First one member on the review panel for the annual Broad Prize for Urban Education then another noticed the same thing: Plenty of large urban school districts nationwide were making solid progress with Hispanic students closing achievement gaps with white students. But African-American students continued to lag.

In theory, the experts should not have been seeing what they were seeing. The federal data tracking Hispanic and black students show that they are making roughly the same progress (not much) in closing learning gaps. That left the review panel members puzzled. Was this an illusion?

It appears the Broad Prize panel was seeing something very real that suggests Hispanic and black student should be taught differently.

One reason the trend doesn’t appear in federal data is the Broad panel was looking at different indicators, such as “college readiness” data. The ACT college admissions test, for example, weighs student college readiness on a scale: Between 2002 and 2011, the percentage of black students taking the ACT who met all the readiness benchmarks rose from 3% to 4%. Among Hispanic students, that rose from 8% to 11%.

Latino-black differences

The College Board, home of the SAT college admissions test, has similar revealing figures about their Advanced Placement courses: In 2010, black students made up 14.6% of high school graduates but only 8.6% of AP test takers. By contrast, Hispanics made up 17% of graduates and 16% of test takers.

This Hispanic-black separation can be seen in many school districts, and not just in the college readiness data. Take San Diego as an example: Regardless of the measure used — state reading and math tests or the district “exit” exams students need to pass to graduate — Hispanic students in recent years have been making faster progress than black students.

This revelation comes as no surprise to Amy Wilkins from The Education Trust, an advocate for poor students. “African-American students are more socially and economically isolated than Latino students,” said Wilkins. “Black kids are less likely than Latino students to get strong teachers,” she added. “They are less likely to go to the better funded majority white schools.”

This observation matches my own reporting over the past two years. While reporting a book on how former chancellor Michelle Rhee was faring in Washington, D.C., I spent months observing the schools serving black students in the city’s poorest neighborhoods.

Then, while researching another book on what’s working in American public education, I traveled nationally and visited several all-Hispanic schools. In Houston, I toured an “Apollo” high school where a reform principal, given fresh resources and the power to pick her own staff, had turned around a school in just one year.

A high school, in just one year?

Rhee, who was broadly criticized for her hurry-up reforms, gave new principals a year just to achieve “lock down” — orderly hallways and classrooms. In the second year, they were expected to produce academic gains. Many principals fell short on both those timetables. And high schools are the hardest.

But in Houston, a high school achieved both in just one year.

Success in San Jose

In San Jose, I spent time at the Rocketship charter schools serving poor Latino children who were producing test score results that approached scores at some middle and upper-middle schools in Santa Clara County. I haven’t seen anything like that in Washington, even at the high-performing charter schools.

Don’t assume educators have cracked the Hispanic student code to academic success. Their dropout rates are abysmal, and their college attainment track record is no better than black students. Additionally, don’t assume black students are somehow “failing” compared with Hispanics.

The real lesson is that we need to stop lumping blacks and Hispanics together — both in terms of how we measure progress and in terms of policy — as “students of color.” The groups have different education needs.

At successful all-black schools, school staffs build cultures based on social justice and employ highly structured curricula that emphasize verbal instruction, explained one researcher.

At successful Hispanic schools, you are more likely to see a school culture based on connections to family with teachers employing an unstructured curriculum emphasizing visual instruction.

Lumping the two groups together only shifts attention away from differing strategies that can work for each group.

In San Diego, for example, educators attribute the faster gains by Hispanic students to better professional development aimed at teachers tasked with teaching English-as-a-second-language students. Improvements in language then spilled over into math.

Couldn’t something similar be developed for teachers in mostly black schools?

The lesson: Dispense with the “students of color” category.

*Please note the views expressed in For Your Consideration are those of the author and do not necessarily represent the views of MeckEd.

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This editorial was originally published in the Charlotte Observer on May 13, 2012.

It is virtually impossible to overstate the importance or the difficulty of a classroom teacher’s job. The future of our country and our community is literally staring up into the eyes of CMS teachers every day. For this reason, MeckEd, the local public education advocacy group, is stepping up to publicly thank and recognize teaching professionals in our community.

Last week was national Teacher Appreciation Week. Parents, students, PTA groups and others reminded educators that their dedication and commitment is truly appreciated.

