Tag Archives: public education

Public Schools Need Visionary, Positive Leadership!

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Positive leadership in any organization or enterprise is crucial and this is especially true in venues that are being challenged by dissatisfied customers or constituents. Public school districts and public education, in general, are examples of such venues.

In public school corporations, the leader at the top of the organization is the superintendent. Like all top executives, superintendents are responsible for: conveying mission, vision, and values to their people and community; developing a leadership cadre to help create and preserve a culture of excellence in which teachers, students, and staff can be successful; driving their districts toward fulfillment of its mission; overseeing the administrative, managerial, and fiscal functions of their school  districts; and representing their districts to the community—their constituency.

 Two of the most important components of representing one’s mission to constituents are, 1) being fully attuned to the level of satisfaction of one’s customers/constituents and, 2) being able to envision innovative solutions in response to customer concerns and in anticipation of evolving wants and needs. Positive leaders must go out into the community or marketplace so they can actually listen to and be able to articulate the sentiments of their constituents.

 Assessing customer satisfaction is an area in which public school leadership is under-performing. I believe public school educators and policy makers rely too heavily on self-assessment.

 Consider the example of a chef in a restaurant. It is not sufficient for the chef to be satisfied that the food she prepares is of the highest quality. This might be adequate if she viewed herself as an artist engaged in the development of her craft for self-expression. It is insufficient, however, when the chef is working to create a product for which patrons would be willing to pay. In the latter case, quality can only be assessed by an objective measurement of customer satisfaction. Satisfaction is easy to assess in private enterprise because a business is either financially viable or not. Assessing customer satisfaction with a public school corporation presents different challenges and rarely will self-assessment be enough.

 When a superintendent announces that their district’s graduation rate has increased from 89 to 91 percent, as an example, such statements are inconsequential if those high school graduates lack meaningful choices of what to do with their lives. If high school graduates are unable to take advantage of opportunities because they cannot pass a basic academic skills tests for employment purposes, for acceptance into a college or vocational training programs, or for enlistment in the military services, their diploma is meaningless and so is a graduation rate.

 Superintendents of public school corporations must be willing to recognize and accept that the education reform movement with its focus on privatization is a symptom of wide-spread customer dissatisfaction with public schools. The diminution of the willingness to bear the cost of public schools on the part of taxpayers; the erosion of the esteem in which public school teachers are held by their communities; and, the outcries from minority communities that the needs of their children are not being met are all symptoms of pervasive customer/constituent dissatisfaction. 

 Like the “Me Too Movement” the outcry of men and women of color, with respect to the willingness of public school educators to tolerate the failure of disadvantaged kids, will no longer be silenced.

 Public education is in dire need of visionary leaders who are willing to go back to the drawing board to reinvent an education process that will meet the needs of all students, even disadvantaged kids. The goal must be that every child learns as much as they are able at their own best speed, beginning at the precise point on an academic preparedness continuum where we find them when they arrive for their first day of school. An education is not a competition to see who can learn the most, the fastest and it must not become triage where we pick and choose to whom we will offer opportunities.

 The measure of the success of our children must not be their ability to pass high stakes testing rather that they be able to utilize what they have learned in the real world. And, yes, we can teach to this standard even if we must continue standardized testing. If we succeed, it is inevitable that high-stakes testing will be rendered irrelevant.

 I urge the leaders of public education to open their hearts and minds to a new way of thinking about how we teach our children and I offer an education model as a point of embarkation. https://melhawkinsandassociates.com/education-model-white-paper/ You are invited to examine my education model, not is search of reasons why it will not work, rather in search of reasons why it can. If you think my model and its education process will work, then test it in one of your lowest performing elementary schools. If you think you can make it better, then do it. Just don’t think, for even a single moment, that we can fix public education by tinkering with one incremental change after another. Our nation’s children deserve better.

Black Panther, the Movie: a Call to Action!

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To this white viewer, the movie, Black Panther, has a compelling message for all Americans, but particularly for successful men and women of color. It is a call to action with an unequivocal message that It is not acceptable to isolate oneself from the problems of society when one’s successes, discoveries, and genius can make a meaningful difference.

In the fifties and sixties, civil rights leaders had a clear and all-consuming purpose. They were driven to ensure that people of color be granted equal protection under the law. They achieved their purpose with the passage of the Civil Rights Act of 1964 and other subsequent legislation.  Now, however, 50 years later, our society remains separate and unequal with respect to black and white Americans and other minorities and that separation is being perpetuated by the performance gap between black students and their white classmates in our nation’s schools. The dream so eloquently envisioned by Dr. Martin Luther King, Jr. and for which he and the other heroes of the civil rights movement sacrificed so much, has not been realized.

 Black Panther, the movie, is a call to action to address the civil rights issue of the 21st Century, public education. Take a moment to think about public education in America.

There are many men and women of color who have enjoyed success and accomplishment in every conceivable venue including being elected to the American presidency. Look at what so many men and women of color have achieved in the last half century. Look at your own accomplishments. Your successes did not come easily. For each of those successes you worked hard to overcome the formidable obstacles of bigotry and discrimination. How were you able to overcome discrimination?

The key was a quality education that provided you with a portfolio of the knowledge, skills, and understanding you needed to seize opportunities. You did it, also, because you were blessed to have people in your lives who helped you develop a strong self-esteem, self-discipline, and the determination needed to overcome discrimination.

Now, consider the millions of men and women of color who languish in our nation’s poor urban and rural communities, entrapped in a maelstrom of poverty and failure. These Americans have not been successful in acquiring a quality education and neither have they been able to acquire the strong self-esteem and self-discipline necessary to render themselves impervious to discrimination.  As a result, they have spent their entire lives living under a canopy of hopelessness and powerlessness, vulnerable to those who look upon them with suspicion and derision because of the color of their skin.

The sons and daughters of our nation’s poor communities, a disproportionate percentage of whom are children of color, now populate the same public schools in which their parents struggled. In poor urban and rural community school districts around the nation, the data is indisputable. An unacceptable number of these children are failing. It begins in the early grades when these boys and girls arrive for their first day of school with what I call an “academic preparedness deficiency.”

In many school districts, by the time these kids reach middle school, the percentage able to pass both the math and English language arts components of their state’s competency exams may be 20 percent or lower. The performance gap between black students and their white classmates is as wide if not wider than it has ever been.

It is vital that we understand that this lack of academic achievement is the result of an obsolete education process and not because of bad teachers and bad schools and not because disadvantaged kids cannot learn. Our public school teachers are dedicated men and women who do the best they can to make an obsolete education process work for their students.

