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What Students Are Saying About How to Improve American Education

An international exam shows that American 15-year-olds are stagnant in reading and math. Teenagers told us what’s working and what’s not in the American education system.

By The Learning Network

Earlier this month, the Program for International Student Assessment announced that the performance of American teenagers in reading and math has been stagnant since 2000 . Other recent studies revealed that two-thirds of American children were not proficient readers , and that the achievement gap in reading between high and low performers is widening.

We asked students to weigh in on these findings and to tell us their suggestions for how they would improve the American education system.

Our prompt received nearly 300 comments. This was clearly a subject that many teenagers were passionate about. They offered a variety of suggestions on how they felt schools could be improved to better teach and prepare students for life after graduation.

While we usually highlight three of our most popular writing prompts in our Current Events Conversation , this week we are only rounding up comments for this one prompt so we can honor the many students who wrote in.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Put less pressure on students.

One of the biggest flaws in the American education system is the amount of pressure that students have on them to do well in school, so they can get into a good college. Because students have this kind of pressure on them they purely focus on doing well rather than actually learning and taking something valuable away from what they are being taught.

— Jordan Brodsky, Danvers, MA

As a Freshman and someone who has a tough home life, I can agree that this is one of the main causes as to why I do poorly on some things in school. I have been frustrated about a lot that I am expected to learn in school because they expect us to learn so much information in such little time that we end up forgetting about half of it anyway. The expectations that I wish that my teachers and school have of me is that I am only human and that I make mistakes. Don’t make me feel even worse than I already am with telling me my low test scores and how poorly I’m doing in classes.

— Stephanie Cueva, King Of Prussia, PA

I stay up well after midnight every night working on homework because it is insanely difficult to balance school life, social life, and extracurriculars while making time for family traditions. While I don’t feel like making school easier is the one true solution to the stress students are placed under, I do feel like a transition to a year-round schedule would be a step in the right direction. That way, teachers won’t be pressured into stuffing a large amount of content into a small amount of time, and students won’t feel pressured to keep up with ungodly pacing.

— Jacob Jarrett, Hoggard High School in Wilmington, NC

In my school, we don’t have the best things, there are holes in the walls, mice, and cockroaches everywhere. We also have a lot of stress so there is rarely time for us to study and prepare for our tests because we constantly have work to do and there isn’t time for us to relax and do the things that we enjoy. We sleep late and can’t ever focus, but yet that’s our fault and that we are doing something wrong. School has become a place where we just do work, stress, and repeat but there has been nothing changed. We can’t learn what we need to learn because we are constantly occupied with unnecessary work that just pulls us back.

— Theodore Loshi, Masterman School

As a student of an American educational center let me tell you, it is horrible. The books are out dated, the bathrooms are hideous, stress is ever prevalent, homework seems never ending, and worst of all, the seemingly impossible feat of balancing school life, social life, and family life is abominable. The only way you could fix it would be to lessen the load dumped on students and give us a break.

— Henry Alley, Hoggard High School, Wilmington NC

Use less technology in the classroom (…or more).

People my age have smaller vocabularies, and if they don’t know a word, they just quickly look it up online instead of learning and internalizing it. The same goes for facts and figures in other subjects; don’t know who someone was in history class? Just look ‘em up and read their bio. Don’t know how to balance a chemical equation? The internet knows. Can’t solve a math problem by hand? Just sneak out the phone calculator.

My largest grievance with technology and learning has more to do with the social and psychological aspects, though. We’ve decreased ability to meaningfully communicate, and we want everything — things, experiences, gratification — delivered to us at Amazon Prime speed. Interactions and experiences have become cheap and 2D because we see life through a screen.

— Grace Robertson, Hoggard High School Wilmington, NC

Kids now a days are always on technology because they are heavily dependent on it- for the purpose of entertainment and education. Instead of pondering or thinking for ourselves, our first instinct is to google and search for the answers without giving it any thought. This is a major factor in why I think American students tests scores haven’t been improving because no one wants to take time and think about questions, instead they want to find answers as fast as they can just so they can get the assignment/ project over with.

— Ema Thorakkal, Glenbard West HS IL

There needs to be a healthier balance between pen and paper work and internet work and that balance may not even be 50:50. I personally find myself growing as a student more when I am writing down my assignments and planning out my day on paper instead of relying on my phone for it. Students now are being taught from preschool about technology and that is damaging their growth and reading ability. In my opinion as well as many of my peers, a computer can never beat a book in terms of comprehension.

