There has been a lot of discussion of state ESSA plans since the remaining 34 states submitted their plans earlier this fall, with variousefforts assessing state plans against a set of common metrics. We wonks can go back and forth all day niggling on the metrics and indicators in each analysis (did it place enough emphasis on student subgroup performance, or on state’s long-term goals for growth and proficiency?), but that masks another important — and deeper — question:
How do states view the purpose of their state ESSA plans?
Among the American public and among state education leaders, there are vastly different perspectives on the role of the federal government in education. Whether you agree or disagree with the additional leeway that states enjoy under ESSA, the reality is that state leaders who believe that states should drive education policy will approach their ESSA plans with an orientation very different from state leaders who believe that the federal government should play a dominant role. Continue reading →
Elementary school students from Staten Island’s PS 22 perform at the 2013 Presidential Inauguration. Video courtesy of PS22 Chorus.
From visits to my elementary school by members of the Richmond Symphony orchestra to conducting my own group of students as a project in high school, music education has been —and still is — deeply embedded in my life. Music enhanced my creativity and curiosity and taught me patience and how to overcome failure. As a student musician who played the cello from sixth grade to the end of college, music opened up many opportunities for me. I can’t imagine anyone being deprived of an education enriched by music.
Students are hungry for music education, but unfortunately, many do not have access. Currently, more than 1.3 million elementary school students and about 800,000 secondary students fail to get any music education. High-poverty schools with greater proportions of students of color, in particular, are less likely to expose students to music education.
For example, in the Detroit area, only 31 percent to 60 percent of schools with high concentrations of students of color offer any music instruction at all. Access is limited by the number of curricular and extracurricular course offerings or an insufficient amount of staff dedicated to musical instruction. While research has shown that the cost for a basic music education can average as low as $187 per student annually, school districts serving predominantly low-income and students of color have competing priorities and limited access to necessary resources.
A number of studies have demonstrated the benefits of music education. Elementary school students who take part in high-quality music education programs have significantly improved scores on standardized tests — including 22 percentage points higher in English and 20 percentage points higher in math scores — than students in low-quality music programs. Furthermore, musical training has a number of benefits for cognitive and language development for young children.
Beyond these facts and figures, I strongly believe music in and of itself is incredibly valuable. Music is an important avenue for self-expression and a vehicle for the preservation of culture. Without a high-quality music education, students can miss out on an opportunity to understand and appreciate something so integral to us as humans.
While tax-funded, school-based music instruction is ideal for large-scale support of music and arts education, school districts facing budget cuts may take years to prioritize and adequately fund music education. Rather than waiting, young students should be able turn to smaller scale community-based interventions.
One program in East Los Angeles, the Boyle Heights Community Youth Orchestra (BHCYO), provides free music education to students aged six to fourteen in response to cuts in public school music education funding. Based on Venezuela’s El Sistema model in which underserved students are provided with free instruments and individual and group music instruction, the BHCYO provides a free classical orchestral training for low-income students. The youth take part in weekly rehearsals and a six-week intensive summer program. The orchestra relies on community partners such as the local Boys and Girls Club and the City of Los Angeles Department of Cultural Affairs for resources and rehearsal space.
Community-driven organizations, such as BHCYO and the Silver Lake Conservatory in Los Angeles, or the Opportunity Music Project in New York City, dynamically enhance and supplement students’ learning needs and help them access the music education they crave and deserve.
When I was a high school teacher, my sophomore and junior students routinely told a tired joke: What’s big, yellow, and full of freshmen? The school bus. There was a stigma attached to riding the school bus. For students who fancied themselves on the cusp of adulthood, the school bus was a vestige of childhood, and they avoided it if they could.
That attitude contrasts with the reverence my own elementary school-aged children have for the bus. All things transit fascinate them, but the school bus holds a special status. It is as magical as Ms. Frizzle, and the bus driver is a superhero. She arrives each day with a big smile and a wave, greeting her tiny charges with their oversized backpacks, and maneuvering her iconic vehicle down darkened city streets.
These conflicting views of school buses symbolize a conflict in school transportation. School buses and school transportation are at once a nostalgic and iconic symbol of American education and a challenged system that often fails to serve students, schools, and communities as well as it could.
Today we release “Better Buses: Three Ways to Improve School Transportation, in Under 3 Minutes,” a short animated video that encapsulates the challenges and complex considerations we must grapple with to improve our school transportation systems so that they meet the needs of students, families, schools, and communities. Watch it below:
In spite of dramatic changes in transportation (e.g., Uber, Hybrids and electric vehicles, and self-driving cars?) and in schools themselves, school transportation systems haven’t changed much in decades. Addressing school transportation challenges isn’t simple, though. These systems must balance competing, important priorities and interests like student safety, cost, equity, environmental impact, and other factors.
Please watch, enjoy, and share. And Magic School Bus fans should look for the subtle homage to Ms. Frizzle’s world.
Minnesota is a fascinating place when it comes to education. Student populations are increasingly culturally and linguistically diverse, especially in the Twin Cities. Overall child outcomes have been historically high relative to national averages, but wide and persistent achievement gaps reveal unacceptable disparities by race, ethnicity, immigration status, and income. Local education leaders, funders, and advocates are increasingly seeking change in policy and educational programs. In this environment, it’s interesting to zoom in on work happening at a local level, to identify lessons that can be applied elsewhere in Minnesota, and in other schools, states, and cities.
Today we release Supporting Minnesota Educators, a new website from Bellwether Education Partners. This project began by looking at the McKnight Foundation Pathway Schools Initiative, which aimed to improve pre-K to third grade reading outcomes in seven schools in Minnesota’s Twin Cities via formative assessments, educator professional development, and leadership supports for principals. McKnight and its partners began with bold ambitions to support significant improvements in student learning, but those gains haven’t materialized in most participating schools. These results show how complicated school improvement work can be, and also point to how policymakers can better set schools and principals up for success.
In examining evaluation results and speaking with initiative stakeholders, we found three key lessons that can inform future efforts:
Foster stability among educators and leaders to allow for instructional and school culture changes to take hold
Build leadership teams in schools focused on improving teaching and learning
Improve training for educators so they have the knowledge and skills to provide excellent instruction for all students
Supporting Minnesota Educators expands on all three of these lessons, and brings together results from the Initiative with national research and resources. The website will also serve as a home for more resources to come on these topics in the year ahead – you can sign up for updates here. I hope this website will be a helpful resource for leaders, teachers, and advocates and generate conversation about pre-K to third grade and school improvement in Minnesota and elsewhere.