Need For Change Presentation By H Domjan

Editor's Notes

• #2: Is what you are teaching and doing in the classroom really working for you? Is it working for your students?
• #6: The problem is the American high school. It drastically fails to prepare students for postsecondary work. A high school degree no longer demonstrates that a graduate is ready for college.
• #7: The number of students attending college has increased since the 1970’s, but those receiving diplomas has decreased.
• #9: The value of the American diploma is falling. What can we do about it?
• #10: Educational Institutions have seen the trend in students prolonging their educational stay and have implemented incentive programs to exit the students in a 4 year degree term. Entering and obtaining a degree in 4 years is a rarity.
• #16: Teacher Tube Video regarding Digital Natives that our students represent. How are we as instructors confronting the issues of education with the rapid increase in technology. We are not! What effect will this have on our children as they complete their degree? What type of message are we sending?
• #20: Top 3 fastest growing jobs. Home health aides tops the list with an increased projection of 56% over the next 8 years. The baby boomers have greatly influenced the job market. As older employees retire, companies need to be aggressive about finding new skilled workers. “There is going to be a shortage of talent in the labor pool until the kids of the baby boomers gain the experience over time,” Steve Cochran, an economist with Moody’s Economy. Com expresses. When comparing the top jobs, it can be stated that those new jobs being created require higher education or advanced training today.
• #22: Elementary and middle school students have made some gains over the past quarter century, but high school achievement has declined or remained stagnant. A vertical change needs to be exercised so that gaps are bridged over the years.
• #23: South Korea has the most effective education system in the world’s richest countries, with Japan in 2 nd and Singapore respectively 3 rd . The U.S. and Germany are found in the low ranking position. This study was not conducted to find out why but what students knew. Out of 24 nations, the U.S. ranked 18 th and was found to have scored love on every test as well as in adult literacy.
• #24: Paul E. Peterson and Frederick M. Hess are editors of Education Next
• #25: Third International Mathematics and Science Study (TIMSS) is the largest, most comprehensive, and most rigorous international study of schools and students ever conducted. Students from 41 nations, including our country's major trading partners, were tested at three different grade levels (fourth, eighth, and upon completion of secondary school) to compare their mathematics and science achievement.
• #30: TIMSS administered the advanced science assessment, a physics assessment, to students in 15 other countries who were taking science courses and to U.S. students who were taking or had taken physics I and II, advanced physics, or AP physics. U.S. students performed below the international average, with 14 countries having average scores higher than the United States, and 1, Australia, having an average score equivalent to that of the United States.
• #32: Students’ literacy skills are the best predictor of future wages—more than years spent in school. The study reports that, on average, the typical 15 – 24 year old watches two hours of television a day while spending about seven minutes a day reading for leisure. Only about a third of thirteen year olds read daily, and the percentage of non-readers among seventeen year olds has doubled since 1984. Some experts have gauged the “literary reading rate” in 2002 stood at about 47% of the public. Meanwhile, among employers who rank reading proficiency as extremely important among their employees, 38% say that high school graduates have deficient reading skills. What does this indicate for our future economic status?
• #34: America's first-rate graduate schools have a wealth of brilliant scientists and engineers in the pipeline. A large portion of them, however, are foreign nationals here on student visas, and are destined to return home after they graduate.
• #35: Ultimately, the United States is in a race from the very start. When a child enters school they are dependent on the educational system to steer them on the right running path. If by chance they are interested in science or math and then run into too many obstacles such as negative attitudes, cultural beliefs, and pessimistic behavior from sources such as peers and teachers then they begin to lose sight of their educational goal as they continue to move from one grade level to another. Therefore, our culture can keep students out of science.
• #36: Students respond more profoundly to cultural imperatives than to market forces. In the United States, students are insulated from the commercial market's demand for their knowledge and skills. But they are not insulated one bit from the worldview promoted by their teachers, textbooks, and entertainment. From those sources, students pick up attitudes, motivations, and a lively sense of what life is about. These ideas lead students who look upon the difficulties of pursuing science to ask, "Why bother?"
• #38: If high school students can increase their math scores they would most likely be able to see a 10-12 percent increase in their future wages.
• #39: A Nation at Risk urged school districts and state legislatures to revamp the six-hour-a-day, 180-day-per-year school calendar and consider seven-hour school days and 200- to 220-day school years. Yet today only one state has a pilot program to help schools expand learning time that much. “In England and other industrialized countries, it is not unusual for academic high school students to spend 8 hours a day at school, 220 days per year. In the United States, by contrast, the typical school day lasts 6 hours and the school year is 180 days.”
