1.8 billones de dólares en estímulos económicos federales, destinados a la educación, ya van en camino. Pero hay quienes aseguran que no son suficientes para mejorar las escuelas de Florida. Un estudio reciente encontró que el 66% de los estudiantes de cuarto grado no son capaces de leer de acuerdo a su nivel, lo que coloca al estado en el lugar 26 de la nación.
Mientras se espera que este dinero adicional reduzca los despidos y queden muchos recortes al programa, Mark Pudlow, de la Florida Education Association (Asociación para la Educación de Florida), dice que es apenas una "vendita adhesiva" para el muy enfermo sistema escolar.
"Tenemos que tener al paciente con remiendos, y ya detuvimos la hemorragia, pero no creo que el paciente esté saludable por ahora, y en lo que tendrá que trabajar la legislatura en los próximos dos o tres años, es en encontrar un camino para financiar adecuadamente a la educación pública."
Pudlow agrega que la legislatura tiene que revisar el sistema de impuestos para que éste pueda proveer de un fondo estable con el cual mejorar las escuelas de Florida. Las voces críticas dicen que el nuevo fondeo escolar debería esperar a que el clima económico vuelva a la normalidad.
Judy Jerald, asesora en infancia temprana en la organización "Save the Children" (Salven a los Niños), afirma que los Estados Unidos están al fondo de la lista de naciones avanzadas en cuanto a desarrollo temprano de los niños - detrás de Cuba, Armenia y Chipre.
"Podemos hacerlo mucho mejor, debemos hacerlo mucho mejor. Hay países más pobres que hicieron mejor papel que nosotros. Tenemos un problema y parte de éste es que no estamos empezando suficientemente temprano."
Jerald dice que se debería motivar a los padres para que les hablen y les lean a los pequeños, y que sería bueno ayudarles con una mejor educación pre-escolar.
Pudlow declara que entre más temprana la edad a la que se comience a trabajar con los niños, mejor.
"Mucho del costo que involucra la educación pública se destina a tratar de manejar a niños que se quedan rezagados. Entre más pronto se pueda empezar a ayudar al desarrollo de los niños, mejor estaremos, y creo que esa inversión es buena para ellos."
Pudlow finaliza recordando que el mandato de los votantes fue un programa de pre-escolar con calidad, pero que no se ha puesto en marcha por los ajustes presupuestales. De acuerdo al reporte de Gina Presson, aunque las escuelas de Florida están recibiendo un impulso con los dólares de los estímulos federales, posiblemente no sean suficientes.
Más información en www.savethechildren.org.
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Education advocates are calling on lawmakers to increase funding for programs to combat the teacher shortage.
Around 37% of schools nationwide report being short at least one teacher. The problem is worse at schools serving high-poverty neighborhoods where more than half report a vacancy.
Susan Kemper Patrick, a senior researcher on the Educator Quality team at the Learning Policy Institute, said those numbers are troublingly high.
"At least 314,000 teaching positions across the U.S. are either unfilled or filled with teachers who are not fully certified for their assignments," she said. "This means at least one in ten teaching positions nationally are either unfilled or not filled with a certified teacher."
Data from the California Commission on Teacher Credentialing showed 10,000 teacher vacancies in the 2021-22 school year. The number of teacher credentials issued that year was down 16% from the previous year - but has now started to trend upward.
In 2023, California passed a bill to make it easier for retired teachers to return to the classroom.
Kemper Patrick noted that schools are resorting to desperate measures such as combining classes, relying on a virtual teacher or using a long-term substitute.
"The U.S. Department of Education School Pulse survey found that 36% of public schools across the U.S. reported that they had to increase class size due to teacher and staff vacancies," she said.
Kemper Patrick blamed the problem on low salaries, noting the average starting salary for a teacher nationwide is less than $43,000 a year. Congress is currently considering two bills, the Diversify Act and the Educators for America Act, which would double the amount of the Teach America grant from $4,000 to $8,000 per year.
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It's estimated that nearly half of all schools in the country don't have enough teachers. To help change that, the University of Texas in El Paso offers a residency program to help ensure that first-time teachers succeed.
The "Miner Teacher Residency" gives students in the College of Education an opportunity to work in elementary and middle schools alongside working teachers.
Clifton Tanabe, dean of the UTEP College of Education, was part of a recent national roundtable discussion on ways to solve the teacher shortage, and said the program gives future educators the skills they need to be ready for their first day of class.
"A third grader in a first-year teacher's classroom is only going to get to do third grade once, but that teacher will be able to do the third grade again and again," he explained. "So, we want them ready for that first group of third graders that they take on."
Tanabe added nearly half of the students enrolled in the program are first-generation college students and 70% are bilingual. He adds that mirrors the population of students in the public school system in El Paso, where 90% of the students are Hispanic. Most of the new teachers remain in the area, he said.
Many school districts have been forced to leave positions open, or fill them with teachers who are not fully certified. Some rural Texas districts have gone to a four-day school week. And some teachers are leaving the profession, citing increased workloads, low pay and concerns about safety.
According to Tanabe, teacher retention is directly related to being successful in the first two years on the job - and the UT program addresses this.
"So, folks who graduate from our residency model in their first and second years in teaching are set up with an instructional coach who's from the university, from the College of Education, to work with them on individualized instructional improvement," he continued.
The residency program is in its sixth year. It currently has 62 teachers working in five different school districts in the El Paso area.
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Ohio's Black students are more likely to face excessively harsh discipline practices such as expulsion and suspension, according to a recently released report from the Children's Defense Fund of Ohio.
The data show out-of-school suspensions and expulsions rose in every grade level from kindergarten through twelfth grade in the 2022-23 school year, compared with the previous academic year.
John Standford, state director for the Children's Defense Fund of Ohio, said economically disadvantaged students comprised 83% of all out-of-school suspensions.
"School districts really have to pay closer attention to the data and really screen the data, review the data, on a regular basis to really begin to address the issues of inequities," Standford urged.
Last year saw 174,000 cases of total suspension or expulsion among low-income students compared to 35,000 cases among students who do not qualify as economically disadvantaged. According to the report, Black females in Ohio were six times more likely to receive out-of-school suspensions than their white female peers. Black males were also more than four times more likely to be suspended or expelled than their white male peers.
Kim Eckhart, research manager for the fund, said she understands the difficulties teachers face. She hopes the report encourages districts across the state to support schools with the resources and time needed to address behavioral problems restoratively.
"We need schools to be supporting teachers with additional time and space," Eckhart contended. "So that there is capacity to address these things, rather than just kicking the student out of the class, kicking them out of the school."
School discipline practices are also linked to Ohio's alarmingly high chronic absenteeism rates. According to the report, missing as little as two days of school per month can lead to chronic absence. More than 26% of Ohio students -- more than 400,000 children -- were chronically absent from school in the 2022-2023 school year, up by nearly half from the 2018-19 school year.
Disclosure: The Children's Defense Fund of Ohio/KIDS COUNT contributes to our fund for reporting on Children's Issues, Education, Health Issues, and Hunger/Food/Nutrition. If you would like to help support news in the public interest,
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