Tag Archives: Educational process

Blaming Teachers in Our Schools is Like Blaming Soldiers for the Wars We Ask Them to Fight!

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On the battlefield, soldiers have no control over the level of commitment, courage or resiliency of their opposition. They have no control over the efficacy of their command structure or quality of the strategy flowing through the chain of command. Neither do they control the timeliness and reliability of their supply lines or the relative primacy of their weaponry. While we might second guess the strategic decision making in war, we do not attempt to hold soldiers accountable for the success of their efforts, measured after-the-fact, using unproven metrics. These valiant men and women can only give the best of themselves and in this they are very much like our teachers.

How is it, then, that we can ask the teachers in our most challenging schools to overcome the lack of support of parents? How can we expect them to fight through the disruptive behavior of students with widely disparate levels of preparation and motivation and then expect them to spur those same students to comparable levels of academic achievement as their highly motivated classmates?

We ask teachers to rise to these extraordinary and unreasonable expectations while we shower them with criticisms and disrespect? And, as if the job were not sufficiently challenging, we promote vouchers and charter schools that siphon off motivated families and their children from our most challenged public schools? Each child that is lured away leaves teachers with fewer students that care and the school with less revenue with which to work. That the charter or other alternative schools may be no better prepared and produce disappointing results with these kids is pure irony.

Such a strategy might be justified if it included a plan to re-infuse the abandoned public schools with additional resources, innovative programming, extra training, and curricula tailored to the unique requirements of their students. Instead the strategy seems to be that we will turn our heads and shut our minds to the plight of such schools. “We can’t do anything about these schools until someone addresses the problem of poverty,” we tell ourselves.

The overwhelming majority of our elected officials and the powerful interest groups that lobby for what they call radical educational reforms have not taken the time to understand the realities with which these teachers, their schools, and their students must contend. They act on the basis of abstract principles that are as clichéd as our traditional American educational process; a process that has not been significantly altered for decades. It is a process that has chewed up and spit out millions of children, leaving generations of Americans bitter and resentful.

Meanwhile, our government and forces of corporate reform talk about privatization of schools and such business principles as investments, competition, and entrepreneurialism. They push for teacher accountability using annual test scores as if this is leading-edge thinking. The truth is that American industry has, long ago, replaced “end-of-the-production line quality inspections” with quality systems that are integrated within the production or assembly process.

These advocates do all of these things as if their leadership and initiative can magically solve the problems of public education; problems that they do not begin to comprehend.

One of the worst objective these advocates pursue is separating schools from the communities they exist to serve. One of the primary problems in education is a pervasive sense of hopelessness and powerlessness on the part of Americans who no longer believe in the American dream nor do they see an education as a way out for their children. Separating schools from their communities and its people can only serve to reinforce that sense of powerlessness and hopelessness.

Business principles are needed if we are to reinvent public education but they are not the principles of the board room but rather the principles from operations. They are focus on purpose and customer, structuring and resourcing the organization to support its objective, problem-solving, team building, innovation, appropriate utilization of technology, and integrated performance management.

It is imperative that we abandon our current educational process’s focus on failure. We must teach for mastery of subject matter, not test preparation, and we need to teach children how to be successful. It is only when a child has learned how to be successful that he or she can begin to see how they can control the outcomes in their lives. It is only when young men and women believe they can control the outcomes in their lives that they begin to feel hopeful for a better future and sufficiently powerful to make it happen.

What we need from corporate and government reformers is very simple. We need them to cease and desist. We need them to begin providing positive leadership in reselling the American dream to the people, in all of their diversity. We then we need them to find ways to support rather than subvert local innovation and initiative in community-based public schools.

The reader is invited to read my book, Reinventing Education, Hope, and the American Dream: The Challenge For Twenty-First Century America where I offer a blue print for the transformation of our nation’s public schools and the educational process that drives them and for supporting our public school teachers.

A Tipping Point with Ominous Implications is Fast Approaching!

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Note to the reader: This article is an updated version of one that was posted shortly after my blog “Education, Hope, and the American Dream” was created and at a time when the blog’s readership was minimal.
Because I believe it is even more timely now than it was then, it is being re-posted with modifications.

As you read these words, it is vital that you realize that the United States of America, the richest and most powerful nation in the world, is fast approaching a tipping point that will irrevocably alter the reality in which we live.

As a result of decisions we have made as a nation, since the end of World War II, a society of second class citizens has emerged. These Americans are not full participants in the American dream. Many of these men and women have effectively become disenfranchised and why should we be surprised by this.

These are Americans who have not been well-served by our systems of public education; have little or no access to quality healthcare for their families, Obamacare notwithstanding; and, if they are employed at all, they have low paying jobs with no eligibility for healthcare benefits and no opportunities for advancement. These are Americans who have given up on the American Dream for themselves and their families. They have succumbed to a self-perpetuating cycle of powerlessness and hopelessness.