This Wednesday, May 16th, MeckEd will take that appreciation to a higher level and publicly honor 40 of CMS’s outstanding teachers at the first annual MeckEd Teachers of Excellence reception and awards program. MeckEd is providing a platform for the community to celebrate the MeckEd Teachers of Excellence honorees in a very public display of recognition and thanks. These teachers were identified as being masters of their craft, tireless advocates for children and leaders in their profession. Their stories represent a sampling of the passion and talent found in our school system.

Honoree Susan Thomasson, a 5th-grade teacher at Thomasboro Academy, is one such teacher. According to Thomasboro assistant principal Jessie Baker, Susan has the willingness to do whatever it takes to help her students succeed. “Ms. Thomasson is completely dedicated; her students might as well be in her own family,” she says. It is this type of dedication, love, persistence and a belief that all students can learn regardless of socio-economic conditions and home situations that enable Susan Thomasson to be so incredibly successful. When you walk into her classroom, you feel the belief she has in her students and the respect her students have for her is readily apparent.

Susan describes her own motivations in a very humble manner: “I never give up on them. They motivate me every day. I want them to feel good about themselves. Even though they are struggling, I see improvement. I know I am helping our future.”

MeckEd believes effective teachers and leaders in every school are the essential keys to long-term success in our public schools. As a community, it is imperative that we step up and support our educators and value the profession of teaching. Excellent public schools with students who attain sustained and measurable growth are the preeminent economic stimulus package for our society. As Thomas Jefferson said so many years ago, education is the great equalizer. It is, and has been, the cornerstone of our democracy.

MeckEd Teachers of Excellence is an opportunity for you to applaud CMS’s outstanding educators. MeckEd invites you to join us as we celebrate and thank 40 examples of stellar CMS educators this Wednesday at 6:00 p.m. at the Mint Museum.

By Bill Anderson, MeckEd executive director

Learn about the 40 Teachers of Excellence, and get event details and tickets: www.mecked.org

This editorial appeared in the For Your Consideration section in our May 2nd e-Newsletter. For Your Consideration* provides an open forum for individuals to voice their opinions on various public education issues.

Ernesto “Che” Guevara, that black-bearded dreamer featured on the walls of virtually every college dorm, once said, “Knowledge shall make us free.”

What does freedom mean?

For an undocumented student, freedom means living without fear of being ripped away from his home. Freedom means not having to be scared every time she sees the red and blue lights of a police car blinking. Freedom also means not having to be afraid of the future.

There is a not-so-well-known problem that lies on the center of the immigration debate. Our undocumented youth are used to hearing, You can’t. You cannot drive. You can’t get a job. You can’t live here. The harshest can’t I’ve ever heard is You cannot go to college.

I arrived to this country two years ago with a tourist visa that was to expire six months later. Soon, I discovered that, like every other undocumented student, I did not have the same rights or opportunities that my classmates had. I found myself having to struggle against a culture that was new to me, using a language I barely had knowledge of. One day, when talking to my dad — a blue-collar, Spanish-speaking worker — about my possibilities of going to college, he simply told me, “If you want to go to college, you will have to pay for it yourself.”

At the end of my junior year, I had no resources and no idea of what to do in order to get into college. I looked for advice in the Mexican embassy, where a woman from the health department told me that the Latin American Coalition in Charlotte had recently started an initiative to help students that, like me, thought themselves hopelessly alone in the pursuit of a college education. Two days later, I attended my first College Access Para Todos meeting. After 30 minutes of counseling with two volunteers, I was on track with everything I needed to do to go to college. One minute after that, I decided to join the group.

College Access Para Todos exists to address the large amount of can’ts to which undocumented students are exposed. This is how the process goes: a student (usually a senior) arrives by recommendation from either his/her ESL teacher or one of the Hispanic newspapers that have so gladly agreed to promote us. The student says, “I didn’t know I could go to college” and we yell at the student for a little bit. We teach him/her how to register for the SAT/ACT and start tutoring him/her. We teach him/her how to look for good scholarships and apply for them. He/she gets accepted into a couple of colleges with a decent amount of financial aid. We celebrate.

