Schools Kids Like/New Curriculum "America's high schools are obsolete" -Bill Gates In these days of accountability, standards, and focus on closing the achievement gap, everyone agrees that high expectations and equal access to rigorous coursework and study are instrumental in improving our schools. While it is true that expectation of success both on the part of teachers and students is critical in motivation, a larger piece of the formula is often overlooked -that is the value of the outcome. Just telling students that "this is important" will no longer bear much weight in a modern world full of television, computers, ipods and war. The most common reason students report for "dropping out" is boredom, yet we still deliver a curriculum that is essentially the same as it was 75 years ago- before
television or computers. I advocate: - An expanded range of courses in all schools for students to choose from-including media studies, contemporary history and issues, and independent, rigorous study of self-chosen topics and projects.
- Ensuring that science, social studies, physical education and the arts are included in all schools' daily programs- and not ignored because they are "not on the test."
- Encouragement and professional training for teachers and schools to best identify individual students' interests and talents to facilitate higher standards and rigorous learning.
- A longer window of learning and opportunity when necessary, particularly in mathematics, so when students attend college, take more advanced coursework, or enter the job market, they are ready, interested and motivated- not bored.
- Teaching and learning that focuses on skills for 21st
century life and work;
- knowing more about the contemporary world
- creative and collaborative problem solving
- information and technological literacy
- skills for lifelong learning |
Sustainability Education and Sustainable Schools In 2001, LAUSD adopted a resolution to incorporate sustainable school design into their plan for new schools. The plan, following the guidelines set by the Collaborative for High Performance Schools, recognized: "student achievement is greater and attendance higher when the learning environment is naturally lit, comfortable and well maintained, (and)... schools should employ design and construction strategies that minimize operating costs, including energy and water efficiency..." Though this looks promising and innovative on the surface, merely installing skylights and
low-flush toilets is not enough. The LAUSD policy simply fails to address the fact that responsibility for sustainability and environmental stewardship must necessarily be linked to the students and community. In contrast to this top-down, contract-driven building policy, I advocate the following as a way to provide both effective, sustainable schools and meaningful, relevant learning and student participation; - Integrate student participation in the management of school resources and grounds (energy, recycling, water, biodiversity, landscape design, etc.) into existing curriculum and daily running of the school.
- Ensure that students have an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development.
- Development of all schools as models for sustainability within the local community, with innovative design, alternative
energy systems, expanded green areas, playgrounds, and community food gardens.
|
No More "Dropouts" With the dropout rate from LAUSD's schools higher than 30% by most estimates, it is time for a radical departure from policy that merely does more of the same, more intensely. The number one reason students report for leaving school is boredom, which is a logical result of unending confusion. The Los Angeles Times reports that some students fail classes over and over, until they finally become what has been termed "push-outs"- too old and too unmotivated to continue their studies. While LAUSD's goal of preparing all students with a college-prep curriculum is meant to keep standards high for all learners regardless of socio-economic status or race, it also serves to push
out students who are either unprepared for, or not interested in attending four-year universities. Though the district claims to have some sort of career/technical education component for alternative studies, it is minimal at best, and only available as an addition to their required curriculum. Beyond that, a convoluted hodge-podge of adult learning centers, continuation schools and career centers tries to pick up the slack. In fact, the district acts as if the community college system, once a part of LAUSD, doesn't exist, even though most State University graduates start there. Consider this discouraging quote from LAUSD's "Graduation Requirements" web page; "...it is possible for you to meet all the requirements for
graduation and still not be eligible for college admission." I propose the
following: - Offering a wide "menu" of choices, with multiple paths and requirements to graduation.
- Expand career and technical education programs and choices.
- Establishment of "Graduation Centers" for older students to return and continue their education, through workplace partnerships, distance learning and independent study.
- Promote Community College study as a bridge to a four-year degree.
- Allow exit as early as 10th Grade for students who are prepared and ready for college, reducing class size and costs.
- Establish a division of Extended Learning to administer all non-traditional programs.
© 2006 Louis Pugliese |
