LearnmoreMN Blog

Transforming education so all kids succeed

By MayKao Hang, June guest blogger

U.S. Secretary of Education Arne Duncan calls education the civil rights movement of our generation. "I think the dividing line in our country today is so much around educational opportunity. And we have to close that divide." In Minnesota, we pride ourselves on being progressive, focused on academic success, and being ahead of the curve. But, we are doing worse than other states in closing the achievement gap. In fact, recent data from the National Assessment of Educational Progress (NAEP) show Minnesota has the worst gap in the U.S. between white and African American students, falling behind Washington D.C., Alabama, and Mississippi.

One of 21 cities across the nation to receive a federal Promise Neighborhood Grant, Saint Paul is working to close the divide by organizing the community toward one common vision: that children are successful from cradle-to-career. We decided to look at the achievement gap as an opportunity gap. Let’s start with the premise that all children can be successful academically and work from there by setting the expectations high.

The Saint Paul Promise Neighborhood is a transformational opportunity to remove school success barriers. Spanning a 250-block area in the Frogtown and Summit-University neighborhoods, including two public elementary schools — Jackson and Maxfield, the area is young, with 32% of residents under age 18. It is poor; 56% of households have incomes below $35,000 and 89% of students are eligible for free or reduced lunch. Poverty is a leading indicator for who will fall into the achievement gap. Children who are sick, tired, hungry or fearful are not able to be attentive in the classroom.

Our approach with the Promise Neighborhood is to organize the community and create the will and means to realign education, health, public safety and human services to create an environment that supports all our children to achieve academic success. We have conducted a community assessment, and since fall, six Solution Action Groups — each made up of 20-25 Promise Neighborhood residents, service providers, educators and others — have been developing a plan of action.

We have learned from years of delivering direct services and through research that none of us can do this work alone. We must integrate the assets of the private and public sectors and use them to fuel academic success. Addressing the needs of a child is not enough — to be successful we must address the needs of their families, neighborhoods, and the environment in which children live and grow.

Since 1997, The Amherst H. Wilder Foundation has been a key partner with the Saint Paul Public Schools on the Achievement Plus program where we have successfully developed a standards-based curriculum, extended learning opportunities for students, and offered learning supports for students and families. At Dayton’s Bluff Elementary School, one of our Achievement Plus schools, Minnesota Comprehensive Assessment (MCA) test scores rose from 12% to over 60% in a 10-year period. The investments we make now in programs like Achievement Plus and Saint Paul Promise Neighborhood help remove barriers to learning and build a stronger Minnesota with well-educated and engaged citizens and a productive workforce. Children are our future; they deserve our best effort.

Partnering on learning opportunities

By Mayor Chris Coleman, February Guest Blogger

Just over a month ago, I began my second term as mayor with an inauguration ceremony. During my speech, I described how important it is that we in the Twin Cities evolve to think of ourselves as partners in an effort for regional growth and prosperity. This means that we must stop fighting each other and position ourselves to face global competition. Saint Paul can no longer compete against Bloomington or Minneapolis. Our future depends on our ability to compete with Shanghai or Stuttgart, Seoul or Sao Paulo.

This effort necessarily begins with education. A well-educated workforce is vital to attracting, retaining and expanding businesses in Saint Paul. We are fortunate to have a wealth of college presidents, corporate executives and church leaders who recognize this fact. Our partners in higher education, business and nonprofit training programs are developing fine-grained models that match people with training opportunities designed for specific jobs. In the next four years, we’ll continue to work together to demonstrate how cities and school districts can share the responsibility of providing high-quality learning opportunities for all children.

This approach requires us to work across barriers that have prevented us from forming partnerships that could help students. The Kellogg Foundation has recognized the city’s role in expanding the quality of and access to learning opportunities for all of our students. Thanks to Kellogg’s support, my office has launched the Learning in Cities Project, a partnership with the Center for Democracy and Citizenship. This initiative will allow us to expand the definition of youth success beyond the math and reading test scores mandated by No Child Left Behind. Our long-term goal is to create an organized system of after-school learning opportunities throughout the city that will allow young people to develop the skills — academic and otherwise — that they need to meet the expectations of 21st century workplaces and communities.

As one outgrowth of this work, the Saint Paul Federation of Teachers and Saint Paul youth workers will have the opportunity to engage in professional development side-by-side for the first time ever. As part of the federation’s annual Professional Development Conference, the talented individuals who work with students during the school day will learn more about the talented individuals who work with youth when they’re not in school. Youth workers and teachers are being asked to participate as speakers and presenters, so that all can benefit from the knowledge and skill-sets that each exemplifies.