In the time I’ve been working with College Access Para Todos, I have seen cases that make one question the quality of the educational system in relation to undocumented youth. It is not uncommon to receive students with a 4.0 grade point average who were unable to get into college on time because of a counselor’s misinformation. When asked the question “What are you good at?,” the most common answer the students give is “nothing.” Ironically, those who answer “nothing” end up being the ones displaying the most advanced reasoning during the SAT prep sessions and essay-writing workshops.

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*Please note the views expressed in For Your Consideration are those of the author and do not necessarily represent the views of MeckEd.

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This editorial appeared in the For Your Consideration section in our April 25th e-Newsletter. For Your Consideration* provides an open forum for individuals to voice their opinions on various public education issues.

The pressure is on secondary education teachers to encourage young women to pursue science, math, and engineering degrees in college. Even if they’re just doing distance learning programs, a PhD program online that focused on science is better than having them ignore the subject altogether. While girls have made substantial gains as far as educational equity in many areas of education, studies show that they still lag behind their male counterparts when it comes to science and math.

Case studies have revealed some interesting new facts regarding some of the reasons why young women are still not pursuing those three degrees. The studies show that girls are largely influenced and affected by societal expectations, peer pressure, and environmental circumstances. It appears that they are learning at a very young age to dislike math and science. By middle school, young girls have already developed the ‘math is boring’ attitude, and believe that only boys are supposed to excel in math and science.

Actress and mathematician Danica McKellar, known for her role in the 80s as Winnie Cooper in The Wonder Years, believes that girls are getting messages everywhere as far as their roles and expectations in society. “I think that it is coming from all over,” explains McKellar. “Girls are inundated with images of what women are supposed to be, from billboards, magazines and pop culture in general – that girls are supposed to be sexy and appealing, and maybe even a little dumb, and that this is considered attractive. That’s the message that they’re getting. Boys don’t get that message. Boys tend to be more encouraged at a young age to talk about things like what they are going to do when they grow up. Girls tend to be complimented on their appearance. I think it starts very early.”

A study conducted by Sian L. Beilock, associate professor of psychology at the University of Chicago, puts some of the blame on female math teachers. Beilock says that girls learn to fear math, of all places, in the classroom. This happens when female math teachers, who are anxious about math or their own teaching abilities, subconsciously pass on this anxiety to their female students. Other studies show that too often boys and girls are not given the same opportunities in the classrooms. Boys are often presented with more challenging, problem-solving activities whereas teachers give the girls less-challenging and more fun type of activities.

Other surprising studies show that girls sometimes acquire their math phobia right in the home from their parents. Unlike English or social studies homework, mothers are less likely to want to help with math or science assignments. They often encourage their daughters to seek help from their fathers. Unfortunately, according to some case studies, their fathers will often display a different and more supportive role when helping their sons with math or science, but are less supportive and positive when helping their daughters.

These are just some of the obstacles that educators face and need to conquer in order to help young women realize their potential in the math, science, and engineering fields. Fortunately many school districts are already developing unique and creative ways to help young women in middle school and in high school overcome the “I hate math and science” syndrome.

Some schools have developed some gender segregated math classes. Studies show that this type of learning environment especially benefits girls who learn better because they do not have to ‘appear dumb’ in front of the boys, and they are willing to take the subject matter more seriously and ask questions. In some of these same schools, science teachers are including more collaborative learning in their lesson plans as well as more hands-on experiences inside and outside of the classroom.

School districts are providing teachers with more training and workshops on how to be sensitive to gender differences specifically when teaching science and math. This training often includes how to help students overcome peer pressure regarding preconceived notions about math and science and ways to inspire girls from K-12 to pursue degrees and careers in math, science, and engineering.

Other school districts are trying to change attitudes and confidence levels in girls by exposing them to female role models who have accomplished great feats in math or science. They invite guest speakers, read biographies, or recruit older female tutors who excel in math or science to help girls before or after school. Many schools have separate math or science clubs for boys and for girls that supplement classroom activities and experiences.

Technology provides teachers with great opportunities to ignite girls’ interest in math and science. Teachers are exposing young girls, at the elementary and middle school levels, to interesting and challenging Internet activities to stimulate a keen natural curiosity about numbers and nature. High school science and math teachers are motivating young women with math and science software that is challenging but encourages them to pursue an interest in the science or math fields.

