Inspiring: Reimagining Education News Stories
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Even though the Biden administration’s plan to make community college tuition-free for two years was stripped from the federal Build Back Better bill, the push for free college is alive and well in many parts of the country. While the White House has turned its focus to extending the student loan payment pause, states have been quietly moving forward with plans to pass legislation of their own to make some college tuition-free. Most recently, New Mexico Gov. Michelle Lujan Grisham, a Democrat, signed the New Mexico Opportunity Scholarship Act, establishing the most extensive tuition-free scholarship program in the country. Like New York’s Excelsior Scholarship, it covers four years of tuition, including career training certificates, associate and bachelor’s degrees. But New Mexico’s Opportunity Scholarship goes a step further by opening up access to returning adult learners, part-time students and immigrants, regardless of their immigration status, in addition to recent high school graduates. Maine’s Gov. Janet Mills ... has proposed a plan to make two years of community college free for recent high school graduates. If passed, that would bring the total number of statewide free-college programs to 30, which means 60% of states would have free tuition opportunities. “If we get to 50, it’s mission accomplished,” said Morley Winograd ... of the Campaign for Free College Tuition. Most are “last-dollar” scholarships, meaning students receive a scholarship for the amount of tuition that is not covered by existing state or federal aid.
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For the past decade, 15-year-old Finnish students have consistently been at or near the top of all the nations tested in reading, mathematics, and science. And just as consistently, the variance in quality among Finnish schools is the least of all nations tested, meaning that Finnish students can get a good education in virtually any school in the nation. That’s equality of educational opportunity, a good public school in every neighborhood. What makes the Finnish school system so amazing is that Finnish students never take a standardized test until their last year of high school, when they take a matriculation examination for college admission. There is a national curriculum — broad guidelines to assure that all students have a full education — but it is not prescriptive. Teachers have extensive responsibility for designing curriculum and pedagogy in their school. Teachers are prepared for all eventualities, including students with disabilities, students with language difficulties, and students with other kinds of learning issues. The schools I visited reminded me of our best private progressive schools. They are rich in the arts, in play, and in activity. Finland has one other significant advantage over the United States. The child-poverty rate in Finland is under 4 percent. Here it is 22 percent and rising. It’s a well-known fact that family income is the most reliable predictor of academic performance. Finland has a strong social welfare system; we don’t. It is not a “Socialist” nation, by the way. It is egalitarian and capitalist.
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Finland's school system has consistently come at the top for the international rankings for education systems. So how do they do it? It's simple — by going against the evaluation-driven, centralized model that much of the Western world uses. Finnish children don't start school until they are 7. Compared with other systems, they rarely take exams or do homework until they are well into their teens. The children are not measured at all for the first six years of their education. There is only one mandatory standardized test in Finland, taken when children are 16. All children, clever or not, are taught in the same classrooms. Finland spends around 30 percent less per student than the United States. 30 percent of children receive extra help during their first nine years of school. 66 percent of students go to college. The difference between weakest and strongest students is the smallest in the World. Science classes are capped at 16 students so that they may perform practical experiments every class. 93 percent of Finns graduate from high school. 17.5 percent higher than the US. Elementary school students get 75 minutes of recess a day in Finnish [schools] versus an average of 27 minutes in the US. Teachers only spend 4 hours a day in the classroom, and take 2 hours a week for "professional development". Teachers are effectively given the same status as doctors and lawyers. In an international standardized measurement in 2001, Finnish children came top or very close to the top for science, reading and mathematics.
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After more than a year of lockdowns, with limited access to nature, Magdalena Begh was delighted when her six-year-old daughter came home from forest school and informed her she had found three rat skeletons. Since Alia and her sister Hana, nine, started going to the Urban Outdoors Adventures in Nature after-school club in north London in June, they have used clay, learned about insects and made campfires, marmalade and bows and arrows. They are part of a wave of children across the UK who have joined forest schools since the start of the pandemic. Of more than 200 forest schools surveyed by the Forest School Association (FSA), about two-thirds said demand for their services had increased since March 2020. Among the reasons cited were increased awareness of the benefits of the outdoors, especially in relation to stress and anxiety, Covid safety, and dissatisfaction with the school syllabus after months of pandemic homeschooling. Forest schools, which centre around unstructured play, exploration and intrinsic motivation, arrived in the UK in 1993. Inspired by the outdoors culture – or friluftsliv – of Scandinavia, sessions are usually held either entirely or mostly outdoors and are intended to supplement, rather than replace, traditional education. State schools are increasingly putting on forest school sessions for pupils within the school day because they are considered to be beneficial to mental and physical health, behaviour and academic attainment – as well as being relatively “Covid-proof”.