Although the demographics of this group spans the full spectrum of the American population, African-American, Hispanic-American and other minorities are over-represented. For blacks and other minorities, the sense of disenfranchisement is compounded by their lack of faith that the American justice system will treat them justly.

Mainstream Americans resent the dependency of this segment of our population every bit as much as these men, women, and children resent their lack of access to the American Dream. For a huge portion of this population the American Dream is nothing more than a failed promise.

The bitterness and resentment on both sides of the invisible barriers that separate us as a people are enhanced by the racism and discrimination that permeate our society. How ironic is it that the election of our nation’s first African-American president has proven that racism in America is alive and well.

That there is an equally large and fast-growing population of retirees who are checking out of the game at an age from which they are likely to live another quarter of a century, adds greatly to this burden. It does not matter that these retiring men and women have worked hard for their entire lives to earn their Social Security, Medicare and pensions. These facts do not change the economic dynamics that make this population a burden to the Americans in the middle who must work harder to pay the bills.

Fortunately, many of these men and women have invested well and their money is working for us even if they are not. We are only beginning to understand, however, how this aging population will begin to overwhelm an already inadequate healthcare system over the next two decades.

Add the weight of the disenfranchised and the burden is fast approaching a tipping point after which our national misfortune will accelerate and we will all begin to feel both hopeless and powerless.

The Republican Party, driven by the strong conservative dogma of the tea party movement, is choosing to ignore the needs of Mitt Romney’s imfamous “47 percent” and focus only on the needs of the middle class and, even more so, the corporate elite. These political leaders believe they can turn back the clock to a time when the white man ruled the roost and when values seemed clearer.

The Democratic Party continues to pursue its traditional liberal agenda that has become equally ineffectual.

In the meantime, China, Europe, Japan, India, and other developing nations are challenging our supremacy in the international marketplace; Al Qaeda and ISIS are seeking to spread terror to weaken “the evil empire;” and, Mother Nature is meting out the consequences of global warning.

We cannot continue to trudge down the dry and dusty paths of 20th Century political dogma, conventional wisdom, or business as usual. Somehow we must pull the disenfranchised back into the game as full and equal citizens, as believers in the American dream, and as partners in rising to the challenges of this new century. We need to do this not out of altruism, however compelling the argument, rather because we desperately need the committed participation of every single able-bodied American.

We must demand that our elected representatives cease their paralyzing bickering and begin working together in what is a conflict of historical proportions in which the very survival of our nation and way of life are at an unprecedented level risk.

We desperately need new leadership with fresh ideas to respond to these extraordinary challenges of this young Twenty-First Century and we do not have so much as a single nanosecond to spare.

I invite you to follow this blog, “Education, Hope, and the American Dream,” in which I offer innovative solutions to the problems we face as a society.

I also invite you to read my four books.

1. The Difference Is You: Power Through Positive Leadership, in which I offer the reader powerful principles that enable individual men and women to change the world around them;

2. Radical Surgery: Reconstructing the American Health Care System, that offers a way to provide universal healthcare and prescription drugs to the American people without socialized medicine;

3. Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, in which I offer a blueprint for reinventing the educational process to one that focuses on teachers and students working toward success, absent the risk of failure; and

4. Light and Transient Causes, a novel that tells a story of what could happen if we lose faith in the principles of democracy and with one another.

“Just Let Me Teach” Is What Teachers Hope and Pray They Will Be Allowed to Do!

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“Just Let Me Teach” is not only the title of a great radio program, hosted by Justin Oakley on IndianaTalks radio, it is the perfect tagline for a movement to save public education in America.

Implicit in the definition of the word “teach” is that someone “learns.” If learning does not occur then we have not really taught.

The fundamental purpose at the outset of public education in America was two-fold. On the one hand, the purpose was to help kids learn the basic knowledge and skills that they would need to fulfill the responsibilities of citizenship. On the other, our objective was to give kids choices in life by helping them develop their unique talents and abilities to the optimum level while also arming them with the strong self-esteem they will need to deal with life’s challenges and control most of the outcomes in their lives.

The mechanism for fulfilling our purpose in education was to place children under the tutelage of trained teachers and, from the outset, the most effective teachers were the ones who were able to form close, personal, nurturing relationships with their students. The idea was to create an environment in which we place teachers in a position to teach and children in a position to learn.

As we have said in a previous article, the relationship between teacher and student is where real and sustainable learning takes place. Relationship trumps everything.

After over a half-century or more of misguided reforms and a profusion of secondary agendas we find ourselves with a structure that prevents teachers from doing what society and their students so desperately need them to do and what teachers, themselves, so fervently want to do.

• When did it become our purpose to prepare kids for standardized competency exams?

• When did it become our purpose to see how students measure up against the performance of their classmates rather than focus on their own progress?

• When did we decide it was a good idea to push kids ahead to new material when they still struggle to comprehend?

• Whatever possessed us to set some kids up for failure and humiliation while we celebrate the accomplishments of their high-performing classmates?

How do these activities serve our fundamental purpose to let teachers teach and students learn?