We must also understand that the “school choice” movement with its focus on high stakes testing and privatization through the establishment of charter schools is not the answer. The performance of charter schools is often no better than the public schools they were intended to replace, and this should come as no surprise. Except in rare circumstances, these charter schools rely on the same obsolete education process as our public schools. Just moving kids to a different building with different teachers will not change outcomes. Teachers in public, private, parochial, and charter schools are all trained in the same colleges and universities.

Most public-school educators and policy makers insist that public education is better than it has ever been and that the performance gap between black and white and rich and poor kids exists because society has not been successful in addressing the issue of poverty in America. I suggest an alternate explanation.

The truth is that our nation has done something about poverty in America. Our state and federal governments, over the last century, have spent trillions of dollars building public schools in every community and hiring public school teachers trained in our nation’s finest colleges and universities. That children are still failing does not mean they cannot learn or that our teachers cannot teach. It only means that what we have been asking teachers to do, does not work for disadvantaged students.

If what we are doing does not work, it is not okay to give up and say we tried. We must keep searching for new ways to do what we do until we find something that does work.

I challenge successful men and women of color and white Americans who share my belief that diversity is and has always been our greatest strength as a democratic society, to join forces on a mission to transform public education in America. This is the civil rights issue of the 21st Century.

Based on my 40-plus years of combined experience in working with kids, in organizational leadership, as a leadership and organizational development consultant, as administrator of the Armed Services Vocational Aptitude Battery, and as a substitute teacher in a public-school corporation, I have developed an education model that rejects failure and is focused on success.  It is a model that:

  • determines the level of a child’s academic preparedness when they arrive for their first day of school;
  • tailors an academic plan based on the unique requirements of each child;
  • creates an environment in which teachers are expected to develop close, enduring relationships with each student;
  • strives to pull parents into the process so that they can be partners sharing responsibility for the success of their sons and daughters;
  • Expects teachers to give students however much time and attention they need to learn from their mistakes and be able to demonstrate that they can use what they learned in real-life situations, including future lessons;
  • Enables teachers to use whatever innovative methodologies and technologies they deem necessary to help their students succeed; and,
  • Celebrates each student’s success so that they can gain confidence in their ability to create success for themselves.

 

Please take the time to examine my education model at https://melhawkinsandassociates.com/education-model-white-paper/

The only justification for ignoring this call to action is if one chooses to believe that disadvantaged children and children of color are incapable of learning.

If you believe that these kids can learn, how long are we going to wait and how many children will we permit to fail before we say enough is enough? Until we refuse to allow these children to fail, the schoolhouse to jailhouse track will remain a super highway to the future for far too many young people.

Unlike the civil rights heroes of the 50s and 60s, we need not sway Congress or even state legislatures. The changes we propose will not alter anything other than the way we organize students, teachers, and classrooms and what we do inside those classrooms. We will still teach to the same academic standards and will still be subject to the same accountabilities.

We need only convince a handful of superintendents of school districts with low-performing schools to test my model in one of their struggling elementary schools. If it works as I believe it will, those superintendents will be compelled to expand the model into all their districts’ schools and other public school corporations will be compelled to follow suit.

Imagine a future in which every child leaves high school with a full menu of choices about what to do with their lives to find joy and meaning in life and provide for themselves and their families. This future can be realized if you choose to accept Black Panther’s call to action.

Most Recent Posts from February 16 through April 15

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You are invited to check out the most recent posts on my blog, Education, Hope, and the American Dream,

4/15:  Who is @melhawk46 and What Is His Agenda?

3/31:  What Are We Teaching Kids When We Repeatedly Accept Less than their Best?

3/26:  A Letter to Superintendents & Advocates for Equality in Education for Children of Color and for the Disadvantaged

3/23:  Sacrificing Purpose for Administrative or Organizational Efficiency

3/12:  Quadrilateral Pegs through the Round Holes of Public Education

3/8:  An Important Message to our Nation’s Heroes!

3/8:  The Performance Gap Between Black and White students: the Civil Rights Issue of our Time – A Refrain

3/3:  How the Littlest Thing Can Constrain One’s Ability to Do One’s Job!

2/27:  “Something Incredible is Waiting to be Known!”

2/21:  Learning Is an Adventure of Discovery!

2/18:  A Minefield of Distractions or a new Education Model

2/16:  What If We Were Starting from Scratch?

 

It’s All About the Kids!!!!

 

 

Who is @melhawk46 and What Is His Agenda?

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After a brief respite to spend time with my four grandchildren, it is back to work.

In response to my last blog post, Twitter user and educator, @thenerdyteacher, reacted negatively to some of the points I made in the article. He wrote:

“If you wanted to say it was something learned at school because of the system that accepts “C” as good enough, that would be one thing. Teachers do not teach mediocrity. They push students to do their best.”

And, of course he is correct, teachers do not set a goal for their students to be mediocre. They do their best to help their students do their best, to the extent the education process allows.

It occurred to me that @thenerdyteacher had not been a part of an ongoing conversation I have been having with educators, on Twitter. Had he been involved, he would know that expressing concern that “the system accepts a C as good enough” is exactly my point; a point I have been making for over five years. I would add, “the system also accepts Ds and Fs.”

For the record, I believe teachers are unsung American heroes and that blaming them for the problems in public education is like blaming soldiers for the war they were asked to fight. The problems in public education are not the teachers, rather they are the result of an education process that has grown obsolete. The education process at work in American public schools impedes rather than enhances the ability of teachers to respond to the unique needs of their students.

Ask yourself a simple question. Did someone sit down and design the education process (the process by which we teach students in our schools, today) because it was perceived to be the best way to teach our children or, did it evolve over time?

If it evolved over time, why not reinvent the process so that it is specifically designed to provide the best way to teach our society’s children in this 21st Century? The education process is no different than any other service-delivery or production process. It is a logical construct created to produce certain outcomes. Just because the existing process has been in place for decades does not mean it cannot be changed.

In case you are wondering, I am categorically opposed to the education reform movement with its focus on “Choice.” I believe the education reform movement places the future of public education and community schools at grave risk, making it imperative that we go back to the drawing board and reinvent our obsolete education process as if the future of our society depends on it; because it does.

Charter schools are not the solution to preparing millions of American children for leading our nation through the challenges the balance of this 21st Century will present for two fundamental reasons. The first is that most charter schools rely on the same education process used in the public schools they are intended to replace and, routinely, prove incapable of outperforming those schools. Moving kids to a different building with different teachers changes nothing. Different teachers and facilities are not the solution; what matters is what we do in those buildings—what matters is how we teach.