Motivating kids is key to their success

By Kent Pekel, September guest blogger

How does Minnesota move beyond admiring the problem of the gaping gaps in educational achievement and attainment that persist in our state along racial and socioeconomic lines? That was one of the questions I had the opportunity to pose last night to more than 100 community members who gathered to watch a preview screening of a new TPT documentary, “Challenging Expectations.” The program offers a compelling overview of the urgent need to put students from groups that have long been underrepresented in higher education — especially students of color and low-income students — on the path to success at technical, community and four-year colleges.

The program describes many of the changes that schools, colleges and community partners need to make to reach that goal, from increasing access to challenging high school classes to providing mentors and support systems for students who face challenges beyond the classroom. Carlos Mariani Rosa — legislator and head of the Minnesota Minority Education Partnership — spoke about the need for systemic responses combined with individual commitment and community leadership. He also suggested that we need many more non-profit organizations like Admission Possible and publicly supported initiatives like the federal TRiO programs.

I agree with Carlos about the need for systemic reforms and supports, but I was most struck by the conversation afterward about another critical part of the formula for academic success: student motivation. Time and again, we heard students who were succeeding against the odds say they had a fire in the belly to make their way to college and a career. Some of those students said that motivation came from a family member, others drew it from a mentor or teacher and still others had no idea where it originated.

As I reflected last night on my years as a K-12 teacher and administrator, I realized that despite the fact that my colleagues and I were deeply committed to student success, no school or district I worked in had a formal strategy to increase and sustain students’ motivation to succeed in school. Instead, we assumed that strong relationships and good teaching would result in the motivation to learn. For many students, those things are enough. But my experience in recent years and the “Challenging Expectations” program reinforce my sense that schools and organizations that work with youth now need to put in place proactive and powerful strategies for motivating students to succeed in school and progress toward higher education and high-skill employment.

And so the question in my mind today is this: what would that look like? How can we do more than hope that students develop the persistence to work through academic and personal challenges to reach their goals? How can we help young people who tweet and text all day develop the willingness to undertake the “boring” work that is required to learn to perform a science experiment, write a great essay or create a great work of art?

What programs and educators are already doing this, what can we learn from them and how do we replicate them across Minnesota? We need to stop admiring the problem of the achievement gap and start solving it at scale for all of our students and in all of our communities.

Keeping kids focused on the destination

By Kathleen O'Donnell, July guest blogger

In late June, while most kids were just settling into summer, Destination 2010 students came together to prepare for the final leg of their K-12 journey. Their third annual summer weekend retreat was held at Camp Saint Croix with the theme of Rising to the Challenge and Exceeding Expectations.

Destination 2010 is an initiative of The Minneapolis Foundation designed to help a cohort of students graduate on time (in 2010) and pursue higher education — while sharing lessons learned along the way. Instead of creating new programs, the initiative weaves together existing resources to provide information, opportunities, and support to the students, the majority of whom are low-income students of color, and many of whom will be the first in their families to attend college. The program also conducts campus tours, connects kids with summer enrichment activities (and underwrites the costs), and offers many other activities to keep kids involved, focused, and achieving year round.

It’s an unusual program for its size and scope — launched in 2001, every 3rd grader in seven struggling Minneapolis and Saint Paul public schools was invited to participate. Every student who remained continuously enrolled in the two districts would receive a $5,000 or $10,000 scholarship to pursue post-secondary education. As they prepare to enter their senior year, 185 students remain in the program. This includes 40% of the original 364 students, along with students in another program who merged with Destination 2010 midstream.

The high attrition rate underscores the fact that mobility has posed the same challenges to Destination 2010 as it has to the school system itself. And the effect on the students can be devastating. We’ve witnessed first-hand the corrosive effects of mobility on relationships over time, on access to information and opportunities, and on academic success.

On the flip side, one of our greatest successes has been the ability to keep students on our radar who might have otherwise fallen off. For many students, the identity of being in Destination 2010 has transcended time and place. We’ve been able to maintain relationships with some students through homelessness, multiple moves, family upheaval, and time in the juvenile justice system.

Another significant challenge has been the need to constantly combat the pull of low expectations — both from external sources and within the students themselves — especially among so-called ‘average” students. Generally speaking, high-performing low-income students (those who are “beating the odds”) garner attention. Students viewed as average or underperforming often pass under the radar of efforts to nurture college aspirations. Yet even as Destination 2010’s approach has been to set the same high goals for all students, that vision hasn’t necessarily taken root for every single student or family.

And, honestly, for some students, the barriers can seem overwhelming. It can be very challenging to continue to hold high expectations and demand accountability for our students, when we’re aware of the difficulties and instability in their personal lives. It’s a balancing act for everyone who teaches young people to strive to achieve amid stressful circumstances.