Why is it so difficult for teachers and administrators to shout “whoa!” and acknowledge that what we are doing does not work for a growing population of American kids and we are not just talking about poor and minority children, although they are clearly over-represented in this population? The evidence is there for all to see!

The world has always been full of distractions but the powerful allure of “social media” and the ready availability of a full menu of multi-sourced media have had a supercharging effect on peer pressure. The result is that it is exponentially more difficult for parents and teachers to capture and sustain the attention of our nation’s children.

If, today, we were given the opportunity to reconstruct the educational process to achieve our fundamental purpose is there anyone out there who believes we would we choose to do any of the nonsensical activities that dominate the time and energy of modern-day teachers, a few of which we have identified above?

Instead, teachers would ask for more time to teach; more time for kids to keep trying until things begin to make sense and they begin to gain confidence that they can do it; more support from parents willing to share responsibility for the education of their children; and, less time devoted to unproductive busy work and recordkeeping, all of which the business community has learned to automate.

We know teachers everywhere look in the mirror, every morning, and offer up a wish or a prayer in which they say each day, “just let me teach.” If we work together, beginning today, we will create a reality in which teachers leave for school each morning with full confidence that teaching is exactly what they will be both allowed and expected to do.

What If We Were Teaching One Student at a Time?

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When we compare teaching in a classroom by a certified teacher to teaching in a more intimate environment like tutoring, things are different.

Academic tutors, often, work with one student at time and frequently with a focus on just one subject area.

Think about the tutoring process. The tutor presents the subject matter to the student; strives to explain the material in a way that the student comprehends; gives them opportunities to practice; provides feedback and clarification followed by more practice; gives them a practice test to see how they are doing; and, finally, sends them off to take a test, often in their regular classroom at school.

These are the same things all teachers do every day in public school classrooms throughout the nation. What is different? The biggest difference is what happens when kids fail.

In the classroom, the teacher’s choices are generally limited and, typically, involves recording the student’s score in a gradebook and then moving the student on to the next lesson, along with his or her classmates.

In a tutoring relationship, when a student has failed to achieve a targeted degree of mastery over the lesson material the tutor’s response is different because their defined expectations are different. Their job is not yet complete. The expectation is that the tutor will help the student achieve mastery and nothing short of that outcome is acceptable.

Subsequent to poor performance, the tutor goes back to work with the student, possibly utilizing another method of presentation with plenty of opportunities for the student to practice, get feedback, take additional practice tests, etc. until he or she is ready to move on. Always, the tutor is there to help their charge in any way they can.

Understand that the overwhelming majority of classroom teachers would love to spend more time with every student who struggles with the material and they do so, whenever circumstances permit. The problem, of course, is that circumstances rarely permit.

The classroom teacher is always a certified teacher while the tutor may or may not be. Certified teachers are every bit as capable as the tutor, often more so. The traditional educational process is simply not structured in a way that a teacher, routinely, is able or expected to slow down for just one student. Rather, teacher accountability is focused on the number of their students who are able to pass state, standardized competency exams.

Our conclusion is that the only reason classroom teachers do not devote extra time for every student who needs it is because the American educational process is not structured in a way that it would support both teacher and student in such activity, and also because it is not a core expectation of teachers. Teachers are not given sufficient flexibility. That some kids fail is nothing more than a consequence of current educational policy.

Try to imagine what a different place school would be if every student was given the time and support necessary to achieve a score of 85 percent or better in all of their classes.

Most teachers reading this post will respond that it is naïve to think that such a reality is even possible. Given current expectations and the way the educational process is structured, they are correct.

Change the rules of the game, however, and the way in which the game is scored and what seemed impossible now becomes relatively easy.

From a systems-engineering perspective, bringing about such change is relatively easy. The challenge is opening the hearts and minds of policymakers, principals, and teachers so that they begin to believe such realities are possible.

What If We Change the Way We Keep Score for Both Teachers and Students?

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In this last segment of our series of articles in examination of the performance gap we will shift our focus to taking action.

A year or so ago, actor Michael J. Fox put out a poster that challenged educators. It said:

“If a child can’t learn the way we teach, maybe we should teach the way they learn.”

We do not like to think of our classrooms as hostile environments, as envisioned by legal scholar Randall Robinson (see Part 1 of this series). Teachers work hard to make their classrooms as welcoming and interesting as possible.

The hostility Robinson describes is a function of a competitive environment in which we expect children, who arrive with any number of disadvantages, to compete on equal terms with children who have been primed for academic competition. We start all students off from the same point of departure even though the level of readiness of the students can only be described as cavernous.

That this disparity has a significant impact on the ability of some students to keep pace with others is a fact that we all know, intuitively, but are programmed to ignore.

Recall “5 Things Well-Meaning White Educators Should Consider If They Really Want to Close the Achievement Gap,” by Jamie Utt, published at his website at www.changefromwithin.org (see part 1).