The second reason is that simple logistics make it impossible for charter schools to fulfill their “professed” promise that they will ensure the highest possible quality of education for all children. We cannot solve the problems of millions of children with a handful of charter schools, scattered here and there, serving a few hundred students at a time. We already have school buildings in every community in the U.S., full of students, and staffed with teachers trained in our best colleges and universities. This is where the challenges lie, and it is with those same teachers and in those same buildings that they must be met.

It is my assertion that no child should be allowed to fail. Our colleague, @thenerdyteacher, commented that “Failure is good for students as they learn new things.” I choose to distinguish between failure and mistakes and I believe our colleague would concur. We all make mistakes and we all experience disappointing outcomes. These are not failures and do not become a failure until we throw up our hands in defeat and stop trying. When teachers are required, by the education process, to record an F or other low score and move a class on to the next lesson, knowing there are students who are not ready, the system is forcing them to accept failure or less than a student’s best.

For these students, this is not an isolated event rather one that will be repeated lesson after lesson, semester after semester, and year after year. The longer it goes on the more improbable the odds that these kids will ever overcome their disadvantage. Kids are learning, but they are not learning the correct lessons; they are not learning how to create success for themselves.

Teachers do their best to help kids learn from their mistakes. At the end of a lesson, teachers take as much time as they can to help students who are struggling and are not ready to move on to the next lesson, but that only works when the number of struggling students is small. When the percentage of struggling students in a teacher’s classroom grows to 25, 50, 75 percent or more, the amount of time the education process gives teachers to help these kids is insufficient. There is no policy that tells teachers not to help these students, but circumstances often make it impossible. The pressure to move kids down the path established by academic standards is relentless. This arbitrary schedule is created, not to serve the best interests of our students, but to serve organizational efficiency and administrative convenience.

None of this is the fault of public school teachers and administrators but they are the only people in a position to do anything about it.

State legislators do not understand it and the powerful forces that influence them understand it even less. If we wait for people outside the field of public education to solve the problem, nothing will happen. It is only when we accept responsibility for a problem that we begin to acquire the power to change it. It is time for public school educators to accept responsibility, not for the blame, but for finding a solution. And, yes, I understand that this is easier said than done and this is where I come in. Whether what I am offering is an end-solution or a catalyst, it has been motivated by nothing other than the interests of our nation’s children, their teachers, schools, and communities.

If they are to learn at their optimal level, what students need is an model built on the essential variables of the education equation =

Warm, nurturing relationships with teachers for a sustained period
+ they need to start with what they know
+ they need our patient attention to give them sufficient time to learn from their mistakes
+ they need to build on their successes
+ they need the support of their parents.

Garnering the support of parents is a challenge and not something over which teachers have direct control. Providing the first four of the essential variables in the education equation, however, creates the best opportunity to pull parents into the process as partners, sharing responsibility for the education of their children. Success is contagious even for those sitting on the sidelines.

The existing education process does not ensure that teachers have the time and environment to form those important, sustained relationships; it does not ensure that we begin teaching each child at the unique point on the academic preparedness continuum where we find them when they arrive at our door; it does not make giving students as much time as they need to learn from their mistakes an over-riding priority; it does not allow all students to build on their success because one cannot build on success until one begins to experience it; and, the education process does not make parental support a priority and is not designed to facilitate the formation of such relationships.

Teachers do the best they can to make these things happen despite the education process but both teachers and their students deserve more. What teachers, students, and parents deserve and what school corporations must be compelled to do is provide an education process that is designed to facilitate the education equation. They require a process that is molded around the work that teachers, students, and parents must do together, much in the way the cockpit of an airplane is molded around the needs of a pilot.

I understand that many teachers reading this post are proud of the work they have done and of the success of their students and they should be proud. It took sustained effort to achieve that success within the context of a process that does not make it easy.

What teachers across the spectrum of public education must be willing to acknowledge, however, is the process does not work for every child, for every teacher, and in every school. And, if it does not work for every child it is not good enough. Every child counts or none of them count.

What all public-school educators must do is be willing to step back and think about how you would structure the education process if you were starting from scratch. Over the past dozen years, that is what I have been doing by applying my experience working with kids, leading people and organizations, finding innovative solutions, and applying what I learned over my ten years as a substitute teacher. I simply went back to the drawing board.

It may seem arrogant to say it, but I believe everything I have done and learned over the last 50 years has prepared me for this purpose: to change the way we teach children in order to ensure that every child learns as much as they are able, at their own best pace rather than an arbitrary schedule, and are driven by their own unique interests and potential.

I ask you to take the time to think about a new model designed to support teachers and students as they go about their important work. I am also asking for help in finding at least one superintendent willing to test my model in one of his or her district’s struggling elementary schools. The outcomes in these schools have not changed in years and they are unacceptable. That means we must try something other than what we have always done. My model can be found at https://melhawkinsandassociates.com/education-model-white-paper/

For those who would like to have a better understanding of why I believe I am uniquely qualified to introduce a new education model, I offer the short bio, below.

After a career that included: a summer running a churchyard playground and game room on Germantown Avenue in Philadelphia, in 1966, for the purpose of keeping teens and preteens away from gang recruiters; 9 years as a juvenile probation officer working with a similar population of kids; thirty years in organizational leadership positions and as an independent consultant, I left my consulting business to pursue a lifelong dream of writing books.

During a ten-year period from 2002 through 2011, during which I wrote 3 books, I worked as a substitute teacher for my local public-school district. This was the same district my three kids had attended.

During this same period, and up to present day, I also administer the Armed Services Vocational Aptitude Battery (ASVAB) to potential enlistees in the Armed Services and, also, to high school students as part a Career Exploration Program developed by the U.S. Department of Defense. I have Masters’ degrees in both Education (psychology) and Public Affairs (public management).

Among my specialties as an organization executive and as a consultant had been to help organizations address their dissatisfaction with the unacceptable outcomes of their production and service-delivery processes. I did this by conducting an organizational assessment and then applying the principles of systems thinking, positive leadership, and operations management to reinvent the process to produce the desired outcomes. My work was guided by a simple axiom I have observed in operations management that:

“If a process continues to produce disappointing outcomes no matter how hard people work or how qualified they are, then the process is flawed and must be replaced or reinvented.”

In her book, The Flat World and Education: How America’s Commitment to Equity Will Determine our Future (2010) Linda Darling-Hammond made a similar point:

“A business world maxim holds that ‘every organization is perfectly structured to get the results it gets.’ A corollary is that substantially different results require organizational redesign, not just incentives for staff to try harder with traditional constraints.”

