A mix of political power and extreme poverty, the Washington DC Public Schools face a struggle that epitomizes the state of education in this country. While the elite and affluent live in the best districts, or send their children to private schools, many students in the Washington, DC Schools function in poverty and need.

Why does this matter? The discrepancy between the haves and have-nots in the Washington, DC Schools mimics that which has led to the glaring racial achievement gap in the country. Recently, studies reporting on the gap percentages in all states have gotten a lot of attention. Also, reports on the correlation between income and achievement have received a lot of press. Although I don’t think any jaws are dropping; the question for Washington, DC schools isn’t if poverty leads to low achievement, it’s what to do about it.

Methods in the Washington, DC Schools

The initiatives that the Washington, DC Schools implement are an important barometer for the rest of the schools in the country. If efforts work, they will be duplicated. If they fail, it is a cause for concern, and considered a waste of money. Vouchers are one big issue. Due to declining enrollment in the Washington, DC public schools, and a desire to offer school choice to low-income students, a federal program offering $7,500 school vouchers was offered to needy students in the Washington, DC Schools.

Not everyone is fond of this method because they are afraid it will actually encourage more students to leave the Washington, DC Schools for charter or private schools. Many feel this could degrade the quality of the system. Ironically, this is the same concern when affluent and educated families leave the public school system. The Washington, DC Schools loose both per pupil funding and the most involved parents when this happens. Vouchers may exacerbate the situation.

However, this may be Continue Reading

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A mix of political power and extreme poverty, the Washington DC Public Schools face a struggle that epitomizes the state of education in this country. While the elite and affluent live in the best districts, or send their children to private schools, many students in the Washington, DC Schools function in poverty and need.

Why does this matter? The discrepancy between the haves and have-nots in the Washington, DC Schools mimics that which has led to the glaring racial achievement gap in the country. Recently, studies reporting on the gap percentages in all states have gotten a lot of attention. Also, reports on the correlation between income and achievement have received a lot of press. Although I don’t think any jaws are dropping; the question for Washington, DC schools isn’t if poverty leads to low achievement, it’s what to do about it.

Methods in the Washington, DC Schools

The initiatives that the Washington, DC Schools implement are an important barometer for the rest of the schools in the country. If efforts work, they will be duplicated. If they fail, it is a cause for concern, and considered a waste of money. Vouchers are one big issue. Due to declining enrollment in the Washington, DC public schools, and a desire to offer school choice to low-income students, a federal program offering $7,500 school vouchers was offered to needy students in the Washington, DC Schools.

Not everyone is fond of this method because they are afraid it will actually encourage more students to leave the Washington, DC Schools for charter or private schools. Many feel this could degrade the quality of the system. Ironically, this is the same concern when affluent and educated families leave the public school system. The Washington, DC Schools loose both per pupil funding and the most involved parents when this happens. Vouchers may exacerbate the situation.

However, this may be Continue Reading

]]> http://www.middleschoolteachingunits.com/what-can-the-washington-dc-schools-teach-us/feed/ 0 http://www.middleschoolteachingunits.com/reaching-minorities-in-the-columbus-schools/ http://www.middleschoolteachingunits.com/reaching-minorities-in-the-columbus-schools/#comments Sat, 24 May 2008 22:03:36 +0000 admin http://www.middleschoolteachingunits.com/reaching-minorities-in-the-columbus-schools/

Like all of the public schools in Ohio the Columbus Public Schools have a low graduation rate for its students. And like all of the public schools in this country the Columbus Schools have a racial gap that is disheartening and depressing. Two methods used by the Columbus Schools to help minority populations achieve are mentoring and smaller sized high schools.

I like both of these ideas because I think they address two of the core difficulties of minority achievement: income and role models. As parents in the Columbus Schools debate the inequities of magnet schools, charter schools, and who gets money for what, it’s easy to forget the underlying causes of low achievement.

Columbus Schools students raised in poverty are unlikely to have well-educated role models who can teach them what successful behavior looks like. Low income parents are usually less able to spend time in their children’s Columbus Schools, less able to help with homework, and less aware of the impact of reading. If the Columbus Schools are serious about helping minority students rise above their current situation, then the realities must be addressed.

The National Society of Black Engineers sponsors junior chapters in Columbus Schools middle schools that are intended to increase student’s interest in math and science. But the power of this type of program for low-income minority students goes way beyond an introduction to these subjects. For a Columbus Schools student who has grown up in the projects to realize that someone from that same background can lead a different type of life can be a revelation. Columbus Schools students, minorities or white, need to see people they can relate to in successful positions.