The fifth thing Utt suggested that must be done, which we have modified, is:

“Envision and Create Schools Where People of Color are Centered (And Whiteness Is Not) and Where All Children Are Centered for Who They Are As Unique Individuals, Irrespective of Color, Language of Birth, Religious Tradition, Relative Affluence, or Sexual Orientation.”

This is far and away the most vital of the “5 Things” because this is one that is well within our power to control whether we are a school superintendent, school principal, or even a single teacher in a classroom.

One of the easiest ways this can be accomplished is by changing our expectations of teachers and the things for which they are held accountable. Rather than evaluate teachers on the percentage of children who achieve passing scores on annual standardized competency examinations, what if we were to evaluate them on the percentage of students who score 85 percent or better on short mastery quizzes following individual lesson plans?

The goal is that 100 percent of each teacher’s students achieve 85% or better on mastery quizzes following every individual lesson plan they are given. It does not matter whether every student earned 85% or better the first time they took a quiz or even the second or third. What matters is that they achieved mastery, that the student’s accomplishment is celebrated and rewarded, and that the teachers’ efforts are formally acknowledged.

Neither does it matter if some students, within a given grading period or semester, achieved mastery on two, five, ten or more lesson plans. What matters is that a student is not permitted to move on to a new lesson within a given area of subject matter until they have mastered the preceding lesson. Each lesson mastered is a success and each success is tallied and valued equally with every other success.

The single most powerful driver of the number of lessons a student is able to master is the level of confidence they have gained through repeated success, absent even the hint of failure.

Even within the current educational process, where we move everyone along the same path and test them on the same material each year, we have learned that by the time they finish the 12th grade they will all be at different levels of accomplishment. Some are off to college, some leave school illiterate or barely literate and are destined to a life of poverty or crime—probably both—and also a life of virtual disenfranchisement, and the rest fall somewhere in between.

Whatever their destination, what distinguishes graduates from one another is the strength of the foundation upon which their charted destinations are constructed.

What is better? Is it a student who was given 1000 lessons but failed 80 percent of them and is proficient in only 10 percent? Or, is it that they are proficient in each of the lessons they were given whether 100, 200, 500 or a thousand?

Even though we want to downplay the value of standardized testing as much as possible, NAEP (National Assessment of Educational Process) definitions bring the matter into brilliant focus. The NAEP defines “proficient level of academic performance” as:

“. . . solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to subject matter.” (The emphasis is mine.)

The crucial variable is that kids must be able to apply “such knowledge to real world situations. . . .” Ultimately their ability to utilize what they have learned is the only thing that matters. If they cannot use it effectively, they haven’t really learned it.

It is when students are unable to apply the knowledge and skills we strove to teach during 12 years of school that they are doomed to a life separate and apart from mainstream America. We like to blame poverty for this separation but poverty is the inescapable outcome that burdens adults who were unsuccessful in acquiring the skills necessary for life as a productive American citizen.

The fact that most of these kids and the adults they ultimately become are poor, black, or other minorities is not a coincidence. Neither is it a coincidence that many of these are folks for whom English is a second language or are illegal immigrants. The educational process is poorly designed to meet the needs of this fastest-growing population of American children.

The glaring and tragic truth is that these young people are set up to fail. It is bad enough that they are victims of a flawed educational process. Worse is the fact that the teachers into the hands of which these kids are entrusted are inadequately prepared, under-resourced, poorly supervised, and are held accountable for outcomes that are counter to the best interests of their students.

This is a reality that must be altered before it is too late. It is already too late for millions of Americans who were the victims of a dysfunctional system and every day we delay, more kids are lost.

All that we need to in order to change this reality for all time is to step back and evaluate the American educational process as an integral whole, re-examine our purpose and assumptions, and make a few structural changes in what we do on a daily basis the most important of which is nothing more than changing the way a game is scored.

As soon as we change the way we score success, players and coaches (teachers and principals) will begin developing strategies and structural designs to support the new objectives. There is nothing magical or mystical about this process. It is simply the way systems function within the context of organizations.

What stands in our way of bringing about such transformational change to education in America, whether public or private? Other than our intransigence, not one damn thing!

The reader is invited to read my book Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, where I offer a blueprint for bringing about the systemic changes we have discussed. The reader is also invited to check out the rest of this blog, Education, Hope, and the American Dream for a full discussion of how we can overcome the challenges of public education in America. I am not suggesting that the reader will find all of the right answers in my book and blog but they will find many of the right questions.

Both the blog and book can be found on my website at www.melhawkinsandassociates.com.

Black or White They’re Just Kids: They Need Us & We Need Them!

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This is the 3rd segment of our series of articles on education, racism and the performance gap.

It is incredibly difficult for a white person to understand what it is like to be black. Sadly, most white people are perfectly content to know as little as possible about such things. For others like my white daughter and son-in-law, who are parents of a black son, it is imperative that we understand as much as we possibly can.