Teachers know they are the key components in making a difference in the lives of female students. They are choosing science and math activities that connect young women to careers that do not reinforce the existing gender stereotypes and that ignite a natural curiosity about math and science. They are constantly finding new ways to change young women’s attitudes about math and science along with building their confidence and self-esteem.

*Please note the views expressed in For Your Consideration are those of the author and do not necessarily represent the views of MeckEd.

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This editorial appeared in the For Your Consideration section in our April 18th e-Newsletter. For Your Consideration provides an open forum for individuals to voice their opinions on various public education issues.

Last week’s three daytime superintendent finalists forums each started with 10 questions from the panelists. During the session at the Government Center, we received 15 from the audience. I’ve heard it was the same at the other two locations. At Northwest School of the Arts’ evening session there were 50 from the audience, though not all were read, and 12 from the panelists.

Grand total: 137 questions. The surprise was that the two out-of-town finalists told us that based on those questions, our admiration for CMS is only a fraction of the rest of the nation.

Who is right?

According to the school board’s profile, that of a change agent, the community is. Those two out-of-town finalists had been reading glowing reports from educational beauty contests. The local finalist was proud of CMS too, but sensed the mode for change. All three came to the Wednesday forums with the same opening message: reconnect with the community!

That is not my idea of a change agent. A real repair treats the problem, not the symptoms.

When Dr. Cash was asked about segregation caused by housing patterns, he gave a generation-long formula for success. He said get those students through school and into jobs or college. Wait for them to come back to start families and build neighborhoods.

What he was guiding our community toward was that it is not possible to walk in and knock down all the walls overnight. Fortunately, the other two finalists had similar closing messages. It’s tough work and each eagerly wanted to do it.

So, the school board had said it wants a change agent. That left us with the impression of, if not today then at least by the end of the week.  What the board has gotten are three educators talking about grinding it out in the trenches.

Now back to those 137 questions. We’re going to be stuck with those for a long time. There wasn’t a chance in the world that any one of those could have been fully answered last week.

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The three CMS superintendent finalists met with the public yesterday during panel discussion sessions and answered questions from the community. We went to each of the three afternoon sessions, as well as the evening session at Northwest School of the Arts. Below is a summary of what we heard from each candidate. Learn where each stands on different education issues. Once you have learned more about each candidate, take our poll and let us know which superintendent candidate you think would be the best fit for CMS. We will share your responses and feedback with the CMS school board.

Priorities and Beliefs

Kriner Cash:

• Education needs to be equal, high-quality and accessible.
• Every child should have a rigorous school experience to prepare him/her for college or a career.
• He believes in meeting with students to hear the student voice and that parental involvement is important for student and school success.

Ann Clark:

• Superintendent needs to think about the entire district, not just specific areas.
• We need to rebuild trust and confidence in our schools, as well as internal pride and bring unity to the district.
• When making all decisions, they need to be in the best interest of children.

Heath Morrison:

• He doesn’t want to be seen as a reformer; he just wants to do innovative things and increase results.
• He believes CMS can be the best public education system in the country.
• He thinks it is important to listen to student voice and value their input.

Teachers and Principals: Effectiveness and Reform

Kriner Cash:

• Believes in multidimensional and robust measure of teacher and principal effectiveness. Evaluations should include observations and peer reviews, value-added data, student surveys, school progression rates and teacher content knowledge
• District must have a culture conducive to attracting the best human capital. A campaign that shows teachers respect could help to retain them.
• Teachers need raises, but we need to re-envision the entire compensation structure to differentiate pay among teachers and offer rewards.

Ann Clark:

• We need to be more strategic in how we hire teachers.
• Effective teachers are the most important ingredient for success, and they need to be in every classroom.
• We need to own low teacher and principal morale. We need to affirm the good work being done, but also be honest about the challenges.

Heath Morrison:

• Teachers should have a voice in major decisions. There should be culture of respect throughout district; teachers should feel valued and be highly compensated.
• A great teacher will not rest until every student is successful.
• To retain teachers, it is the district’s responsibility to provide excellent professional development for teachers and support them.

In the Classroom

Kriner Cash:

• He is reluctant to cut arts education because it is very important to him.
• Common Core curriculum is a step in the right direction, but he wonders if it’s for everyone.
• He believes there is an overemphasis on testing. There should be a two-year plan, versus a four- or five-year plan.