Fortunately, we work in close partnership with the families, community programs, and school leadership and staff. To connect most effectively with the students and their families, a group of Destination 2010 liaisons who reflect the diversity of our students serve as the primary contacts. The liaisons have built relationships that open the door for tough conversations about what it will take to get into higher ed. They work with the students, but also help families navigate the roadmap to higher education (financial aid applications, appropriate pre-college class selections, etc.). They even keep family phone numbers current...not a small task. They keep our students encouraged and connected; keep the families informed, involved, and empowered; and have helped make Destination 2010 a diverse yet cohesive community of students striving to achieve.

Destination2010 student Rakeem has reflected, "I have been through a lot of programs in my life due to certain circumstances, but D2010 is by far my favorite. I look forward to seeing my friends and fellow students doing something productive and so serious about their lives to come. I see so many of my peers throwing their lives away with drugs and what not. I have made the choice to do something better and I feel that the decision I have made is the right one. Well, I am aware of my surroundings and I am capable of getting to my destination, are you?”

Question to readers: What strategies have you found to be successful in keeping students connected through achievement programs that aren’t necessarily focused on a specific school, neighborhood, or activity?

Your take: what organizations can do

We asked a number of people to take a short survey about the Vanishing Graduates show and  received some interesting responses to this question: Given the challenges that the program raises, what are some actions that organizations could take?

Here are some of the actions you suggested:

• Federal grants and loans availablity. It's scary: how will government continue? The clients they serve will only be increasing, special interest groups always want increased services, (contrary to popular belief) many government jobs ARE complex and require a college degree and there will be fewer workers demographically, and far fewer educationally qualified...we will either have to curtail services, rely on technology to be a substitute for people, and/or tap a qualified people supply from outside the U.S.
• We need to get out in the high schools and middle schools and entice/tout/advertise about how there's a place waiting for them in our workforce, and take steps to ready themselves.
• Entering into partnerships with government, business and educators to provide additional resources for schools and support for families.
• REQUIRED college preparatory curriculum, no matter how long it takes a student, when they moved to this country, or what their native language is. We fail our students every time that we do not require them to achieve at the minimum level expected by college admissions offices. MUCH GREATER funding for guidance counselors. Our counselors work too hard, and it is embarrassing that this great progressive state is not taking better care of its students as they prepare for college. Statewide PR campaign to raise awareness. Greater support of college access programs, with long-term funding opportunities, NOT short-term grants.
• Businesses who are affected by these trends on the post-college end of the spectrum would help make the crisis more real for most people. Many folks tune out the non-profit, social service, educational sector's advocacy because we're always pushing for one need or another. I'm sure resources are limited, but it would be helpful to combine this with a major PR push throughout the state — billboards, mailings, commericals, etc. This is a defining issue of our time, and nobody really knows about it.

If you would like to share your opinions about the program, take the survey.

Early Childhood Education: Head Start is Not Enough

By Kate Bristol, April Guest Blogger

Macalester College — where I am a student — convened a Mayor's Forum in February to discuss best practices in education. The policymakers and educators who attended help shape the educational systems in many Minnesotan towns. One of the topics covered by the Forum was pre-kindergarten programs — which are vital in putting kids on a path to school success.

Data shows that investment in pre-kindergarten programs pays off, but we have yet to invest in these programs statewide. While districts claim that they lack funding, combining federal funding with an investment from local corporations would be sufficient to start up a pre-k classroom. We know what to do; we know how to do it; now all we have to do is take action.

To maximize high-quality preschool access for low-income students, I suggest the following changes to the federal preschool program:

1. Assist suboptimal programs to meet these standards.
2. Provide funding to hire qualified teachers and for ongoing teacher education.
3. Recruit the 40 percent of eligible children who are not currently enrolled in the Head Start.
4. Expand eligibility criteria of Head Start to include children of families living at the 125 percent Federal Poverty Level
5. Support recruitment of all eligible three-year-olds.
6. Mandate public preschool programs in all 50 states to provide greater access to children of families living at 150 percent
7. Establish minimum quality standards for all public preschool programs to improve kindergarten readiness.

Paying for the approximately five million additional children who would become eligible under this proposal may seem staggering. However, state and federal governments would share the financial burdens. The long-term benefits to our society of high-quality preschools are enormous. There is an astounding benefit-to-cost ratio of seventeen to one. There would be higher rates of education, employment, income, and marriage; and lower rates of delinquency, crime and drug use.

As a nation, we cannot afford to do otherwise.