My wife and I have three grandchildren. The eldest is a little girl who was adopted by that same daughter and son-in-law. She is of Mexican descent with beautiful, thick black hair, brown eyes, golden brown skin, and a smile that lights up the world. The second is a little boy whose skin is a beautiful, rich brown with eyes to match, who has his sister’s smile, and who came out of his birth mother’s womb with a natural Afro. Our youngest grandchild is the biological child of my youngest daughter and her husband. She is the palest of whites, bordering on pink, and her hair is as red as her father’s beard. She is also beautiful with a smile that is second to none.

These children represent our family’s beautiful rainbow and, like all grandparents, we love them so much that it hurts.

When our daughter announced that they were adopting a black infant we knew he would face challenges but we did not yet grasp the whole of it. From the events in Ferguson, Baltimore, and elsewhere we have become painfully aware of the dangers our sweet and beautiful little boy will face; not because of anything he has done but only because of the way the color of his skin will affect the attitudes of a huge population of Americans.

We shuddered after reading such powerful articles as “I Never Knew How White I Was Until I Had a Black Child,” which you can find on Rosebelle’s Blog; and more recently, “7 Ways Racism Affects the Lives of Black Children” by Terrell Jermaine Starr on the website Alternet.

I have spent my entire lifetime striving to understand why our world is so full of hatred over issues as insignificant as the color of one’s skin. I still struggle to understand why differences in eye or hair color are perceived as different shades of beauty while differences in skin color can produce such hatred and mistrust.

I was blessed to be born to parents who taught that we are all children of Creation and that we were blessed to live in a country in which we are all considered equal under the Constitution.

I was equally fortunate to live in a neighborhood and attend an elementary school where I learned to be friends and playmates of my black classmates before I ever learned of the existence of bigotry and racism.

When I first witnessed the hatred that my white friends had for my black friends, I was devastated. Innocence was forever lost but I never lost my perception of diversity as something to be cherished as beautiful.

Later, at the age of 20, I was privileged to spend a summer working in a churchyard in Philadelphia, providing a place for kids to gather and play, safe from the reaches of the gangs whose territories sandwiched our little oasis. All were African-American. While I was responsible for the 30 to 40 different boys and girls between the ages of 8 and 16 who chose to play in our churchyard and game room, I played with them far more than I supervised.

For the first nine years after college and the military, I worked as a juvenile probation officer where I supervised a multi-racial group of boys and girls between the ages of 9 and 17. Later, I was one of the founders of a local Boys and Girls Club where, once again, I was privileged to be around and play with a diverse group of children.

What I learned during these significant chunks of my life was that whether black, white, or shades of brown; rich or poor; male or female they are all just kids.

They all laugh when they play or act silly; cry and bleed red when they get hurt; get mad when they lose; celebrate when they win; get embarrassed when they are made fun of; yawn when they get sleepy; respond to love and affection with love and affection; and, suffer egregiously when abused by their parents or when bullied.

They all have the ability to learn; they all are curious about the world around them; and, they all get discouraged and feel humiliated when they fail. They all suffer great loss of self-esteem when they give up on themselves after repeated failure and no longer believe in their ability to compete. That we give up on them only adds to the tragedy.

They all deserve our respect not only as individual human beings but also as members of their unique cultural traditions all of which add beauty to the world. The only difference, once they arrive at school, is their level of preparation and motivation.

They all deserve the absolute best we have to offer and the very fact that so many of them fail provides irrefutable evidence that they are not getting our best and that what we are doing does not work for everyone.

Whether we are teachers, principals, policy-makers, or deans and professors of schools of education we must be willing to pull our heads from the sand and stop defending the indefensible. The fact that so many children are failing, particularly minorities and the poor, is not a predisposition of birth or a fact of nature. Such incidence of failure is nothing more than an outcome of a flawed system of human design. The performance gap between white children and their black and other minority classmates is an outcome our traditional educational process is structured to produce.

This flawed system is not the fault of teachers and other professional educators. Rather, the culpability of educators is the result of the fact that they are the people in the best position to identify and remediate this flawed educational process but they hold back as if they are afraid to act. It is critical that we understand that this lack of action is not because they are bad people or incompetent professionals rather it is because they have succumbed to the belief that they are powerless.

Teachers must be challenged to accept that powerlessness and hopelessness are functions of choice. They are equally free to choose to be both hopeful and powerful.

The over-riding truth, as we move deeper into this exponentially complex 21st Century, is that we need each and every one of these kids just as desperately as they need us.

Our ability to compete in the world marketplace will require the absolute best of every single American and if we do not pull together as one beautifully diverse nation of people—the proverbial melting pot—the results will be tragic for all of us, black, white or any of the colors of the rainbow. We will no longer live in a world where being an American is something of which we can be proud. Neither will it be a world where our children and grandchildren can feel safe and hopeful in rearing their own children.

The final segment of this series will be devoted to showing professional educators one way in which we can irrevocably alter the reality of public education in America.

Racism, The Achievement Gap, and Public Education, Part 2

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This is the second of our series of articles that are offered to address the issues that face children of color and also white children who live in poverty in this the richest and most powerful nation in the history of the world.