It is time to go back to the drawing board and reinvent the education process to ensure the success of every child.

What I proceeded to do, first, in my book, Reinventing Education Hope, and the American Dream: the Challenge for Twenty-first Century America (2013), and in my blog Education, Hope, and the American Dream, and through tweets and other forms of communication is clarify the mission or purpose of education; identify the key variables in the education equation; and, then design an education model that insures that every child receives the time, relationships, and support they need to learn as much as they are able, at their own best pace. No child should be pushed ahead to keep up with classmates and neither is it acceptable to ask other students to slow down and wait for classmates to catch up to them.

My book is now over five years old and I have learned a great deal since then, thanks to the many professional educators with whom I have had the opportunity to converse. I am working on an updated version to incorporate what I have learned, and to alter things I wrote, then, that I no longer believe to be true. I am striving to complete the book before the end of the summer.

In the interim, I have published an updated version of my education model and a white paper. The latter provides the logical foundation for the model and an overview of the other findings and conclusions from the book. The reader is encouraged to check out the white paper and model at https://melhawkinsandassociates.com/education-model-white-paper/

My blog now has over 200 articles written about the challenges facing public education and can be accessed at https://melhawkinsandassociates.com/blog/

You are invited to share your comments and criticisms through the blog or Twitter. I also encourage you to subscribe to my blog, and to share this message with your colleagues. However well your own school may be doing, I know you all share grave concerns about schools and students that struggle and I know you are concerned about the future of community public schools. This is an opportunity to make a difference that extends beyond the walls of your classrooms and schools.

Quadrilateral Pegs through the Round Holes of Public Education

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Participating in the dialogue between teachers, principals, superintendents, and other players in our public schools has been enlightening and inspiring on the one hand and frustrating and discouraging on the other. It is wonderful to know there are so many amazing men and women who have dedicated themselves to teach our nation’s children. It is heartbreaking, however, to see how so many seem to be unaware that they are being asked to do one of the most important and most challenging jobs in the world in an environment that has not been significantly altered in at least a half century and clearly has not been adapted to meet the needs of 21st Century children.

It has been a struggle to find an analogy that resonates with teachers, principals, and superintendents so they can see what it looks like to observe them at work, from afar. I know that many consider me an outsider because I have not been trained as a professional teacher, making it easy for them to make light of my education model. My perspective is unique, however, and merits the attention of our nation’s public school policy makers, leaders, and classroom teachers. I am speaking as an advocate for public education and for American public-school teachers and school administrators, not as an adversary. I consider public school teachers to be unsung American heroes and I’m asking you to open your minds to a new idea.

As a student, I have earned two masters’ degrees, one in psychology and the other in public management. On my own I have been a student of leadership for over forty-five years and have written a book to share what I’ve learned about the power of positive leadership. Also, I have been a student “systems thinking” since reading Peter Senge’s book The Fifth Discipline: The Art and Practice of the Learning Organization, when it was first published in 1990.

I have had an opportunity to both participate in and observe what happens in public school classrooms from the perspective of a substitute teacher over a period of ten years. I have worked with some of my communities most challenging children as a juvenile probation officer for the first nine years of my career. I have spent 30 years of my career in organizational leadership and consulting where I designed from scratch or reinvented service delivery and other processes to produce acceptable outcomes for the customers of my organizations or for my clients’ organizations. I have both taught and counseled CEOs, managers, and supervisors how to be effective positive leaders of their organizations and its people. I have been both the designer and instructor of multiple employee training programs.

What I have witnessed as an observer of the public schools of my community are dedicated, hard-working professional men and women, giving their hearts and souls to their students in a system and structure that has not been significantly altered since I started school in the fall of 1951.

If you can imagine, even for a moment, what our nation’s system of highways would look like—given the number of automobiles and trucks on the roads, today—if neither President Eisenhower, in 1956, nor any of his successors had envisioned America’s interstate highway system, you will have an idea of how our public school classrooms and the education process at work within those classrooms look to me, observing from afar.

We are asking good people to educate our nation’s incredibly diverse population of students on the education equivalent of Route 66. These kids are the future men and women who must be prepared to lead our nation through the unprecedented and unimaginable challenges the balance of the 21st Century will present. Think about the diversity of American public-school students. They represent every color of the human rainbow, speak innumerable languages, come from families both fractured and whole from every corner of the planet, and with a range of backgrounds with respect to relative affluence and academic preparedness that is as cavernous as America is wide.

Public school educators are striving to do their absolute best for students in an environment in which they are without the support of our federal and many of our state governments and are under attack from education reformers with their focus on “school choice.” These reformers and the politicians who are influenced by them are destroying our public schools and the communities those schools were built to serve. As I have written on so many occasions, a handful of charter schools serving a few hundred students at a time, even if they were innovative, will never meet the needs of the millions of American children on whom our nation’s future depends. These charter schools that are being funded with revenue siphoned from the coffers that were meant to support our public schools and rely on the same obsolete education process used in the public schools they were intended to replace.

We already have school buildings in communities throughout the U.S., staffed with the best teachers our colleges and universities can produce, and filled with kids. This is where the problem exists and where its challenges must be met. We just need to change the way we teach these kids and the way we support both teachers and students as they go about their essential work.

There have been many innovations in public education in recent decades, but they and other incremental changes will be no more effective within the context of an obsolete education process than repaving the highways of the 1950s would be in meeting today’s transportation needs. It is the education process or system that is obsolete.

Over the past few years, I have worked to build an education model that I believe will put both teachers and students in a position to be successful. It is a model that was designed from scratch to be molded around the relationship between teachers and students, enabling all to perform at their optimal level.

I am seeking a superintendent of a public-school district willing to test my education model in one of its underperforming elementary schools. You know the numbers and, therefore, that what you have been doing has not altered the bottom line with respect to student performance in any meaningful way. Why not consider a novel approach?

My education model and white paper, can be examined at my website at: https://melhawkinsandassociates.com/education-model-white-paper/ along with over 200 articles on public education on my blog. I am asking you to risk a couple of hours of your valuable time. Are your students worth at least that much given that the value of the upside is incalculable?

We often blame poverty, discrimination, and segregation as the reasons why these children fail. The reality is that when we ignore the unique requirements of our students and try to push their quadrilateral pegs through the round holes of public education we are the ones who discriminate. What we are doing has not worked for the last sixty-five years and it will not work for the next sixty-five years. When we let them fail we render them defenseless against discrimination.