Ann Clark:

• Students being college and career-ready is important, but “ready” means different things.
• She supports Pre-K centers for 4-year-olds and believes they are important for long-term success.
• Common Core Curriculum will be important.

Heath Morrison:

• Schools should take different approaches based on the needs of their students.
• We need to be accountable for student achievement, but everything does not need a test. There needs to be more formative than summative tests, and we must have metrics that fairly measure what’s happening in the classroom.
• We should want to educate children for jobs of the future. When education thrives, businesses thrive.

Collaboration and Community Input

Kriner Cash:

• He believes city and county should be partners in school system.
• He thinks the business community plays an important role and helps with messaging, but should not tell district how to educate.
• He would spend his first three to four months as superintendent listening to community (through meetings), talking to key constituents and studying data.

Ann Clark:

• CMS must embrace community partners, such as the library and work on gaps in literacy.
• Relationships between superintendents, county manager and mayor are important; superintendent and school board need to be seen as a united team.
• Important to work with organizations like MeckEd to affirm high-quality work of teachers.

Heath Morrison:

• He values partnerships with the business community and the chamber. As superintendent, he would reach out to every area of Charlotte.
• Building parent capacity is important. We need to help parents become advocates for their children’s education.
• He believes the superintendent’s job is to build public trust. Then when he takes bold approaches for the benefit of students, the community will be behind the district.

This editorial appeared in the For Your Consideration section in our April 11th e-Newsletter and was originally published in Charlotte Viewpoint. For Your Consideration provides an open forum for individuals to voice their opinions on various public education issues.

Yes, I said it. And I’ll say it again: STEM (science, technology, engineering, and math) education is backwards.

How many of you hated math as a student? How many of you still hate it? How many of you asked yourselves or your teachers, “Why do I need to know slope [or geometry, scientific notation, quadratic equations, etc.]?!” Have you ever wondered why you feel that way?

It’s not your fault that you hate math, nor is or was it your teacher’s fault. The problem lies within the system.

Traditionally, students start out by learning the fundamentals. The fundamentals are, admittedly, boring: multiplication tables, the periodic table of elements, Newton’s laws… As they go through monotonous, excruciating drills, students struggle to grasp these abstract concepts without context and ultimately give up. “I don’t get it,” they say. “This is stupid. I’m never going to need this in the real world, anyway.”

But what if we teach the material in a different way? What if, instead of forcing the fundamentals into students’ brains, we show them the end-result first?

When students see the final context of their hard work, they’ll ask for the fundamentals. Learning no longer will be a painful process, it will be an enjoyable one!

And that’s more than just my theory: I have proof of this success. I’ve seen it work, first-hand.

When I lived in Boston, I brought teams of students together to compete in a great robotics challenge. Did they know programming or mechanical engineering before starting? Far from it – they were ninth- and tenth-graders from local schools, most of them completely uninterested in sitting through an engineering-filled weekend. But given 10 hours, a mentor, and a set of challenges, they all had viable, functioning entries.

None of their robots broke down, went backwards, or exploded. And the kids had a blast developing them. By the end of the event, they acquired more programming and mechanical engineering knowledge than most college freshmen have.

And you don’t have to go to Boston to see proof of this teaching success– there’s plenty of evidence here in Charlotte.

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This editorial appeared in the For Your Consideration section in our April 4th e-newsletter. For Your Consideration provides an open forum for individuals to voice their opinions on various public education issues.

Teach for America hosted local business leaders in Charlotte Mecklenburg Schools during the first week of March.  I was fortunate to take part in this unique experience whereby I was able to work in concert with a Teach for America instructor at Garinger High School in near northeast Charlotte.  In 2010-11, Garinger posted a 67% graduation rate and 27% teacher turnover rate.  However, 88% of students performed at or above grade level in core subjects.  Garinger is in a neighborhood with many challenges and CMS is certainly competing for scarce resources to remain competitive relative to large public school districts nationally.  I had mixed perceptions of what my experience would entail.

My assignment was to teach honors biology to mostly freshman and sophomore students.  Upon arrival, I was blown away with their aptitude and attitude in the classroom.  Ms. Cronyn was selected as a Teach for America instructor in 2010, and she commanded immediate respect from her students and they reciprocated in kind.  The young men and women of honors biology were very engaged with the subject matter, responsive to each exercise, and demonstrated genuine interest in learning from my experiences, while I learned plenty from them as well.