We begin with the simple idea that it is time to draw a line in the sand and say that we will no longer tolerate a world in which some Americans are denied access to the American dream. This demands that
we shift our focus to those things over which we have control and not squander our precious time and energy fretting about things that are outside the power of individual human beings to change.

It is like being stuck in the mud. Do we complain about our plight or start digging ourselves out.

We cannot, for example, go back and change several hundred years of history in which black men and women were brought to this continent in chains, nor the first 100 years following the Emancipation Proclamation during which black Americans were forced to live as second-class citizens, nor the 50 years since Civil Rights laws were passed; legislation that raised the expectations of African-American and other minorities but without altering the reality in which so many live in poverty, powerlessness, and hopelessness.

We cannot go back and change the reality that has greeted the millions of Latinos who have migrated to this country in recent years, whether legally or not.

We cannot legislate changes in the hearts of so many white Americans that are laced with bigotry and prejudice, whether blatant or subtle.

Neither can we legislate a change in the hearts and minds of those police officers who are predisposed to act with bias and excessive force. The best we can do demand that our communities hold abusers accountable and tighten our entrance requirements.

We cannot erase, through legislation action or executive orders, the economic disadvantages that have led generations of Americans to rear their children and live in poverty. Recall that President Lyndon Johnson declared war on poverty a half century ago and ask yourself if anything has changed. Most of us would say things have gotten steadily worse.

We have not been successful in our attempts to legislate an end to the institutional racism that has plagued and continues to plague black men, women, and children and the families of other minorities; institutional racism that is invisible to the overwhelming majority of white Americans. Civil rights laws have been on the books for a half century and have been routinely enforced and upheld by our nation’s courts of law, yet still these realities persist.

We cannot undo the damage that has been done to minds and egos of generations of children who have been victims of an educational process that has taught them how to fail nor can we undo a long history of academic failure that has led generations of young parents to relinquish their belief that an education is a ticket to the American dream and provides a way for their children to escape the clutches of poverty.

As much as we might wish to do all of the above they are not within our power and no amount of complaining about the injustice of these realities will alter that fact. The more we dwell on things we cannot change the more immersed we are in our paradigms of powerlessness and hopelessness.

We are not powerless, however, and we need not be hopeless. We have it within our power to draw a line of demarcation in the sand and say “no more!” All it requires is that we begin doing things differently from two strategic fronts, simultaneously.

We must alter, once and for all, the balance of power that drives legislation and policy making in the American political landscape. How we do this will be the topic of the next series of articles we will be writing but it begins with the reality that the conservative political power structure in the U.S. that, today, is driven by conservative “tea party” ideology, does not represent anywhere close to a majority of the American people. The problem, of course is that the majority of Americans have stopped participating in their own governance because they have given up hope that anything they do will make a difference.

In a recent post, Phyllis Bush, a great friend to public education, talked about choosing collaboration over competition. If the following groups of Americans would come together to form a political coalition they would have more than enough political clout to turn both our federal and state legislative branches upside down and also our federal and state executive branches.

Who would make up this coalition? The answer is all of the people whose political needs and interests are being ignored by those currently in power. They include:

• All African-American; Hispanic-American; and other ethnic, racial, and religious minorities; and also those who face discrimination due to sexual orientation;

• All professional educators working in public schools throughout America;

• All parents who depend on public schools for the education of their children; and,

• All of the men and women in America who work for a living and who are union members or who would belong to a union had that right not been taken from them.

We need to leave the tradition of Republican and Democrat behind. The reality, today, is that it is the Tea Party and their conservative supporters versus the people. Maybe we need to call it the “People’s Party,” making it clear, however, that this is not a socialist or communist agenda.

The other strategic front is American public education. We have the power to begin changing, from the inside out, the forces that keep poor and minority children from getting the education they need to break out of poverty. We can do this, however, only if we are willing to open our hearts and minds and re-examine our fundamental assumptions about the way we structure the educational process at work in American schools; about the way we teach children.

All that is required of us is that we be willing to step back and think systemically about the way the process is structured and how it produces outcomes that are so devastating to precious young lives.

If we do this honestly, and without feeling the need to excuse ourselves from blame or responsibility, it is so very easy to do. We should not waste one nanosecond worrying about blame or fault. What we can do—what we must do—is accept responsibility for doing things differently, beginning this very moment.

There is a simple but powerful axiom that we must keep at the forefront of our minds:

“It is not until we accept responsibility for the problems in our lives that we begin to acquire the power to solve them.”

Clearly the key is public education. If we are able to provide all children, not just affluent white children, the knowledge and skills they need in order to carve out full and productive lives for themselves then we can begin narrowing the performance gap until it disappears forever. We can begin by identifying outcomes that are acceptable to us and that will give all children an opportunity to fulfill their God-given potential. Then, it is simply a matter of structuring the process in such a way that it can and will produce those outcomes. We will show the reader exactly how this can be done in our last segment. Before we do so, however, there is one last point of discussion we must consider in the upcoming third post in this series.