Our goal must be to arm these young people with the skills and knowledge they need to be impervious in the face of prejudice and discrimination and to ensure that they have meaningful choices. We can only accomplish this goal if we transform public education in America.

An Important Message to our Nation’s Heroes!

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To my heroes in public education and to my heroes who are leading advocates for people of color, make sure you take note of a new piece of legislation being introduced in Congress.

What does it say to you when one of our elected representatives to Congress does not believe our public schools are good enough for the children of our heroes who serve in the Armed Services of the United States?

One of the lead stories, this morning, on the front page of the Fort Wayne Journal Gazette, reports that US Representative, Jim Banks, Republican from the 3rd Congressional District in Indiana, has introduced a bill that:

“. . . would let active-duty military families tap public funds to send their children to private schools.”

The Fort Wayne Journal Gazette also reported that “Banks wrote an op-ed column about his legislation that was published this week in the Wall Street Journal under the headline ‘Military Families Deserve School Choice.’”

It is time that our public school policy makers, administrators and teachers accept the indisputable fact that a growing percentage of the American people, led by conservative politicians and corporate reformers who are advocates of “school choice,” have given up on public education as the best solution for preparing our nation’s children for the future. These powerful men and women seem perfectly content to let public schools in affluent communities go about their business, but they view public schools serving disadvantaged children and their families as a lost cause.

To our heroes in the Armed Services of the United States. We understand how you feel about your children because we feel the same about all children, but, is this the America you are fighting to protect? An America where not every child counts?

It is time for advocates for people of color and the poor to acknowledge that these same supporters of “school choice,” whether conservative Americans and their political champions or powerful corporate reformers, are willing to abandon your children and their schools, teachers and communities. They consider you and your children to be part of Governor Mitt Romney’s infamous “47 percent of American voters who are dependent on government” and do not matter.

How long are we going to sit by and let this happen?

To public school educators I ask you to consider that all the protests, marches, rallies, and teacher strikes in the world will not alter the reality that disadvantaged children in America, a disproportionate percentage of whom are blacks and other minorities, are failing in our most challenged public schools, by the millions. Teachers may not deserve the blame for creating this reality, but they will be blamed until they are willing to accept responsibility and declare to the world that what they are being asked to do in our public schools does not work for disadvantaged children.

Teachers have not shown a willingness to say it out loud, but you know in your hearts that the existing education process does not work for children who arrive for their first day of school with minimal academic preparedness, little or no motivation to learn, and less parental support.

You know this to be true every time a student shows up in your classroom who is so far behind that catching up seems impossible. Teachers know this to be true every time you are required to record an “F” in your gradebook and move your class on to a new lesson when many of your students are not ready. You know in your hearts that these kids need more time to learn but the education process does not allow you to give them that time. You do your best to help these kids when there are only one or two of them in your classroom but when the kids who need more time represent 25, 50, or 75 percent of the students in your class, it is impossible to give them the help they require.

For advocates for people of color who are still working hard to make Dr. Martin Luther King, Jr’s dream a reality, surely you know that had it not been for the heroes of the civil rights movement in the 1950s and 60s, we might still be waiting for meaningful civil rights legislation. The Civil Rights Act of 1964 and other such legislation was passed only because the civil rights movement could no longer be ignored.

Today, in this second decade of the 21st Century, public education is the civil rights issue of our time. I challenge advocates for children of color and advocates for public education to come together as a united front to stop the failure of disadvantaged kids, once and for all. Imagine a world, 10 to 13 years from now, when every single graduate from high school is armed with a portfolio of knowledge, skills, and confidence to enter mainstream America with real “choices.” All we need to do is go back to the drawing board to reinvent public education.

Here is the good news:

1. I have already gone back to the drawing board to reinvent public education and have developed an education model focused on success and rejecting failure. Use it as a starting point. If you think it will work, run with it. Or, it may inspire a better idea from one of you. You can examine my model at: https://melhawkinsandassociates.com/education-model-white-paper/

2. Solving the problems in public education for all children, not just the disadvantaged, does not require an act of Congress. It does not require an act of your state legislature. All it requires is that we find a handful of public school superintendents willing to test this new education model, whether mine or yours, in just one of the lowest performing elementary schools in their district. Once proven to work, it can then be expanded to every school.

3. Implementing an education model that works for all children will also render irrelevant, the corporate reform and “school choice” movement.

Whatever you do, please don’t just sit there. There are millions of children who are desperate for your help, now.

It is public education on which the futures of our nation’s children depend, and it is our children on whom our nation’s future depends.

The Performance Gap Between Black and White Students: the Civil Rights Issue of our Time – A Refrain

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Black Americans have been fighting discrimination since the Emancipation Proclamation. During the 1950s and 60s, Rosa Parks, Dr. Martin Luther King, Jr. and the legion of heroes of the civil rights movement fought discrimination relentlessly. As simple as I can state it: disadvantaged children, a disproportionate percentage of whom are black and other minorities, are the victims of systemic discrimination and they will continue to suffer until black advocates stand united in their determination to alter this reality. The performance gap between black and white students is the civil rights issue of our time and it demands action on the part of everyone who has a stake in the future of these children.

Public school policy-makers are very much like the US Congress in the 1950’s. If it had not been for the heroes of the civil rights movement, we might still be waiting for meaningful civil rights legislation. Disadvantaged children must not be made to wait. They are counting on us and we must act now. What a tragedy it will be if, in twenty years, our children’s children are still languishing as a result of an obsolete education process because we were reluctant to act; because we believed ourselves to be powerless. This is the antithesis of positive leadership.

Public school educators and their advocates have proclaimed that public education is better than it has ever been. That may be true for some children but it could not be further from the truth with respect to disadvantaged children, many but not all of whom are black and other minorities.

The fact that, for a half century or more, we have been accepting the performance gap as an inevitable outcome of poverty is a gross injustice. The test for discriminatory practices is whether or not an action creates a disparate impact. If the performance gap is not incontrovertible evidence of disparate impact, I don’t know what is. It is an injustice that has sentenced millions of disadvantaged kids, young men in particular, to a life of failure, poverty, violence, and incarceration. That we have accepted the assertions of public school teachers that the education process works for everyone, strains all semblance of credibility.

It is the job of public school teachers to teach all children not just the ones who come primed and ready to learn. The fact that so many children are failing means that something is terribly wrong; that something is not working. In any other venue we would never accept that there is nothing we can do to improve unacceptable outcomes. Imagine a hospital, for example, refusing to address an unprecedented number of deaths. Teachers are not to blame for the failures of the system but they have an obligation to stand up for their students, when needed.