• #40: 180 Days, the Elementary version from Barry Bachenheimer. This video questions the fact that elementary students really go to school for 180 days. http://plethoratech.blogspot.com/2009/02/180-elementary-version.html
• #45: America is currently in the throes of a persistent high school dropout crisis that has been a longtime in the making, with substantial disparities in dropout rates across race, ethnic, and income groups and geographic areas. The absence of new funding at the federal and state level since the 1980s has led to decades of disinvestment in re-enrollment programs across the country. In the current global economy, having at least a high school diploma is a critical step for avoiding poverty, and a college degree is a prerequisite for a well-paying job. The costs of dropping out of high school today are substantial and have risen over time, especially for young men, who find it almost impossible to earn an adequate income to take care of themselves and their families.
• #47: These 47% were those with high GPAs and were motivated to work hard.
• #48: High school dropouts are likely to stay on public assistance longer than those with at least a high school degree.
• #49: It takes $22,050 a year to support a family of 4 people. With today’s economy in recession along with basic staples needed to survive, the cost of living supersedes the poverty guideline amount of $22,050 especially when a high school dropout earns about $17,000 a year.
• #50: The 2007 ACS data show that an estimated 13.0 percent of the U.S. population had income below the poverty threshold. This represents 38,757,000 individuals who are living below poverty level. This number,7,283,000, represents the families that are living below poverty level as well.
• #51: Over 13 million children in the United States—18% of all children—live in families with incomes below the federal poverty level —$22,050 a year for a family of four. Research shows that, on average, families need an income of about twice that level to cover basic expenses.
• #52: Since critical rates of poverty so high above the Texas average are found in such a huge number of major cities and counties, it is apparent that the poverty in Texas is very isolated and segregated from the rest of the state. When this segregation occurs, the areas in which the poorest Texans live can become stigmatized. This negative stigma of the areas discourages businesses from investing in the region, which causes a rise in unemployment. It will also make the areas unattractive choices for teachers and health care professionals, leading to poor quality education and health care. In the rural areas of southern and western Texas this isolation leads to a lack of information. This lack of information is caused by both geographical distances from major cities, and a lack of interest from politicians. In the urban areas of Texas, this negative stigma of the poor neighborhoods leads to an increase in crime, decreased and/or negative levels of attention from police, and very low wage jobs. All of these problems make extreme poverty in the areas continually worse and harder to escape from. All of this aside, it is important to keep in mind that the reasons for poverty are as unique as the individuals who live through it. Though finding trends in a specific area is important, no generalization can account for everyone.
• #53: This graph represents gaps that exist between the poor and non-poor and academia. Those students who are faced with living in poverty are challenged with adverse conditions that can limit their academic achievement unlike those who are living above poverty level.
• #55: Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world. Technology has been a driver of globalization. How has globalization affected the U.S. educational system? Are teachers truly embracing technology or are they resisting?
• #57: Pink notes that developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. These seven skills are the same ones that will enable students to become productive citizens who contribute to solving some of the most pressing issues we face in the 21st century.
• #61: The number of U.S. workers employed in manufacturing has been on the decline over the past decade, with annual employment dropping from 17 million in 1997 to just over 14 million in 2006. 80% of manufacturers anticipate a shortage of skilled production workers over the next couple of years while 35% believe there will also be a shortage of scientists and engineers.
• #62: The U.S. has been built on the foundation of many manufacturing companies. If these companies are outsourced because of the lack of skills our students have to compete for jobs, what will become of America in the next 5, 10, or 20 years.?
• #63: Notes: Half of IBM’s 190,000 engineers and technical experts now reside overseas.
• #64: Employees in the 21st century have to manage an astronomical amount of information daily.
• #65: Notes: 14 of the world’s top 25 information technology companies are now based in Asia. There are currently six technology companies based in the U.S.
• #66: The superpower of the U.S. is slowly diminishing due to a flat playing field. We are no longer isolated but now completely exposed due to globalization.
• #67: Americans believe that our public education system is not only the reason that America has become a world leader, but also that continued improvement and reform is crucial to retaining that position in the newly more competitive global marketplace. The public strongly believes that our high schools must be improved, and that students must take more rigorous courses and be challenged to reach a higher standard of learning and skills development to be successful in the next stages of their lives.
• #68: Recent studies suggest that our failure to modernize teacher compensation has had a direct and negative impact on our ability to improve the nation’s teaching workforce. Not only do such salary schedules drive talent away from the teaching profession, they also do nothing to promote a focus on student achievement.
• #69: The time U.S. teachers actually spend in professional training largely continues to take place in isolation, rather than in school-based settings that draw on teachers’ collective knowledge.
• #71: Schools must be prepared for multicultural demographic that will soon be flooding into schools. In academic circles around the nation, education officials are deliberating how to adjust the contemporary curriculum and classroom for a changing dynamic of communication and language comprehension.
• #72: Changing science plans might cost up to $3 Billion which takes into consideration that the state recently invested in new testing materials and textbooks. Forty-six states have agreed to help create the Common Core State Standards Initiative, an effort to allow states to compare their students' academic progress at each grade level using a single rubric. Alaska joins Missouri, South Carolina, and Texas on the shortlist of states that have bowed out of the attempt to form what many believe education in the United States has lacked for too long: a common denominator.