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The San Francisco Unified School District has introduced mindfulness meditation as part of its curriculum this year. Susi Brennan instructed first graders on Wednesday at Daniel Webster Elementary School in Potrero Hill. Mindfulness focuses on slow and deliberate breathing, and Brennan's students sat on the floor as they listened to her calming voice. "When we’re focusing on our breath, we can use it as an anchor," Brennan told the students. "So if our mind starts to wander away, we just gently bring it right back and notice our breathing." Over 57,000 students attend school in the district, and each of them will learn about mindfulness this year. The district said it introduced the technique into every grades’ curriculum for the 2021-22 school year. Dr. Vincent Matthews, the district’s superintendent, joined in on Wednesday’s lesson. He took deep breaths alongside a class of 6-year-olds, participating in a social and emotional learning technique Matthews said is focused on the whole student. Brennan said teachers and staff also benefit from this calming technique. “It’s an opportunity for them to also sit with their thoughts, and also for them to notice sounds and their breath,” she told KCBS Radio. “It’s a moment of pause for the teachers as well.” You can learn more about the mindfulness meditations practiced in the San Francisco Unified School district by clicking here.
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Linda Tutt High School in Sanger opened up a grocery store inside the school. It’s meant to help put extra food on the table for students and their families. But the store doesn’t accept money, just good deeds. “How often can a school say they have a grocery store inside their walls?” said principal Anthony Love. With the help of local partners like Texas Health, Albertsons and First Refuge Ministries, the school was able to complete the grocery store in an extra room. Students can shop using a point system. “A lot of our students, they come from low socioeconomic families.” Love said. “It’s a way for students to earn the ability to shop for their families. Through hard work you can earn points for positive office referrals. You can earn points for doing chores around the building or helping to clean.” Paul Juarez, the Executive Director of First Refuge Ministries said he hopes the idea is implemented in other rural areas. “These points were actually given by the students, so we walked through here and decided that a can of green beans was one point,” said Juarez. “It gives us a picture of what can be. So if we can do this inside other schools it will do a whole lot to help other small towns.” Students will learn about having sales when they have too much product, and of course, what to expect in their own first jobs. The store will also hold food drives weekly for the community and act as a supplement to other food insecurity programs in the area.
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Students in England already learn about mathematics, science and history, but hundreds of schools are preparing to expand the traditional curriculum with a new subject: mindfulness. In up to 370 English schools, students will start to practice mindfulness as part of a study to improve youth mental health. They will work with mental health experts to learn relaxation techniques, breathing exercises and other methods to help them regulate their emotions, the government said. The study, which will run until 2021, is one of the largest of its kind in the world. As a society, we are much more open about our mental health than ever before, but the modern world has brought new pressures for children, Damian Hinds, the British education secretary, said. Children will start to be introduced gradually to issues around mental health, well-being and happiness right from the start of primary school, he added. The initiative comes months after a survey commissioned by the National Health Service found that one in eight children in England between the ages of 5 and 19 suffered from at least one mental disorder at the time of their assessment in 2017. Dr. Jessica Deighton ... who is leading the government trials, said that the new initiative was intended to offer more than quick fixes. There is a tendency to think that the solution is mental health intervention, she said. We will try to reduce the stigma against mental health problems, by making the school environment literate in mental health.
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A high school class in Hightstown, New Jersey, has found an impressive way to shed light on unsolved civil rights crimes from the 1950s and '60s. The AP class, studying US government, drafted a bill that would create a board to review, declassify, and release documents related to such cases. The students ... went to Washington, walked the halls of Senate office buildings and passed out folders with policy research and information about their bill, said former student Joshua Fayer. Their efforts caught the attention of Rep. Bobby Rush of Illinois, who introduced the bill - modeled after the JFK Assassination Records Act - in March 2017. Later Sens. Doug Jones of Alabama and Ted Cruz of Texas signed on. The House and Senate versions ... passed late last year, and President Trump signed the bill into law on January 8. Former student Jay Vainganker said the class was initially trying to solve unresolved hate crimes from the [civil rights] era. They filed public records requests for information from the FBI and Department of Justice, and they got back redacted responses from the government. In some cases, entire pages were redacted. That's when their focus changed, Vaingankar said. They decided to draft a bill that would make the government "a little bit more transparent." The Civil Rights Cold Case Records Collection Act creates "a board that would be authorized to look at these documents and see what should be redacted, what isn't relevant, what should be released," he said.