The performance gap between black and white students is not because black kids are incapable of learning. That millions of kids who live in our poor urban and rural communities are disadvantaged in any number of ways does not mean they cannot learn, it just means they need a little extra time, patience, and attention. They need educators to keep trying new approaches until they find one that works.

Whether manufacturing a product, providing a service, or selling something, there is always a solution if the outcomes are not what we want. This is also true with the education process utilized in schools all over the U.S. Finding a solution is not even complicated. It is simply a matter of clarifying purpose; being willing to try something new; learning from our mistakes; and being committed to never giving up. Are these not the lessons we strive to teach our students?

That we also have access to the principles of organizational management, systems thinking, and positive leadership suggests that we should be able to accomplish anything.

I have developed a solution that will work but I need the help of black leaders to come together and convince public school superintendents with underperforming elementary schools to test my model. With the right kind of pressure some will be compelled to act. Some teachers may well be skeptical but if they want success for their students, and the overwhelming majority of teachers do, they must be open to a new way.

Please check out my education model, which I will offer for free, and the accompanying white paper that lays out the logical foundation at https://melhawkinsandassociates.com/education-model-white-paper/ All I ask is the credit of authorship. Right now there are millions of disadvantaged children who are learning how to fail and their lives will be irrevocably damaged unless people like you decide it must stop.

What If We Were Starting from Scratch?

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For the past few years I have been suggesting that if we are not getting the outcomes we need from our public schools—if too many kids are failing—it is time to go back to the drawing board. This is, also, what Chris Weber (@webereducation) has written about, when he suggests the question we should all be asking is:

“How would we design schools, classrooms, teaching, and learning if we started from scratch?”

Starting from scratch is what I have done to create an education model that I believe will enable us to give each child the quality education they deserve. In the white paper that accompanies my education model and that provides the logical foundation for it, I wrote:

“What I have endeavored to do is apply a systems’ thinking approach to examine public education in America, and the educational process at work within that system, as an integral whole. Systems’ thinking, introduced by Peter Senge in his book, The Fifth Discipline: The Art & Practice of The Learning Organization (Doubleday, New York, 1990), allows one to challenge his or her fundamental assumptions and to understand how a system is structured to produce the results it gets. One also begins to see how one’s own actions, as a player within the system, contribute to its disappointing outcomes.”

And,

“Through the utilization of the tools and principles of systems thinking, positive leadership, and application of organizational principles, we need to identify clear objectives for the creation of an educational process that will produce the results we want and for creating the structure to support those objectives.”

The new process we create must be engineered to facilitate, in every conceivable way, the specific components we determine to be essential if we are to teach the whole child.

Since I have been active on Twitter the number of times educators—teachers, administrators, principals and superintendents—have been talking about the importance of building relationships with students has increased exponentially. Particularly in the aftermath of the most recent school shooting, everyone has been stressing the importance of conveying to kids that they are loved. When some students are unable to form close relationships with their teachers and other students they are at risk of becoming isolated, picked on, bullied, or even ignored. These are the kids who may feel driven to do desperate, dangerous things.

Now, think about your own school and classroom and examine where the responsibility for building warm nurturing relationship with students falls on your priority list. Think about how much of your time are you able to allocate to this activity that we understand to be so vital.

Also, think about the 5 and 6-year-old students who arrive for their first day of school. Where on their first teacher’s priority list do we find “work to develop warm, nurturing relationships with each child” and how much of that first-year teacher’s time is allocated for that purpose? Is it 100 percent? Is it 50 percent? Or, is it somewhere below 25 or even 10 percent? How does that percentage change as class size increases from 20 to 25 students or even to 35 students?

How much of a teacher’s time can be allocated to winning the trust and affection of each child? How do we find time to do all of the other things demanded of us as teachers?

As it turns out, the relationships, themselves, are key to accomplishing all that is demanded of us. If we have the relationships it makes everything else easier. Most important of all is that once we have built the relationships, everything else we do reinforces and helps us sustain them.

After we have worked so hard for an entire school year to build and solidify our relationships with our students, and have worked to lay the foundation for learning does it really make sense to sever those relationships. Is it truly in the child’s best interests to say goodbye to their favorite teacher and ask them to start all over in the fall, with a teacher who may be a complete stranger? Is this really how we teach the whole child?

If we are honest with ourselves, we must acknowledge that the existing educational process was not created for this purpose and it can only be bent and stretched so far.

So, what is the answer? If we truly believe that forming these special relationships with our students is of vital importance, how do we give it the priority it deserves? And, how do we do all of the other things that our students need if they are to succeed?

The answer, today, is that we cannot do it all because the existing education process is neither tasked, structured nor supported to give the whole child what he or she needs to learn and grow.
What we must do is reinvent, re-engineer, or redesign the process in such a way that its priorities are clear.

Effective systems do not just happen, and rarely can a dysfunctional system be sufficiently repaired to do what we need it to do. Systems, organizations, and processes are designed with great attention to detail to ensure that purpose and objectives are clear and that the structure is created to support that purpose. They are complex systems of human behavior and students of the disciplines of organizational leadership have worked to understand their inner dynamics. We cannot just hope the organizations and processes we create will accomplish their purpose and produce the outcomes we are seeking. We must ensure that every activity undertaken exists to support our purpose and mission and we must provide relentless positive leadership to sustain our effort.

The education model I have created has been designed to do this and more? I urge the reader to take the time to examine the model, not it search of reasons why it will not or cannot work rather with the hope that it might. It is available for your review at https://melhawkinsandassociates.com/education-model-white-paper/

How Many Kids are Failing and What Does It Tell Us?

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Here are some numbers to gnaw on from a well-respected, diverse midwestern public school district reporting on students who did not pass both the Math and ELA components of the state’s competency exams. Please note that the public school teachers and administrators to which we refer are all well-qualified, are dedicated professionals, and work hard to help their students. Although there are low-performers in every profession, the majority of our nation’s teachers are unsung American heroes.