The Achievement Gap is an Outcome the American Educational Process Is Structured to Produce! – Part 1

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This is the first of a four-part series of posts addressing the challenge of eliminating, once and for all, the performance gap that exists between African-American students, other minority students and their white classmates.

There was a great article written by Jamie Utt entitled “5 Things Well-Meaning White Educators Should Consider If They Really Want to Close the Achievement Gap” published at his website at www.changefromwithin.org.

Although all of the points in the article are on target, two sentences stand out to me.

The first:

“Let’s be honest: Public education was created to serve as an entry point for lower-to-middle-wealth White people into the American middle class (by preparing White students for success in industry and farming).”

And, the second:

“And simply put, when our schools have been set up to serve Whites while excluding all but a few people of Color, it makes sense that White people are far more likely to have an advanced education.”

The article goes on to present five things that we need to do. While all of them make perfect sense, and from a policy perspective should be at the forefront of our strategizing, none of them are things public school teachers can do for their students, irrespective of color, who arrived in their classrooms this morning, and every morning thereafter.

The article closed with the quote from legal scholar, Randall Robinson:

“No nation can enslave a race of people for hundreds of years, set them free bedraggled and penniless, pit them without assistance in a hostile environment, against privileged victimizers, and then reasonably expect the gap between the heirs of the two groups to narrow. Lines begun parallel and left alone, can never touch.”

I want to draw attention to eleven words from this quote, minus one. These words portray exactly what has been taking place in American classrooms, for as long as any of us can remember and these are the very things that keep blacks, other minorities, and poor whites from getting the kind of education that they need if they are to have any hope of competing equally and effectively in 21st Century American society. Those words are:

“. . . pit them without assistance in a hostile environment, against privileged . . . .”

You will note that I purposely left off the word “victimizers” for reasons that I hope will become clear, shortly, to those of you who are reading these words. These remaining ten words describe the educational process at work in schools all over the U.S., public or private.

We spend an inordinate amount of our time and energy agonizing about things that we are powerless to change and then behave as if we are powerless to do anything until our government or some other greater power, usually undefined, has solved the big picture.

The truth, if only we will allow ourselves to believe, is that we are not powerless and we need not feel hopeless.

The hostile environment so eloquently described by Randall Robinson is an educational process in which African-American students and other disadvantaged children are pitted, not against Robinson’s “victimizers” but rather against children, reared by educated if not affluent parents, who arrive for their first day of school primed, prepared and motivated to be successful. The academic performance of disadvantaged children is then measured against the performance of classmates with whom successful competition is highly improbable.

The result is a glaring performance gap that is the inevitable outcome that the American educational process is structured to produce. It is an educational process the structure of which is very much subject to our will if only we will accept responsibility for its reinvention. This reinvention does not require an act of Congress or a state legislature. Every school corporation in America has the authority to restructure the process to produce the outcomes we so desperately need.

In the next segment of this series, before we focus in on things we have the power to do on our own, we will spend some time reviewing the long list of things we fret about, historically.

How Do We Subtract Failure from the Public Education Equation?

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Failure is a debilitating thing for anyone but it is particularly hard on children. Nevertheless, failure is key component of the traditional American educational process and the very fact that kids can fail leads to a reality in which far too many of them do. We need to ask ourselves, why is this necessary? Why should any child have to deal with failure?

Let us examine the definition of the word “fail.” Merriam Webster defines “fail” to mean “to end without success.”

For the purpose of public education, we can define “fail” as “unable to demonstrate mastery over given subject matter.” In our present educational process we have given the lesson; we have given students a fair opportunity to practice; and, finally, we assess their level of mastery by asking the student to demonstrate that mastery on a test. The grade the student earns and that goes into the gradebook is a reflection of their performance on that instrument of measurement. So far, so good.

The problem with the American educational process in an overwhelming number of public school classrooms is not that some kids did well on the test and other kids did poorly. Rather it is that, however the child performs, we declare our job done with respect to that particular lesson, lesson module, chapter, grading period, semester, or school year.

The question that needs to be posed is, “Why would we ever be satisfied with an unacceptable outcome for any of our students?”

These are children, after all. They are unique individuals—children of creation—and they each have equal value in the eyes of both the Creation and the law. Is there any reason in the world to compare them against their classmates and to declare that some are better or worse than others?

Is there any reason to believe that because students did not grasp a given lesson as quickly and easily as some of their classmates that they are incapable of learning? Yet, this is what happens in our classrooms. We finish one lesson and we move onto the next and each child is given a grade to reflect their level of mastery over the material at that point in time.

When we push kids along to a new lesson while they are still struggling to understand the old, they begin to view themselves as less capable than their classmates. This experience influences the way the child thinks of himself or herself and diminishes his or her self-esteem. When this happens over and over again, the effect is devastating. Is it any wonder that some of these kids reach a point at which they stop trying because they no longer believe that success is attainable? Is there ever a time when this could be considered an acceptable outcome?