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Dozens of high schoolers and their teachers are flowing into the University of Southern Californias Galen Center, dressed in their debating best and bantering in various languages. All of these students are members of the Junior State of America (JSA), and theyre used to spirited exchanges about government. But theyre here today to practice a different diplomatic skill: having thoughtful conversations across political boundaries. People say, When I try to have these kinds of conversations, they go really badly, [workshop leader Brooke] Deterline says. Such verbal blowouts often breed simmering resentment and fracture relationships. Deterline wants to teach people how to cultivate compassion for others even when they dont agree with them, which she sees as necessary for a divided country to find a shared vision for its future. From the start, Deterline makes clear that what shes about to teach is the conversational equivalent of tai chia philosophy focused on holding back, not charging forward. I used to think courage was giving somebody a piece of my mind, she tells the students. Its acting with an open heart in the face of conflict. It is a choice, and it also is a muscle. What often shuts down conversations across the political aisle, she explains, is when our brains go into what she calls the red zone. When were stressed, our natural compassion is cut off, she says. Deterlines core message is that when you notice your brain heading into the red zone, you can take steps to divert its course.
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Derek Black was the heir apparent to Americas white nationalist movement. He was the son of Don Black, the founder of the hate site Stormfront and the godson of David Duke, a former grand wizard of the KKK. The kingdom was Derek Blacks for the taking. One day, seemingly out of nowhere, he walked away from it all. In the new book Rising Out of Hatred by Washington Post investigative reporter Eli Saslow, the story of how Black came to leave it all behind is told. Saslow dives deep into Blacks transformation, which took place at a small liberal arts college. When members of the student body discovered a white nationalist living in their midst, many of them publicly shamed him. But a handful of students did the opposite, practicing a form of extreme acceptance. "When I first found [Derek Black], he was unequivocal that he did not want to be written about," [said Saslow]. "He naively thought he could leave it all behind. Meanwhile, white nationalism was seeing a rise in the political space. There were ... phrases he had helped popularize becoming mainstream. Derek felt increasingly culpable. He was haunted by it. Thats when he decided he needed to start talking about it more openly." Derek was on a campus that was ... social justice minded. Students were smart enough to be able to explain concepts like systematic oppression and privilege. But coming from people he respected, those ideas suddenly had real merit to him. He took time to engage and really think about it."
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Sister Mrosla [taught] junior high. She and Mark met ... in eighth-grade math class. One Friday after a tough week of algebra, she sensed that her students were struggling. She told them [to] pull out a sheet of paper. On every other line, she said, write the name of each student in class and next to the name write a kind word - a sincere compliment. That weekend she compiled the lists for each student on yellow legal-size paper, adding her own compliment at the end. She handed the papers back during the next class. On Mark's paper, among other simple compliments, somebody had written, "A great friend." On Judy Holmes Swanson's list, someone noted that she "smiles all the time." "No one ever said anything about the exercise after that class period," Sister Mrosla wrote. "It didn't matter. The exercise accomplished what I hoped it would - the students were happy with themselves and one another again." Years passed. Mark was killed in Vietnam. At Mark's funeral, [his parents] were waiting for the nun. "We want to show you something. They found this on Mark when he was killed," [James Eklund] said, gently taking out a worn piece of paper that had been refolded many times. "I knew without looking at the writing," Sister Mrosla wrote, "that the papers were the ones I had listed all of the good things each of his classmates had said about Mark." A few of Mark's school friends who were gathered around also recognized the paper, and one by one they told her they still had theirs.
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Four times a day, the doors of Eagle Mountain Elementary in Fort Worth, Texas, fling open to let bouncy, bubbly, excited kindergarteners and first-graders pounce onto the playground. The youngest kids at this school now enjoy ... three more breaks than they used to get. Students are less fidgety and more focused. They listen more attentively, follow directions and try to solve problems on their own. There are fewer discipline issues. Were seeing really good results, [noted Donna McBride, a first-grade teacher]. Eagle Mountain Elementary is ... trying out LiiNK, a new program that boosts the amount of recess for the youngest students. It gives the platform for them to be able to function at their best level, said Debbie Rhea, a kinesiology professor ... who created the project. The American Academy of Pediatrics agrees, calling recess a crucial and necessary component of a childs development. LiiNK was inspired by Finlands education system, which produces students who get some of the best scores in the world for reading, math and science. Finnish kids [enjoy] 15 minutes of unstructured outdoor play every hour. Children in the U.S., on the other hand, might get one 15-minute recess a day. Thats not enough for kids. Theyre not built that way, Rhea said. [Recess] reboots the system so that when they go back in, theyre ready to learn. They key is unstructured play, which Rhea described as kids being allowed to run, play and make up their own games.