Elementary school

Black students not passing both exams = 1,343 (76.6%)
Hispanic Students not passing both exams = 825 (64.4%)
Children of color not passing both exams = 2,816 (68.2%)
White Students not passing both exams = 1,498 (46.0%)

Total Elementary students not passing = 4,314 (58.4%)

Middle School
Black students not passing both exams = 1,030 (81.7%)
Hispanic students not passing both exams = 558 (66.7%)
Students of Color not passing both exams = 2,078 (72.5%)
White Students not passing both exams = 1,190 (52.5%)

Total Middle School students not passing = 3,268 (63.6%)

Total students unable to pass both exams = 7,582 (60.6%)

Many states commence the process of testing students for levels of competency in the third grade and continue testing through the eighth grade. Thereafter, competency testing shifts toward assessing eligibility for graduation. When results are reported, we will see that a certain percentage of students were unable to pass the Math and English Language Arts components of the assessment tool, as in the case of the above public school district. In another jurisdiction, the results may be reported as students being at, above, below, or approaching “proficient.” The term “proficient” typically implies a high level of mastery in subject matter and also and ability to utilize that knowledge in the real world. In others, the broad descriptors may be relative to where a student is relative to “grade level.” Always, the results offer some manner of comparison to state academic standards.

Although results vary depending on the level of diversity or segregation of school districts with respect to race. ethnicity, and relative affluence the above data are representative.

This is just one of more than a thousand school districts reporting comparable performance, and of course there are many smaller school districts with students who struggle, and even our nation’s highest performing districts have some students who perform poorly. Think about the numbers for a moment. We are talking about many more than ten million American children who are performing poorly in school, and these data reflect performance only in public schools. Private, parochial, and charter schools also report students who are not performing well in school.

There are a few patterns that emerge from the results of competency examinations that deserve discussion.

The most common is that, typically, black students perform well below their white classmates and moderately below children from other minority groups. Hence, the “performance” or “achievement” gap, and public education in general, are often referred to the Civil rights issues of our time. That so many children of color perform poorly in our public schools has tragic consequences for our nation and its future.

With respect to relative affluence, students from low-income families generally perform below their more affluent classmates. Another pattern with respect to children who perform poorly on competency assessments, is that their performance often drops by the time they reach middle school. Each of these patterns have been widely discussed and researched for decades. This is not “News!” fake or otherwise.

What concerns me are the students who consistently perform poorly on competency assessments, from one year to the next. My assumption, which you are invited to challenge, is that the “population of children” who perform poorly, beginning in third grade all the way through eighth grade is comprised of the same boys and girls as they move from grade to grade.

What does it say about the education process if the same children who fall short of expectations beginning in the first round of competency assessments, administered when they are eight and nine years old, are the exact same children who perform poorly every year thereafter? What does it say when there is a decline in the performance of this population of students after they reach middle school?

If, indeed, we have these huge populations of children who perform poorly all the way through elementary and middle school, what does it say about our focus on the purpose of public education? What does it say about our strategy. Does it work?

My answer to these questions is that it is time to re-evaluate our assumptions, our purpose, our strategy, and our practices.

It is my assertion that this phenomenon exists because the education process—what educators are asked to do and how—is not consistent with our purpose or mission. Rather than focus on making sure each child is ready for middle school by the time they reach the age of 11 or 12; for high school by the time they reach the ages of 14 and 15, and ready for the responsibilities of citizenship by the time they reach the age of 18, teachers are expected to move students from point to point on the outline delineating the academic standards adopted by a given State as a group, whether they are ready or not.

What the results of competency examinations tell me is not only is our focus misdirected, it is also uncompromising. The education process demands that teachers permit students to fail because giving them the time they need to learn each lesson is not even a consideration, let alone an expectation. Certainly, many teachers strive to give extra help but, depending on the number of struggling students in a teacher’s classroom, rarely is there sufficient time.

We instruct our teachers to record, in their grade books, the results of each lesson in each subject area before moving on to a new lesson. The natural consequences of this practice are students who are increasing less prepared to be successful as they move from lesson to lesson and grade to grade.

Now, step back a moment, and let’s think about what we know about the children who arrive for their first day of school, at age 5 or 6:

• We know that the disparity in their level of academic preparedness runs the full range of the continuum;

• We know that the pace at which they learn is equally disparate;

• We know many are away from their mothers and other family members for the first time; and, therefore, need to connect quickly with a caring adult;

• We know that there are some children who have few adults who care about them, if any at all; and,

• We know that many are unprepared for most of the new experiences they will face.

Now, think about our purpose but do not rush to answer.

What is our objective with these children? Think hard about what it is that their community will, someday, need from our children?

As simply as we can state them, their community needs each child to grow into:

• A well-educated young man or woman who is prepared to accept the responsibilities of citizenship in a participatory democracy;

• Who has sufficient knowledge, skills, and understanding of the world to give them choices about what to do with their lives to find joy and meaning; and,

• Who can provide for themselves and their families.

What is the best way to accomplish these objectives?

Is it to push them along so they move from lesson to lesson, grade to grade, with their classmates, ready or not?

Or,

Is it to help them progress; from where they are intellectually and emotionally on that first day of school to become the best version of themselves that they can be and to learn how to create success for themselves?

If it is the latter, what we do today is not what children need and, clearly, it does not work. The data is indisputable.

Someday, we might be able to eliminate high-stakes testing, but that is not within our power, today. The best we can do is figure how to utilize the process to our best advantage and for the best advantage of our students. The same is true for the grading process in use in our classrooms. The purpose both types of assessments must not be to pass judgment on our students and teachers rather to gage our progress so that we can determine next steps, as we strive to fulfill our purpose.

Our primary goal is to prepare children for life after completion of their formal primary and secondary education. Our intermediate goals are to help them get there, one step at a time. We want to start at the exact point where we find them on their unique developmental path and begin to lay a foundation for intellectual and emotional growth and development. Once we have laid that foundation, our purpose is to help them master, one successful step at a time, the knowledge, skills, self-discipline, and understanding they will need in life. We are concerned about the whole child:

• We want them to have the healthy self-esteem they will need to control most of the outcomes in their lives;

• We want them to be able to develop healthy relationships with the people in their lives;

• We want them to be able to express themselves through all forms of human communication and interaction;

• We want them to understand and appreciate the diverse cultures of humanity as expressed through the arts and social sciences;

• We want them to understand history so that they can apply what we as a people have learned from our mistakes throughout the millennia;

• We want them to have sufficient understanding, through science, of the complexity of the world in which they live, so they can make thoughtful decisions about issues facing society;

• We want them to be able to create value for themselves, their families, communities, and society; and, finally,

• We want them to have a sufficient understanding of the role and principles of government so that they can participate in their own governance.

We cannot help children develop these crucial things by lumping them with a group of other children; by assigning them to teachers in such a way that forming close personal relationships is problematic; by imposing arbitrary time frames, or by allowing them to fail. Kids learn from their mistakes. Mistakes are not failures, they are opportunities to learn. Failure is when we say to them, “I’m sorry but we cannot justify spending any more time with you on this subject matter; we have more important things to do.”

