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Over the past few decades, primary and secondary education have been rethought, reshaped, and rebranded. Amidst the changes in the K-12 world, there have been stigmas attached to different styles of education just as there are in the post-secondary world. Although the options in post-secondary education outnumber those in primary and secondary education, stigmas persist about what choices are better than others. A four-year university option is perceived as more prestigious than a community college option due to nomenclature. Expanding the options and reducing the stigma of alternative styles of higher education would not only ensure success in higher education for all students, but also equip more individuals with the tools for success. Just as school choice is important for K-12 education, changing the stigma of choices in post-secondary education needs to be on the top of our list.

Post-secondary education has shown the education world how important it is to give students options. Expanding options equips more individuals with the tools for success. The Brookings Institution hosted several panels on the importance of choice in post-secondary education and the need to enhance the experience for students. The panelists’ ideas, although specific to post-secondary education, parallel the need for choice in primary and secondary education. Providing more education options can only improve both sectors of education. Just as some post-secondary students excel in a traditional, four-year college experience and others excel in a certification program at a community college, some K-12 students can excel in a traditional public school and others excel in an alternative charter school setting. The acceptance of alternative modes of K-12 education should ideally be transferred to the post-secondary realm, while the abundance of options in the post-secondary realm should be paralleled in the K-12 sector.

As DeRionne Pollard, the president of Montgomery College noted, “you don’t have to go to college, you just have to get an education”. Whether you are in the K-12 sector or the post-secondary world, education is the number one objective.

Emily Kelleher, Elizabeth Kennard, and Madeline Ryan, CER Interns

Last week, I listened to American Institutes for Research’s webinar “Socioeconomically Disadvantaged Students Who Are Academically Successful: Examining Academic Resilience Cross-Nationally”.

Maria Stephens and Ebru Erberber, Senior Researchers at American Institutes for Research, observed the discrepancies between marginalized students and their ability to thrive academically. They investigated the prevalence of “academic resilience” internationally as well as the factors influencing this success. Sean McComb, 2014 National Teacher of the Year, discussed the implications of their analysis and results. He suggested ways to increase academic achievement among those who are underprivileged.

Erberber claimed that it is the school’s initial responsibility to expose students to higher educational options and various fields of study. Academic success thereby stems from student aspiration and teacher encouragement.

McComb then stressed the importance of personalized learning and professional development.

Stephens, Erberber, and McComb offered valuable insight about inequities within and across education systems. They briefly discussed policy implementation, but did not fully engage in a conversation about potential practices that could reshape the education landscape, which disappointed me.

Socioeconomic status should not be a determinant of a child’s academic success, but all too often, it is. I believe it would have been beneficial to talk about educational policy in relation to their findings and analysis. We need more policies to make schools responsible for student outcomes and not just enrollment. This strategy would incentivize administrators and teachers to provide students with all of the information they need to reach their goals, whether it be to graduate high school, go immediately to the workforce, or attend a two or four-year college.

Being fully aware of these options has unfortunately become a privilege, but every student is entitled to understand their choices. We cannot bridge the achievement gap between socioeconomic classes without increased accountability and greater transparency between students, teachers, and administrators.

Hayley Nicholas, CER Intern

Yesterday, the CER interns were given the opportunity to complete a private tour of the NASA Goddard Space Flight Center (GSFC), located in Greenbelt, Maryland. Touring the facilities was like getting a chance to go to Space Camp for a day, but for a group of college students! We were shown the James Webb Space Telescope, the largest space telescope currently in development. We were also shown around the facilities, which measure frequencies, vibrations, and light in order to best research how these devices will be used in space. We were given the chance to enter a space simulator that made it look – and feel! – like we were orbiting the globe.

Despite the space simulator and flashy gadgets, my favorite part of the day was a working lunch with Dean Kern, the deputy director of the GSFC Office of Education. A former charter school principal, Mr. Kern showed us not only the crucial importance of STEM education, but also how the traditional public school model fails students when it comes to STEM. Despite a modest budget, NASA’s Office of Education is working hard to close the well-documented STEM achievement gap, which fails marginalized minority groups in STEM opportunities. The statistics are staggering: 30% of high schools with the highest percentage of Black and Latino students do not offer chemistry; 25% of these high schools don’t offer Algebra II; and half of our nation’s high schools don’t offer calculus.