Teaching is one of the hardest jobs in America.  It requires tireless effort, courage, patience and the pay is lousy.  A great teacher can change the course of a young person’s life. Ms. Cronyn is obviously a gifted teacher and her organizational and leadership skills permit learning to take place.  For all I know, I may have witnessed the best of what Garinger has to offer, but it was impressive nonetheless.  Being an advocate for students mandates that we be advocates for great teachers – no exception.

Charlotte is an awesome city with plenty of tangible assets that define our competitive advantage.  Like any company, institution or association, the best asset is our people.  We fail to make the most of our opportunities when a young person hangs their biggest hope and dream on winning the lottery or becoming a professional athlete.  The young people of honors biology at Garinger have much higher aspirations and we need to continue reminding ourselves that these young people will define what Charlotte becomes in its next generation.  It is incumbent upon business leaders, community stakeholders and parents to embrace our CMS teachers in order to deliver first rate education regardless of the monetary challenges.

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This editorial originally appeared in the For Your Consideration section in our March 28th e-newsletter and was originally was published in The Washington Post. For Your Consideration provides an open forum for individuals to voice their opinions on various public education issues.

Until former senator Rick Santorum called President Obama “ a snob ” last month for wanting all Americans to attend college, education had been practically invisible in this presidential campaign. Only 1 percent of the time and questions in Republican debates have touched on schools since an education forum I co-moderated in New York in October.

This is crazy. Does any parent or CEO in America think education is 1 percent of the agenda in an age of global competition? Unless voters insist that candidates give education the attention it deserves, this will be another political season in which both sides offer pablum without seeking a mandate for the ambitious reforms our schools require.

New research shows that only one-quarter of America’s 52 million K-12 students perform on par with the average performance of the world’s five best school systems — which are now in Singapore, Hong Kong, Finland, Taiwan and South Korea. Even worse is U.S. performance in advanced achievement in math and science, the best predictor of the engineering and scientific prowess that will drive future growth. Sixteen countries produce at least twice the percentage of advanced math students we do, according to research from Harvard and the Organization for Economic Cooperation and Development. The United States spends more on schools than most wealthy nations as a share of GDP yet ranks in the middle to the bottom of the pack on international comparisons. McKinsey estimates that the cost of this achievement gap vs. other nations is up to $2 trillion a year — the equivalent of a permanent national recession.

The conventional wisdom holds that education “doesn’t work” as a central issue in presidential campaigns. What little talk there is on schools aims to shore up union support (among Democrats) and demonstrate “compassion” to independent voters or anti-federal credentials (among Republicans). Meanwhile, the countries out-educating us view education as central to their success. When the future of our economy and society turn on our ability to dramatically upgrade the skills of all our children, how can we view it as anything less?

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This piece appeared in the For Your Consideration section in our March 21st e-newsletter. For Your Consideration provides an open forum for community members to voice their opinions on various public education issues.

On Wednesday next week, hundreds of Charlotte citizens will gather at TEDxCharlotteED (Education) to listen to inspiring stories of innovative partnerships that are strengthening our community and enriching the lives of students in the area.

It’s no secret that we face serious challenges regarding the education of the younger generations. It’s easy to find stories and opinions about the shortcomings of our schools and who should be blamed, but why are most of the conversations we have about education focusing on what is not working? It seems to me it would be a lot easier to make more impactful changes by replicating what is working.

This is why a diverse group of Charlotte citizens came together to create a platform for these stories to be told. Meaningful partnerships with our schools and students can come from anywhere – businesses, faith-based groups, non-profit organizations, neighborhood associations, and one caring citizen at a time. I’m guessing as you are reading this now, you can plug yourself into one or all of these types of groups. So what’s holding you back from becoming engaged in the greatest way we can create the best community possible – through the education of our children?

If you think the time is now for you to become engaged, I hope you join us on Wednesday, March 28 at CPCC’s Dale F. Halton Theater from 8:30am-12:30pm to listen to the inspiring TEDxCharlotteED TEDxTalks and continue the conversation afterwards during our Action Roundtable discussions.

To register to attend and see a full list of speakers, visit our website at www.TEDxCharlotteED.com.