We can reinvent the education process to give our nation’s children the quality education they deserve if we are willing to challenge our fundamental assumptions about the way we teach our children and then open our hearts and minds to a new way of doing what we do. My education model, which is designed to do just that, is available for your examination at https://melhawkinsandassociates.com/education-model-white-paper/ I encourage you to read it not in search of reasons why it will not or cannot work rather in hopes that it might.

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Brainstorming Session!

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How many times throughout your lifetime have you heard other people say “Well, that’s the way we’ve always done it!”

The way you are asked to teach your students, today in 2018, is because someone, many decades ago, sat down and designed an education system in a way they thought would make it easy to teach kids. In present times, we continue that tradition of one teacher per classroom of 35 or fewer children.

Now, imagine that you and the other teachers at your school decided to create an opportunity to spend a day brainstorming, without the participation of administrators telling you what you can and cannot do. Imagine that the challenge you were given was to create an education model from scratch that would enable you to do all the things you have always wanted but were unable to do with and for your students. Would it look anything like the education process in which you work today?

Go ahead and try it! Plan a brainstorming session some weekend and see what happens. What do you have to lose?

Like seeds, ideas germinate the easiest when planted in fertile soil so, to kick it off and get everyone in an “exponential-thinking mindset” so you can all think outside the box. Someone told me recently that “think outside the box” has become cliché. The phrase might be cliché but the process of getting outside of one’s frame of reference is an essential tool of creative thinking.

Suggest to your colleagues that they review my education model before arriving for your brainstorming session at https://melhawkinsandassociates.com/education-model-white-paper/ just to get a glimpse of what might exist beyond the boundaries of conventional wisdom. Then, set both my model and “the way you have always done it” aside and have at it. Start with a clean whiteboard and no constraints. There is no such thing as an idea too crazy to consider.

Start by going around the room and asking every participant, one after another, to identify anything and everything they can think of that children need in order to learn. Do not stop until there are no more ideas. Then, work together to try to consolidate and prioritize that list, but do not erase anything. Remember, you want to teach the whole child and even the smallest things might make an enormous difference. Once you have completed this step then start back around and begin to suggest ways you could organize yourselves to ensure that every child has every one of his or her needs, met.

Remind yourself that the existing education process was designed a century ago and things have changed since then; in fact, everything has changed since then, many times over. Educators have experimented with modifications and there have been many innovative approaches, tools, and methodologies over the decades, but the original model is still at work in public schools, as well as private and parochial school, all over the U.S.

The reason these ideas have not proven successful is not because they were bad ideas and not because teachers are incapable. The innovative approaches, tools, and methodologies have been disappointing because we tried to force them into an outmoded and brittle process. As I have written, before, it is like the parable of storing new wine in old wineskins that leak and turn sour the wine we had worked so hard to produce.

Today, you are teaching in an archaic structure and process only because that’s the way we’ve always done it. This would be okay if the way we teach worked for everyone. But, of course, we know it does not.

Some of you might be thinking, “it works in my school” but if there is a single failing grade in even one teacher’s gradebook, then a child has failed. There are many schools where it we be difficult to count all the failing grades that have been recorded in the gradebooks of all the teachers in a given school over the course of a semester.

We have been conditioned to think this is the best we can do and that the responsibility for the failure of children who live in poverty, a disproportionate percentage of whom are also children of color, must be borne by society, not our public schools.

As education reformers and other critics of public education have become more aggressive and are now offering alternatives to traditional public schools, it is only natural that public school teachers have grown defensive. That it is why it is vital that public school teachers, administrators, and policymakers step back and challenge their fundamental assumptions about what they do and why. It is my belief that teachers are in the best position to take responsibility for this process because they are close to the problems. Teachers live with the challenges of teaching every day and they witness the struggles and failure of children.

Consider one last chilling thought. We have noted that educators suggest that it is up to society to address the problems of poverty before teachers can be expected to teach millions of our nation’s disadvantaged students. Guess what? Society has done something to address the issues of poverty that make it so difficult to meet the needs of all our nation’s children; needs that are often extraordinary.

Over the past fifty years, American society has spent trillions of dollars building school buildings in communities all over the U.S. and have staffed them with the most qualified teachers our colleges and universities can produce. Society has been waiting on you, the best teachers we can produce, to find a solution because the American people don’t have a clue. You, America’s teachers—unsung heroes all—are the only Americans who truly understand the needs of the children with whom you work every single day.

America needs each of you to put your heads together and come up with a new way of teaching that will allow every child to learn and be successful in the classroom and that will refuse to let a single child fail. You know better than anyone that your students do not start off from the same point with respect to academic preparedness and with reference to your state’s academic standards; you know that they do not all have supportive parents; you know they do not all learn at the same pace; and you even know that there is no expectation that they will all arrive at the same destination. You also know that they are children and that they need us to like them, to be patient with them, to support them in every conceivable way.

You also know that our nation’s disadvantaged students, are the most vulnerable. They need us to tailor an academic process to their unique requirements and they are also the students who need us the most no matter how challenging it might be to teach them. Remember, the child who is hardest to love is the one who needs it the most.

What you may not have considered is that American society needs these kids every bit as much as they need us. We can no longer afford the enormous cost of caring for a growing population of Americans who lack the academic skills to support themselves and their families. We can no longer afford the incalculable opportunity cost that these generations of children represent if we are to rise to the unprecedented challenges the balance of this Twenty-first Century will present.

Finally, we all need to understand that we cannot legislate an end to the prejudices in the hearts of the American people. Neither can we legislate an end to the resentment, bitterness, and anger in the hearts of Americans who are frustrated that they are asked to pay taxes to support people whom they perceive to be unwilling to support themselves. What we can do, gradually, is to reduce the population of Americans who have become entrapped in a maelstrom of poverty, failure, hopelessness, and powerless; thus, leaving others to find something else to be angry and embittered about.

This is not something that can be done in a day. After all, it takes eighteen years to raise a child and it takes thirteen years in school to help them acquire the skills, knowledge, and understanding they will need to have choices about what to do with their lives to find joy and meaning when they leave high school. They must, also, be able to accept the responsibilities of citizenship in a participatory democracy.

Teachers, I urge you not to wait for someone else to fix the problems in our nation’s public schools. And do not forget that education reformers are working hard and spending huge sums of money to take that responsibility away from you. Scariest of all, these reformers haven’t taken the time to understand the real challenges in our public schools and are oblivious to the harm they do. You, our teachers, are the only ones who can stop the reformers and the only way to stop them is to render them irrelevant.