LOS ANGELES - El Senado de los EE. UU. votó el miércoles una iniciativa que al ser aprobada sustituirá a la ley “No Child Left Behind” (Que Ningún Niño se Quede Atrás), para descentralizar las decisiones sobre políticas educativas y regresar esta facultad a los estados.
Los defensores de la educación de California alaban el voto de los senadores, quienes aprobaron por abrumadora mayoría la iniciativa bipartidista “Every Student Succeeds” (Todo Estudiante Triunfa), incluyendo el voto favorable de los Senadores Boxer y Feinstein.
Se espera que el Presidente Obama la firme de inmediato, y una vez promulgada le devolverá mucho del poder de decisión a los estados.
Joshua Pechthalt, presidente de la “California Federation of Teachers” (Federación de Maestros de California), dijo que durante los últimos 14 años “No Child Left Behind” (Que Ningún Niño se Quede Atrás) y también su antecesora, la política “Race to the Top” (Carrera a la Cima), se basaron en metas muy exigentes.
“Los administradores de las escuelas presionaban enormemente a los profesores para subir la puntuación. Esto hizo que se redujera la currícula, quitando temas como arte o música, y gastando mucho tiempo en preparar a los alumnos para los exámenes y aplicándolos.”
La nueva ley da a los estados mucha mayor flexibilidad, rechazando el enfoque “prueba y castigo” de la ley Que Ningún Niño se Quede Atrás. Ahora los Estados pueden usar sus propias fórmulas para evaluar a maestros y escuelas. Los Distritos ya no estarán obligados a cerrar planteles y despedir al personal si los estudiantes no alcanzan el mínimo exigido en los exámenes.
Mary Kusler, directora de relaciones gubernamentales en la “Natonal Education Association” (Asociación Nacional de Educación), dice que a los estados se les pedirá que evalúen a las escuelas respecto a la calidad del programa –lo cual será un incentivo para no conformarse sólo con alcanzar el mínimo, sino ir más allá.
“Todos los estados, por primera vez, tendrán que incluir al menos una acción de apoyo escolar o estudiantil, acceso a trabajos de nivel más avanzado, consejeros escolares, bibliotecarios, acceso a artes y música.”
Los Estados deberán aplicar a los niños pruebas de lectura y matemáticas una vez al año, entre 3º y 8º grados, y una vez en “high school”. Los alumnos serán examinados una vez al año en ciencias para los niveles elemental, medio y “high school”.
Conozca el reporte completo sobre la votación de la ley ESSA (Every Student Succeeds), en inglés, en: http://edworkforce.house.gov/uploadedfiles/every_student_succeeds_act_-_conference_report.pdf.
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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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Idaho lawmakers are considering a measure that would eliminate diversity, equity and inclusion programs on college campuses.
Critics say it could keep potential students from attending school in the state. Senate Bill 1357 would prohibit the use of state funds for DEI, and DEI offices from operating at colleges and universities.
Nick Koenig is a PhD student in geography at the University of Idaho.
"These positions that are trying to be taken away from this bill are specifically to foster student success on campus," said Koenig, "not just for students from marginalized groups but also just the totality of the campus community."
Lawmakers supporting the bill say eliminating DEI programs would save the state more than $3 million.
But Koenig said the consequences of eliminating these positions will have ripple effects. He said he spoke with the LGBTQ office at the University of Idaho before deciding to attend.
"The person I originally chatted with before coming to this university," said Koenig, "if her position was just not there, I would not have come to this university at all."
Koenig said the legislation would also make it hard to recruit people to colleges and universities in Idaho.
"People go to school say that they can see themselves as COOs or as teachers or as sociologists or as geographers, like in my case," said Koenig, "and if I saw that they're actively trying to remove me as a queer person from the state then, yeah, why would I want to spend four years in a state that wants to remove me as a person?"
Support for this reporting was provided by Lumina Foundation.
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