If our job is to determine which children can learn the most in the fastest measure of time then the educational process in place today is perfectly structured.

If, however, our objective is to help every child learn as much he or she can as quickly as he or she is able then the educational process is working at cross purposes with our objective.

Each child deserves the time they need to experience that special moment when the material clicks in their mind and they understand. Only then should they be asked to move on to new material. Once a pattern of success begins to manifest itself in the child’s mind, everything changes. With each success it becomes easier to succeed on the next lesson.

Think about the difference this would make in the child’s self-perception.

When a child finds themselves at a point where they no longer see the sense in trying it is, indeed, a failure but it is a failure on the part of the educational process and not on the part of the child.

Our current educational process is structured to produce disparate outcomes and we will not be able to alter this reality until we change the way we teach and the context within which we teach. We need to re-invent the educational process until it is structured to produce the outcomes we seek: that all children learn as much as the can as fast as they are able.

My book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America offers a blue print for a structure that will produce such outcomes.

Racial Violence and Police Brutality Have a Similar Genesis!

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The rioting taking place in Baltimore over the past couple of days is not the first nor will it be the last incidence of young blacks, mostly men, acting out in anger in central cities throughout the U.S. Unlike those who engage in thoughtful protest, violence is all many of these young people know.

They are part of a growing population of young people, a large percentage of which are black, who are disconnected from mainstream society. They have been chewed up a spit out by a flawed educational process, have access to minimal health care, feel targeted by the criminal justice system, and feel imprisoned in their own communities. Do these factors justify such behavior? Certainly not, but we are not seeking justification.

What we are seeking, what we must seek, is understanding. Until we understand the forces that drive such behavior we can only react to it and reaction only prompts a chain reaction. We need understanding if we are to have any hope of a meaningful resolution.

That being said, is the rioting in the streets in Baltimore any different than a group of cops losing control and beating a black suspect in the streets? History is full of examples in which seemingly peaceful groups of people can, when conditions are ripe, morph into a violent mob to which they seem compelled to relinquish their self-control.

That human beings have a propensity to surrender to the mob is a given and it is a powerful force of human nature. What concerns us are the factors that trigger such behavior.

In the case of white cops and young black men in urban America, the dynamics that trigger such violence are remarkably and ironically similar. In both instances, the triggering emotion is a heightened sense of frustration born of powerlessness in the face of forces that affect their daily lives. Let us remind ourselves that the overwhelming majority of African-Americans do not engage in senseless rioting in the streets of any neighborhood, let alone their own, and the overwhelming majority of police officers do not engage in the senseless beating of suspects of any demographic.

Young people living in poverty, hopelessness, and powerlessness are reacting to a world that does not seem to care about them and from which they see no escape. While this group includes people of all races, creeds, and ethnic heritage, African-Americans are disproportionately represented and possess a unique sensitivity to discrimination. This burgeoning population of Americans live in a world that is separate and apart from what is perceived to be mainstream society and the chasm that separates them is widening, relentlessly.

When these young people take to the streets, it is almost always begins as a reaction to what they believe to be police brutality or other forms of institutional racism.

The police officers who respond with violence are reacting to their own sense of frustration over their inability—their sense of powerlessness—to bring perpetrators of a virtual avalanche of criminal activity to justice in an environment in which they believe the courts to be ineffectual. Imagine how any of us would feel about a job in which the problems that keep us from doing our job are overwhelming and where our employer seems incapable of doing anything about it. None of this excuses this type of behavior but it does help us understand.

The reality that we face as members of a democratic form of government is that the world is changing faster than ever and the tools we have at our disposal are becoming obsolete. No matter how much some people might wish it, we cannot turn back the clock to a time when the white man ruled the roost and values were simpler and clearer. This is true whether you are viewing the scenario as a conservative or liberal, republican or democrat, tea-party member or socialist.

The combination of conservative and liberal policies employed by our leadership over the last 65 years are what brought us to this point in history. These policies did not work then and they have even less chance of working in a world in which the gaps that separate us as a people seem impassable; where the population is growing steadily more diverse; and, in which our elected legislators seem incapable of working together.

There are tens of millions of young people who feel disconnected from mainstream society and the number grows, daily. Somehow we must find a way to pull them into the mainstream, not shut them off from it. We need new ideas, new solutions; we need to think exponentially.

These new approaches must begin in our public schools where public school teachers are presently under attack by educational reformers who do not understand the challenges of public education; who think that simplistic, jingoistic solutions can solve complex problems; and, who are oblivious to the damage they do!

We must call upon professional educators to acknowledge that the way we have been teaching kids for decades no longer works. We need them to come together as a profession and seek new educational processes that are focused on the meeting the real needs each and every child and to create the necessary structure to support that effort.

To paraphrase Zig Ziglar, “if we keep doing what we’ve been doing, we’ll keep getting what we’ve been getting.”

The reader is invited to explore my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, where I offer a blueprint for action.