational and I have acquired more knowledge about the education field as a result. My daily task included uploading information from articles that were sent to my email daily into CER database. Everyday I learned something new, whether it was a school facing closure, a new policy being introduced, teachers being evaluated, or even the teachers union advocating for what they believe in. As a junior in high school I’m used to loud students on a daily basis but at CER the environment is completely professional; and I soon caught on to what the adult work environment is like.

During my second week at the organization all of the interns had a pizza lunch, in which they gave me advice on college and answered any questions of mine. Today is my last day and I am thankful for having the opportunity to complete a fellowship at CER. My knowledge about education has increased since being at CER but now my time at the organization has come to an end, and everything that I have learned about education will be displayed this upcoming year when I complete my senior thesis assignment. Senior thesis is a requirement for graduation and the main assignments include a fifteen-page paper on a public policy topic as well as a presentation. I look forward to completing my thesis on a topic that revolves around education because I can apply everything that I have learned while working with CER. Thanks for everything Center for Education Reform!

Imani Jenkins, César Chávez Charter School Fellow

The National Press Club hosted a luncheon with the internationally recognized film writer and director, M. Night Shyamalan. Shyamalan has written and directed many movies including The Sixth Sense (1999), which was nominated for six Academy Awards including Best Picture. How is this Hollywood superstar related to education reform? Shyamalan recently published a book, I Got Schooled, based solely on empirical data to a solution to close the existing education gap in the United States that exists between the success of students in inner city schools compared to their suburban counter parts.

In 2007, Shyamalan was scouting two schools in Philadelphia as locations for a movie when he came across the horrifying discrepancies that existed in schools. He became intrigued with the issue and spent four years attempting to collect and organize data on the differences in schools.

Inspired by the idea that humans only need to do five basic things to stay healthy for a lifetime, Shyamalan utilized the data he collected to uncover a five-item solution that all schools could implement in be successful in providing a sustainable education for all students. The five things he developed are (1) a loud and consistent culture of strong leadership (2) properly trained teachers (3) consistent data collection on effective practices (4) more time in a school setting, and (5) small schools.

Shyamalan describes that all five factors are necessary, and no one item is sufficient on its own or without another. It is important for principals to spend their time teaching the teachers and utilizing the entire school to maintain a culture of growth, instead of relying one classroom alone to provide a fulfilling education for students. Teachers need to be trained “like a navy seal” in order to be successful in the schools, and currently teachers and principals are being held unfairly accountable when they are not being trained properly.

Students should be spending more time stimulated by school environments in order to close the gap and succeed at the same level as their peers. For example, over the summers, some students are being challenged and improving their skills, while others are falling behind. Lastly, students should be taught in small schools because these changes cannot be made in big schools.

Shyamalan concluded his thoughts with the focus on the fact that we can make every effort to change how schools are developed in order to diminish the achievement gap, but we cannot ignore the messages that inner city kids are receiving outside of their schools about their place in society. There is a collective effort that is needed for the growth and development of students in schools across the country.

Mandy Leiter, CER Intern

Education experts gathered at the New America Foundation this morning to offer remarks and panel discussion on the subject “Anytime, Anywhere Summer Learning: Connecting Young Children and Their Families to Early Literacy Opportunities.”

Special Assistant to the President for Education Policy Roberto Rodriguez, National Summer Learning Association CEO Sarah Pitcock, and NYU Professor of Early Childhood and Literacy Education Susan Neuman, among others, shared insights into the opportunities and obstacles of applying technology to combat the effects of summer learning loss.

The “summer slide,” as it’s called, marks both the reversal of academic gains made during the year and a further wedge between the educational outcomes of students from high and low socioeconomic backgrounds. As the panelists observed, students of middle and upper income families often continue to engage in learning opportunities outside the classroom–reading books at home, taking trips to museums, joining storytelling groups at libraries, etc.– while those from lower income families lose access to such academic stimulation over the summer and regress 2-3 months in core proficiencies.

Michael Levine, Founding Director of the Joan Ganz Cooney Center at Sesame Workshop, observed that there is “no new dose of some magical concoction” to undo and prevent the slide, and Ms. Pitcock added that even “an 8-week comprehensive summer program is not the best fit for every child and family.” Rather, the need is for “a variety of solutions.”

In discussing these solutions, the panelists delved into the question “What role does and should technology play?”

Terri Clark of Read on Arizona (fittingly using technology to join the event via Skype) outlined a recent initiative to establish a “digital library” accessible to all students of the Grand Canyon State, and multiple panelists spoke enthusiastically of the potential benefits of rolling out reading apps, expanding technology resources at libraries in high need areas, etc.

Yet for all the enthusiasm to invest in new technologies and educational innovations, one point loomed above all else: parental engagement. As Mr. Levine stressed, the efforts to harness technology require reaching and mobilizing parents, encouraging them to promote at home reading and a culture of family literacy.

Prof. Neuman cautioned against becoming “so enamored of technology and apps that [we] forget the human connection,” and Yolie Flores, Senior Fellow at the Campaign for Grade-Level Reading, added, “[It] must not be about replacing adults”, but rather “equipping them…[It’s] first and foremost about relationships, and [remembering] that technology is a tool.”

As if straight out of CER herself, Ms. Gutierrez summed it up as follows: “Keep parents and parent power at the center of this work.”

Every year Cesar Chavez Public Charter Schools, located in the Washington, DC area, have their annual senior thesis symposium. Starting in the ninth grade, Chavez scholars are introduced to the topic of public policy and up until their senior year they participate in several activities that involve public policy. For example, in the ninth grade scholars participate in a community action project (CAP), which takes place during the last two weeks of school. CAP allows scholars to select a public policy topic and collect information on that topic through various methods. When I was in the ninth grade my class chose obesity/healthy eating as our topic. Obesity is a major disorder that is rapidly spreading to the youth more and more each year. My class took recognition in that and decided that we wanted to educate our community on the disorder. Obesity is the result of unhealthy eating; therefore learning about healthy eating as well would only strengthen our argument.

Scholars complete another community action project in the tenth grade, and then once they enter the eleventh grade they participate in fellowship. This year I participate in fellowship, which is similar to an internship with the only exception being that instead of getting paid we receive academic credit. Chavez has partnered with various non-profit organizations as well as government agencies over the years that have agreed to provide fellowship opportunities for their scholars. My fellowship organization is The Center for Education Reform, whose main focus is improving the education system into a system that can sustain for years to come. Each fellowship has a connection with public policy therefore scholars are constantly learning about issues that impact the country. Following the fellowship is the senior class thesis in which scholars select a public policy topic to write a ten to fifteen page paper on, as well as a PowerPoint presentation that consists of fifteen slides.

The senior thesis symposium included two students from the Capitol Hill campus and one from the Parkside campus. Due to their outstanding thesis presentations, all three of these students received a $2,000 dollar scholarship. The three topics that were presented were Felon Disenfranchisement, Guantanamo Bay, and Urban Education Reform. My personal favorite topic was Urban Education Reform. African-American and Hispanic minorities have always been known for falling into the bottom of the education system due to the high percentage of dropout rates that make up the group. This is an issue that needs quick resolution because this generation makes up the future of America.

All of Chavez public policy classes are a requirement for graduation therefore students must complete the courses. This upcoming school year I will walk the halls as a Chavez senior and hopefully thesis doesn’t turn my hair gray! Overall I look forward to participating in thesis and hopefully my topic is interesting enough to a point where I can participate in the senior thesis symposium.

Imani Jenkins, CER Intern/César Chávez Fellow