In fact, some successful Columbus Schools high school students are now mentoring middle school students. I find this so exciting. This is exactly the type of activity that will give low-income Continue Reading

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Like all of the public schools in Ohio the Columbus Public Schools have a low graduation rate for its students. And like all of the public schools in this country the Columbus Schools have a racial gap that is disheartening and depressing. Two methods used by the Columbus Schools to help minority populations achieve are mentoring and smaller sized high schools.

I like both of these ideas because I think they address two of the core difficulties of minority achievement: income and role models. As parents in the Columbus Schools debate the inequities of magnet schools, charter schools, and who gets money for what, it’s easy to forget the underlying causes of low achievement.

Columbus Schools students raised in poverty are unlikely to have well-educated role models who can teach them what successful behavior looks like. Low income parents are usually less able to spend time in their children’s Columbus Schools, less able to help with homework, and less aware of the impact of reading. If the Columbus Schools are serious about helping minority students rise above their current situation, then the realities must be addressed.

The National Society of Black Engineers sponsors junior chapters in Columbus Schools middle schools that are intended to increase student’s interest in math and science. But the power of this type of program for low-income minority students goes way beyond an introduction to these subjects. For a Columbus Schools student who has grown up in the projects to realize that someone from that same background can lead a different type of life can be a revelation. Columbus Schools students, minorities or white, need to see people they can relate to in successful positions.

In fact, some successful Columbus Schools high school students are now mentoring middle school students. I find this so exciting. This is exactly the type of activity that will give low-income Continue Reading

]]> http://www.middleschoolteachingunits.com/reaching-minorities-in-the-columbus-schools/feed/ 0 http://www.middleschoolteachingunits.com/oklahoma-schools-working-for-recognition/ http://www.middleschoolteachingunits.com/oklahoma-schools-working-for-recognition/#comments Wed, 21 May 2008 21:33:18 +0000 admin http://www.middleschoolteachingunits.com/oklahoma-schools-working-for-recognition/

All schools across America strive for excellence, which is reflected through various regional, state, or national awards. Being recognized as an excellent place of learning can help schools in numerous ways. Some awards give the recipients a cash bonus, while others give an endorsement of excellence. Oklahoma City Public Schools are no exception. Recognized for numerous, innovative programs, and admirable improvement, Oklahoma Schools enjoy a high status within the 50 states. Improved in reading and math, advances in technology, and being named a Blue Ribbon School are all examples of these recognitions.

One of the highest national honors an Oklahoma School (or any other school in the nation, for that matter), can receive is being named a Blue Ribbon School. The Blue Ribbon honors schools that have closed achievement gaps and where students are excelling at high levels. For the 2006 – 2007 school year, several Oklahoma Schools have been recognized by the U.S. Department of Education. More than 50 schools in the state

have been honored since this program began in 1982. Six Oklahoma Schools were honored for the school year. Four elementary schools and two middle schools received the honor.



The number of K-12 schools, public or private, that each state can nominate depends on that state’s population. 60 percent of schools nominated each year for the Blue Ribbon status are recognized by the federal government. All six of the nominated Oklahoma Schools won the recognition. These Oklahoma Schools are recognized because they have met criteria in two areas. These requirements are: improvements made by low-income students, and schools that have scored in the top 10% on the state’s standardized tests.

Advances in technology have been made in Oklahoma Schools. More than 200,000 computers are available for students’ use, at a rate of one computer for every three Continue Reading

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All schools across America strive for excellence, which is reflected through various regional, state, or national awards. Being recognized as an excellent place of learning can help schools in numerous ways. Some awards give the recipients a cash bonus, while others give an endorsement of excellence. Oklahoma City Public Schools are no exception. Recognized for numerous, innovative programs, and admirable improvement, Oklahoma Schools enjoy a high status within the 50 states. Improved in reading and math, advances in technology, and being named a Blue Ribbon School are all examples of these recognitions.

One of the highest national honors an Oklahoma School (or any other school in the nation, for that matter), can receive is being named a Blue Ribbon School. The Blue Ribbon honors schools that have closed achievement gaps and where students are excelling at high levels. For the 2006 – 2007 school year, several Oklahoma Schools have been recognized by the U.S. Department of Education. More than 50 schools in the state

have been honored since this program began in 1982. Six Oklahoma Schools were honored for the school year. Four elementary schools and two middle schools received the honor.



The number of K-12 schools, public or private, that each state can nominate depends on that state’s population. 60 percent of schools nominated each year for the Blue Ribbon status are recognized by the federal government. All six of the nominated Oklahoma Schools won the recognition. These Oklahoma Schools are recognized because they have met criteria in two areas. These requirements are: improvements made by low-income students, and schools that have scored in the top 10% on the state’s standardized tests.

Advances in technology have been made in Oklahoma Schools. More than 200,000 computers are available for students’ use, at a rate of one computer for every three Continue Reading

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