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In a Toronto classroom, a group of 10-year-olds sit in a circle around a green felt blanket cheering on a baby as he tries to roll over. The baby's classroom visit is part of a program designed in Canada to foster empathy among children and, in the process, reduce aggression and bullying. Founded in 1996 by Canadian educator Mary Gordon, the program, Roots of Empathy, has found receptive audiences at home and abroad. In an age of polarized politics in many democracies, where social media often is seen more as a tool of cyberbullying than a bridge to increased understanding, Roots of Empathy has expanded to the U.S. and in Western Europe by using a 20th-century technique: face-to-face interactions. "The students learn that each person has a particular disposition, that there are differences between individuals - but that we all share the same menu of feelings," Gordon says. In 2001, the government of Manitoba commissioned a three-year follow-up study of Roots of Empathy, measuring positive social behavior, physical aggression, and indirect aggression. The results showed an improvement in all three areas immediately after the program and three years later. Studies commissioned by the University of Missouri and the University of Toronto had similar findings. The program has expanded from Canada, where it is delivered in English and French, to the United Kingdom, the Republic of Ireland, New Zealand, Germany, Switzerland ... Costa Rica, [and the] the U.S..
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Tennessee is about to become the first state in the nation to make community college free for all adults. Lawmakers approved legislation Wednesday that will expand the Tennessee Promise program that launched in 2014. It made tuition and fees free for recent high school graduates enrolled in a community college or technical school. Now, adults who don't already have an associate's or bachelor's degree can go for free, too, starting in the 2018 fall semester. Governor Bill Haslam is expected to sign the bill into law. He proposed the legislation in his State of the State address earlier this year. It's a cornerstone of his initiative to increase the number of residents with a college education to 55% by 2025. Last year, less than 39% of residents had gone to college. "If we want to have jobs ready for Tennesseans, we have to make sure that Tennesseans are ready for jobs, and there is no smarter investment than increasing access to high-quality education," Haslam said in a statement. To be eligible, students must have been a state resident for at least a year before applying, maintain a 2.0 GPA, enroll in enough classes to be a part-time student, and complete the Free Application for Federal Student Aid. Expanding the free-tuition program will cost about $10 million. It will be funded by the state's lottery account. More than 33,000 students have benefited from the Tennessee Promise program in its first two years, raising enrollment among first-time freshmen by 30%.
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When the lunch bell rings at Boca Raton High School in Florida, 3,400 kids spill into the courtyard and split into their social groups. But not everyone gets included. Someone always sits alone. "It's not a good feeling, like you're by yourself. And that's something that I don't want anybody to go through," said Denis Estimon. Denis is a Haitian immigrant. When he came here in first grade, he says he felt isolated - especially at lunch. So with some friends, Denis started a club called "We Dine Together." Their mission is to go into the courtyard at lunchtime to make sure no one is starving for company. For new kids especially, the club is a godsend. Since it started last year, hundreds of friendships have formed - some very unlikely. Jean Max Meradieu said he met kids he would never "ever" meet on the football team. Jean actually quit the football team - gave up all perks that come with it - just so he could spend more time with this club. "I don't mind not getting a football scholarship," Jean said. "This is what I really want to do." Just imagine how different your teenage years would have been, if the coolest kids in school all of a sudden decided you mattered. Since we first told this story, Denis has graduated from high school - but not from this mission. He's now travelling the country, opening "We Dine Together" chapters at other schools - 15 so far, with more than 100 slated for the new year. And if we're lucky, when he's done showing kids how to make outsiders feel accepted, he can teach the rest of us.
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Finland has a history of producing the highest global test scores in the Western world, as well as a trophy case full of other recent No. 1 global rankings, including most literate nation. In Finland, children don't receive formal academic training until the age of 7. Until then, many are in day care and learn through play, songs, games and conversation. Most children walk or bike to school, even the youngest. School hours are short and homework is generally light. Unlike in the United States, where many schools are slashing recess, schoolchildren in Finland have a mandatory 15-minute outdoor free-play break every hour of every day. Fresh air, nature and regular physical activity breaks are considered engines of learning. One evening, I asked my son what he did for gym that day. They sent us into the woods with a map and compass and we had to find our way out, he said. In Finland teachers are the most trusted and admired professionals next to doctors. Our mission as adults is to protect our children from politicians, one Finnish childhood education professor told me. We also have an ethical and moral responsibility to tell businesspeople to stay out of our building. Skeptics might claim that the Finnish model would never work in America's inner-city schools. But what if the opposite is true? What if high-poverty students are the children most urgently in need of the benefits that, for example, American parents of means obtain for their children in private schools, things that Finland delivers on a national public scale.