High schools should be the place students, especially women and minorities, first develop their interests and passions. With just 20% of the STEM workforce being comprised of women, African Americans, and Latinos it’s obvious NASA has its work cut out for them to truly integrate the field and provide equal opportunities to all. With high standards being set for K-12 education in America, any student from any background can lift off and achieve within STEM.

Emma Dodson, CER Intern

The NASA logo

Intern selfie

Inside of a space facility

Homemade space ice cream

Schooling in America affects every person in this nation and yet everyone involved, whether it be on the policy and reform side of things or those actually in the schools, are not correctly informed about the other side. The policy makers and reformers are not in the classroom and those in the classroom don’t understand the topics and reforms in K-12 education. The Friedman Foundation for Educational Choice attempts to bridge this gap of understanding by publishing an annual survey that measures public opinion, awareness, and knowledge of these topics. The Center for Education Reform (CER) interns had the pleasure of attending the presentation of the poll results at the American Enterprise Institute (AEI) and had the amazing opportunity to see our very own Kara Kerwin, president of CER, on the panel and see her in action.

The results of the survey revealed many interesting statistics, but what struck me as the most important was the public’s opinion of where the direction of K-12 education is going and the rating of the federal government’s performance in K-12. Both results showed that Americans have a negative view of the education system. Americans are almost twice as likely to say that our education system has gotten off on the “wrong track” and the majority of them give a negative rating to the federal government’s handling of K-12 matters. Just from these two questions it is easy to see that something must be done to improve K-12 education. The general public has different preferences for schooling than the actual schooling that occurs. If given the choice, many would change the type of school they attend, so why not find a definitive way to give the public this choice?

Everyone believes that something needs to change in education and that we all want to be given the choice and freedom to decide what to do. But when it comes to actual implementation of this idea, lines get drawn and sides are formed. It’s clear that education matters to our nation and to each individual state. Gerard Robinson of AEI knows this to be true and said that states want options; they are dissatisfied with the current system and they want the opportunity to diversify. Our own Kara Kerwin added that people don’t understand what their options are even now. Many students who attend a charter school have no idea they are even in a charter school. Educating the public on education is the first step to empowering a nation to change what they are clearly dissatisfied with. The annual Schooling in America Survey is the beginning of this education and can only lead to a more informed population with brighter futures.

Emily Kelleher, CER Intern

Erin Gruwell, the inspirational teacher behind Freedom Writers, continues to be one of the few educators fueling my desire to teach in a low-income area. Her experience as a transformative educator showed me the power of the teacher in a classroom. However, many teachers remain ineffective in the classroom. The Thomas B. Fordham institute hosted a panel discussion in which individuals talked about their experiences with turnaround school districts in Louisiana, Michigan, and Tennessee.

A turnaround school district is one in which previously failing schools are “turned around” into successful schools through various changes in school leadership. Schools are not being closed or recreated as Chris Barbic, the superintendent of the Achievement School District, and Veronica Conforme, the chancellor of Michigan’s Education Achievement Authority, have made evident. Conforme and Barbic made very clear that turnaround efforts are transforming the neighborhoods into areas of success, not recreating the neighborhoods. This is important to note because it shows that the integrity of the neighborhood is not lost under new school leadership, but rather efforts are made to equip students with the resources to enhance the community in which they live. Turnaround efforts enhance the practices and schools in place. This also helps to encourage community involvement without making it seem like external organizations are imposing themselves upon these communities labeled “failing” and “impoverished”.

It was interesting to see how improving schools can have a transformative effect on the whole community. Patrick Dobard, the superintendent of the Louisiana Recovery School District, notes that these turnaround school districts often are in areas of generational poverty and work tirelessly to allow disadvantaged students to escape the cycle of poverty. Poverty places a great burden upon communities, but equipping them with the resources to overcome this cycle will help empower the young community members to transform their neighborhood and family. Bringing new leadership and a breath of fresh air into these communities allow the schools to produce students that will not only break the cycle of poverty in their community, but hopefully encourage students to take home the practices learned in school to empower other community members.

Hearing about efforts to turn the bottom 5% of schools into the top 25% of schools heightened my desire to teach in a low-income area because of the passion these panelists had for the work they are doing. Schools have a powerful effect on the community in which they are located and making schools a place of success in an otherwise impoverished area will have a positive and transformative effect far outside the boundaries of the school.

Elizabeth Kennard, CER Intern