Issues Before the Achievement Gap

By Josie Johnson, March 2008 Guest Blogger

On May 17 we will celebrate the 54th year since the Supreme Court settled the question in Brown v. Board of Education of Topeka, does segregation of children in public schools solely on the basis of race, even though the physical facilities and other tangible factors may be equal, deprive the children of the minority group of equal educational opportunity? “We believe that it does,” the Court said.

Thurgood Marshall, the chief NAACP Legal Defense lawyer at the time of the decision, believed that the American Dream could be made to work for Black people as well as whites. He did not believe that the system was flawed and deeply etched with the effects of segregation and the laws of segregation which had denied Black children equal education opportunities.

Some historians have written that Marshall, the NAACP lawyers and the Black community were convinced that the Supreme Court decision guaranteed Black children the education their parents and communities had suffered and died for since 1865.

The dream of true emancipation through education continues to elude our Black community. It has become clear that the issues facing Black parents and Black communities are larger than simply the condition of the schools or transportation. They are more subtle and insidious.

In many schools, Black children are taught by teachers who believe them to be inferior and, therefore, treat them that way. The same teachers teach white children that they are superior. Curiously, the degree to which Black children are experiencing this from teachers has increased since the enforcement of Brown. Many Black children are forced to fight their way rather than learn their way through school in an effort to gain some sense of self-respect.

In many communities, experienced Black teachers have been removed from classrooms with large numbers of Black students where they served as models and have either been “promoted” to an administrative position or reassigned to a white majority school.

Furthermore, teachers are offered pay incentives classified as combat pay, to accept teaching assignments in schools in Black majority neighborhoods. All of these behaviors and policies perpetuate institutionalized racism which is etched deeply into the American social fabric.

One year after the historic May 1954 decision, renowned scholar and historian, Dr. W.E.B. Du Bois, predicted that it would force Black people to face:

…a cruel dilemma…with successfully mixed schools they know what their children must suffer for years from southern white teachers, from white students who sit beside them and under school authorities from janitors to superintendents, who hate and despise them….They must eventually surrender race ‘solidarity’ and the idea of American Negro culture to the concept of world humanity, above race and nation. This is the price of liberty. This is the cost of oppression.

Unfortunately, Dr. Du Bois was accurate in predicting the experiences Black children would have in desegregated schools.

In today’s system our children are not being taught to function successfully in society. Their learning has been replaced by emphasis on the achievement gap. The U.S. Department of Education describes this gap as “the difference in academic performance between different ethnic groups.” The Department also states that the achievement gap is a multifaceted problem that requires examination from multiple perspectives. Some educators suggest it is the difference between a child’s potential and his/her actual achievement.

In my judgment, the challenge to help Black students reach that potential is, in part, the lack of knowledge about and respect for the Black student’s community’s relationship/history with education.  Neither the teachers nor our children know their history. They don’t know who they are, their relationship to education or, from whence they have come.

The gap is caused by disparities in information, resources, instruction, belief, commitment, quality and care. Our children are given medication, assigned to special classes for emotional or academic deficiencies, allowed to fall short of their potential rather than reach their potential.

We must pull together as a nation, if we are to survive. We must save all of our children and help them become the best they can be.

The society needs all its children to become successful, productive, happy citizens.

A different kind of glass ceiling…

By Willy Tully, February 2008 Guest Blogger

The barriers that prevent Minnesota students from enrolling in college are often erected well before the senior year of high school.

A study, conducted for the Minnesota State Legislature by Ghere, Moore, and Schelske in 1999, shows that, "students begin self-selecting for high academic achievement as early as third grade, and courses that students take in middle school and early in high school are closely related to future college attendance."

Choices relating to academic rigor and extracurricular participation, as well as peer influence, shape a student’s perception of what they can achieve. At the same time, reserved space in honors courses, the cost of summer programs, and a lack of knowledge about (or access to) postsecondary choices exacerbate the innate barriers. Underperforming middle school students are funneled into high school programs that are unchallenging and that will not provide the requisite spark needed to excite the passion for learning present in every young person.

In actuality, students are constructing their own ceiling as they progress through a K-12 education. The unfortunate parallel is that our educational system is designed to reinforce these limiting "self" selections.

This makes me angry, and I hope it makes you angry too.

Schools are under-funded, teachers and counselors are under-paid, there are abhorrent socioeconomic and racial disparities in education, and schools located just minutes from one another are miles apart in the quality and breadth of educational programming they can offer. But now is not the time to despair. Indeed, now is the time to repair and rebuild. We must champion community cooperation – we must be pioneers for freedom and equality in education.

With the tools and the might, we must reach up and shatter that glass ceiling, for the limitations posed on individuals prevent this community from reaching its truest potential – from reaching greatness. And greatness is possible.