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Nelson Mandelas adage, I destroy my enemies when I make them my friends, captures the profoundly inclusive nature of restorative justice (RJ). The hallmark of RJ is intentionally bringing together people ... who have harmed with people who have been harmed in a carefully prepared face-to-face encounter where everyone listens and speaks with respect and from the heart. The school-to-prison pipeline refers to the alarming national trend of punishing and criminalizing our youth instead of educating and nurturing them. Exclusionary discipline policies such as suspensions, expulsions, and school-based arrests are increasingly being used to address even the most minor infractions. Use of suspensions has almost doubled since the 1970s. A UC Berkeley Law study found [Restorative Justice for Oakland Youth]s 2007 middle school pilot eliminated violence and expulsions, while reducing school suspension rates by 87 percent. In 2010, the Oakland, Calif. school board passed a resolution adopting RJ as a system-wide alternative to zero-tolerance discipline and as a way of creating stronger and healthier school communities. Young high school students in Oakland with failing grades and multiple incarcerations who were not expected to graduate not only graduate but achieve 3.0-plus GPAs. Today hundreds of Oakland students are ... empowered to engage in restorative processes ... in a safe and respectful space, promoting dialogue, accountability, a deeper sense of community, and healing.
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Founder and principal of San Franciscos Life Learning Academy, Dr. Teri Delane says that the success of the school that serves the citys highest-risk, highest-need students can be replicated. The school tracks a 99% graduation rate with 85% of the students going on to college. The kids that do so well here [have] histories of school failure, truancy, arrest and substance abuse. The ones that traditional school settings cant provide for. [Life Learning Academy] has it roots in the Delancey Street Foundation, a well-known San Francisco-based self-help program for drug addicts and ex-offenders. Delane ... has first hand experience of the Delancey Street program - entering the program as an addict herself. Delane incorporated practices of the program that would could be integrated into a school environment: creating community, engagement, leadership, dress code and working toward rewards. And woven through it all is Delanes philosophy. What we do at the school is a circle around the kids with a number of things that have to be included in their lives in order for them to have a full life: education, a job, having money and ... learning how to give back, she said. I teach that the way you get is by giving. Not by sitting around talking about your problems. We dont stay stuck in our past. All the students know Delanes background, see what she has accomplished and witness her giving back every day.
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There was a time at Lincoln, a school once known as a last resort for those who were expelled from the areas other high schools, when fights often ended in out-of-school suspensions or arrests. But Principal Jim Sporleder ... created an environment built on empathy and redemption through a framework called trauma-informed care, which acknowledges the presence of childhood trauma in addressing behavioral issues. The practices ... begin with the understanding that childhood trauma can cause adulthood struggles like lack of focus, alcoholism, drug abuse, depression, and suicide. At Lincoln ... the graduation rate increased by about 30 percent and suspensions decreased by almost 85 percent a year after implementing the framework. Sporleder first arrived at the school in April 2007. The building was in a constant state of chaos. Sporleder took a hard line by handing out ... three-day out-of-school suspensions. Then, in the spring of 2010, he attended a workshop ... on the impacts of stressful childhood experiences. Keynote speaker John Medina, a developmental molecular biologist, explained how toxic stress overfills the brain with cortisol, also known as the stress hormone. Sporleder suddenly understood that his students behavior wasnt completely in their control; their brains were affected by toxic stress. It just hit me like a bolt of lightning that my discipline was punitive and it was not teaching kids, he said. So he set out on a mission to bring trauma-informed care to his students.
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For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy. Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state scrapping traditional teaching by subject in favour of teaching by topic. Subject-specific lessons an hour of history in the morning, an hour of geography in the afternoon are already being phased out for 16-year-olds in the citys upper schools. They are being replaced by what the Finns call phenomenon teaching or teaching by topic. For instance, a teenager studying a vocational course might take cafeteria services lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills. More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography. There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems. The reforms reflect growing calls ... for education to promote character, resilience and communication skills, rather than just pushing children through exam factories.
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