Education Week - September 7, 2016 - 18

COMMENTARY Don't Fix High Schools, Transform Them P ublic education abounds with excitement as schools, districts, and communities work together to rethink the ways in which teaching and learning can better suit the needs and abilities of today's youths. They do so for good reason. By 2020, 65 percent of all jobs will require some level of postsecondary education and training, according to a 2013 projection from Georgetown University's Center on Education and the Workforce. It is easy to point to peak national high school graduation rates and say that we are making great strides. Yet, when we look at whether these graduates are ready to succeed after high school, the picture is not as rosy. In April, a national study by Education Reform Now found that one in four students requires remedial coursework before beginning actual college classes, costing the student on average $3,000 in additional tuition and making them 74 percent more likely to drop out of college than their peers who do not need remediation. The notion that we can "fix" our schools to create more-equitable outcomes for these students only moves us backward. It implies that our education system is broken. In reality, the system is working exactly as it was intended when public education was designed over 100 years ago. It is culling and sorting the more elite students and leaving the rest to work the factories or the farms. We can no longer afford winners and losers in our schools. Instead, we need to redesign education in high schools to move it forward Getty By Nicholas C. Donohue and away from that 19th-century model. Today, schools and communities across the country are advancing a framework known as student-centered learning, which questions traditional concepts of where, when, and how learning happens. This innovative approach is not restricted to the traditional classroom. Rather than simply sitting through lectures, students use class time for interactive projects and thoughtful discourse. How ESSA May Help Homeless Students F Getty By Barbara Duffield or many children, the beginning of the school year is a time of anticipation to rejoin old friends, meet new teachers, and find new classes. But for the nation's identified 1.3 million preschool and K-12 homeless children and youth who attend public schools, the return to school also means a reliable meal, shelter for at least six hours a day, a stable routine, and a chance for a better life. This is a historic school year for homeless students, as new requirements for education under the McKinney-Vento Homeless Assistance Act-which passed nearly 30 years ago and was reauthorized with the passage of the Every Student Succeeds Act in 2015-go into effect Oct. 1. The new requirements are designed to help schools better identify and support homeless students. But to translate the promise of the law into meaningful changes, schools will need robust community partnerships; leadership from state and local education officials; and accurate measurements of progress that include not only academic performance for these students, but also how well schools are identifying homeless young people. I've worked with homeless children and youth for over 20 years-as a tutor for such children in Washington; at the National Coalition for the Homeless; and as the current 18 | EDUCATION WEEK | September 7, 2016 | www.edweek.org/go/commentary Learners complete internships for credit and run their own parent-teacher conferences. They advance by demonstrating understanding of material at their own pace, rather than by accruing credits based on the "seat time" they've endured at a desk. Student-centered approaches are transforming the learning experience for American high schoolers. Among the districts that receive grant support from the Nellie Mae director of policy and programs at the National Association for the Education of Homeless Children and Youth. Homeless students face many challenges. They move from place to place and never know when they might be forced to leave. They lack food, clothing, and health care, as well as a quiet place to do homework. They struggle with trauma and loss and, sometimes, abuse and neglect. But perhaps the greatest barrier to the education of homeless students is their invisibil- " Until we improve the identification of homeless children and youth, we will not be able to provide the support necessary for school access and success." ity to the educators and leaders around them. Most homeless children and youth do not stay in readily accessible places like homeless shelters. In fact, less than 15 percent of the homeless children and youth enrolled by public schools nationally stay in shelters or transitional housing. As a result, most home- Education Foundation (which I lead), two different high schools offer shining examples of how student-centered approaches can be tailored to a school's distinct needs. With a population comprising 60 percent students of color and 80 percent students who receive free or reduced-price lunches, Revere High School in Revere, Mass., has increased achievement among students historically marginalized in our education less students stay on couches and floors, or in motels, cars, and other hidden places. At the same time, the school district personnel who are specifically designated under federal law to assist homeless students-school district homeless liaisons-often wear many hats and may not receive essential training on how to identify and support those students. A recent report about America's homeless students, released in June by the GradNation campaign, found that over 90 percent of liaisons also have other official duties; in fact, 89 percent say they spend half their time or less on their responsibilities as liaisons. Additionally, one-third of liaisons report they are the only person within their school district who receives training to help identify and intervene with homeless children and youth. As a consequence, too many homeless students go unseen and unserved. The new requirements address these challenges by requiring that liaisons carry out their duties and participate in professional development. The U.S. Department of Education recently issued guidance for specific strategies to help districts implement these new requirements. The guidance includes suggestions for how to determine the amount of time liaisons should dedicate to these students and how to identify some of the most hidden homeless students, from preschoolage children to older youth, who may be homeless and possibly living without a parent or legal guardian. http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - September 7, 2016

Education Week - September 7, 2016
Contents
Are Dual-Enrollment Programs Being Oversold?
Inclusive Classes Have Downsides, Researchers Find
For New Kindergartners, a Whirlwind Introduction
Report Roundup
Tax Boosts to Aid K-12 Up for Vote
News in Brief
Amid Shortage Fears, States Ease Teacher-Licensing Rules
Rating Materials for Reading
Longer Day, Year Required for Many Head Start Programs
DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Draft ESSA Funding Rules Unveiled
Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Amid School-Closure Worries, Mich. Lists Low-Performers
NICHOLAS C. DONOHUE: Don’t Fix High Schools, Transform Them
BARBARA DUFFIELD: How ESSA May Help Homeless Students
NITA LOWEY: ‘Books, Not Bullets’
Letters
T opSchoolJobs Recruitment Marketplace
ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - Tax Boosts to Aid K-12 Up for Vote
Education Week - September 7, 2016 - 2
Education Week - September 7, 2016 - Contents
Education Week - September 7, 2016 - News in Brief
Education Week - September 7, 2016 - 5
Education Week - September 7, 2016 - Rating Materials for Reading
Education Week - September 7, 2016 - Longer Day, Year Required for Many Head Start Programs
Education Week - September 7, 2016 - DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Education Week - September 7, 2016 - 9
Education Week - September 7, 2016 - 10
Education Week - September 7, 2016 - 11
Education Week - September 7, 2016 - 12
Education Week - September 7, 2016 - 13
Education Week - September 7, 2016 - 14
Education Week - September 7, 2016 - Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Education Week - September 7, 2016 - Amid School-Closure Worries, Mich. Lists Low-Performers
Education Week - September 7, 2016 - 17
Education Week - September 7, 2016 - BARBARA DUFFIELD: How ESSA May Help Homeless Students
Education Week - September 7, 2016 - NITA LOWEY: ‘Books, Not Bullets’
Education Week - September 7, 2016 - Letters
Education Week - September 7, 2016 - 21
Education Week - September 7, 2016 - T opSchoolJobs Recruitment Marketplace
Education Week - September 7, 2016 - 23
Education Week - September 7, 2016 - ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - CT1
Education Week - September 7, 2016 - CT2
Education Week - September 7, 2016 - CT3
Education Week - September 7, 2016 - CT4
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http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
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http://www.nxtbookMEDIA.com