— Ethan, Pinkey, Hoggard High School in Wilmington, NC

Learning needs to be more interesting. Not many people like to study from their textbooks because there’s not much to interact with. I think that instead of studying from textbooks, more interactive activities should be used instead. Videos, websites, games, whatever might interest students more. I’m not saying that we shouldn’t use textbooks, I’m just saying that we should have a combination of both textbooks and technology to make learning more interesting in order for students to learn more.

— Vivina Dong, J. R. Masterman

Prepare students for real life.

At this point, it’s not even the grades I’m worried about. It feels like once we’ve graduated high school, we’ll be sent out into the world clueless and unprepared. I know many college students who have no idea what they’re doing, as though they left home to become an adult but don’t actually know how to be one.

The most I’ve gotten out of school so far was my Civics & Economics class, which hardly even touched what I’d actually need to know for the real world. I barely understand credit and they expect me to be perfectly fine living alone a year from now. We need to learn about real life, things that can actually benefit us. An art student isn’t going to use Biology and Trigonometry in life. Exams just seem so pointless in the long run. Why do we have to dedicate our high school lives studying equations we’ll never use? Why do exams focusing on pointless topics end up determining our entire future?

— Eliana D, Hoggard High School in Wilmington, NC

I think that the American education system can be improved my allowing students to choose the classes that they wish to take or classes that are beneficial for their future. Students aren’t really learning things that can help them in the future such as basic reading and math.

— Skye Williams, Sarasota, Florida

I am frustrated about what I’m supposed to learn in school. Most of the time, I feel like what I’m learning will not help me in life. I am also frustrated about how my teachers teach me and what they expect from me. Often, teachers will give me information and expect me to memorize it for a test without teaching me any real application.

— Bella Perrotta, Kent Roosevelt High School

We divide school time as though the class itself is the appetizer and the homework is the main course. Students get into the habit of preparing exclusively for the homework, further separating the main ideas of school from the real world. At this point, homework is given out to prepare the students for … more homework, rather than helping students apply their knowledge to the real world.

— Daniel Capobianco, Danvers High School

Eliminate standardized tests.

Standardized testing should honestly be another word for stress. I know that I stress over every standardized test I have taken and so have most of my peers. I mean they are scary, it’s like when you take these tests you bring your No. 2 pencil and an impending fail.

— Brennan Stabler, Hoggard High School in Wilmington, NC

Personally, for me I think standardized tests have a negative impact on my education, taking test does not actually test my knowledge — instead it forces me to memorize facts that I will soon forget.

— Aleena Khan, Glenbard West HS Glen Ellyn, IL

Teachers will revolve their whole days on teaching a student how to do well on a standardized test, one that could potentially impact the final score a student receives. That is not learning. That is learning how to memorize and become a robot that regurgitates answers instead of explaining “Why?” or “How?” that answer was found. If we spent more time in school learning the answers to those types of questions, we would become a nation where students are humans instead of a number.

— Carter Osborn, Hoggard High School in Wilmington, NC

In private school, students have smaller class sizes and more resources for field trips, computers, books, and lab equipment. They also get more “hand holding” to guarantee success, because parents who pay tuition expect results. In public school, the learning is up to you. You have to figure stuff out yourself, solve problems, and advocate for yourself. If you fail, nobody cares. It takes grit to do well. None of this is reflected in a standardized test score.

— William Hudson, Hoggard High School in Wilmington, NC

Give teachers more money and support.

I have always been told “Don’t be a teacher, they don’t get paid hardly anything.” or “How do you expect to live off of a teachers salary, don’t go into that profession.” As a young teen I am being told these things, the future generation of potential teachers are being constantly discouraged because of the money they would be getting paid. Education in Americans problems are very complicated, and there is not one big solution that can fix all of them at once, but little by little we can create a change.

— Lilly Smiley, Hoggard High School

We cannot expect our grades to improve when we give teachers a handicap with poor wages and low supplies. It doesn’t allow teachers to unleash their full potential for educating students. Alas, our government makes teachers work with their hands tied. No wonder so many teachers are quitting their jobs for better careers. Teachers will shape the rest of their students’ lives. But as of now, they can only do the bare minimum.

— Jeffery Austin, Hoggard High School

The answer to solving the American education crisis is simple. We need to put education back in the hands of the teachers. The politicians and the government needs to step back and let the people who actually know what they are doing and have spent a lifetime doing it decide how to teach. We wouldn’t let a lawyer perform heart surgery or construction workers do our taxes, so why let the people who win popularity contests run our education systems?

— Anders Olsen, Hoggard High School, Wilmington NC

Make lessons more engaging.

I’m someone who struggles when all the teacher does is say, “Go to page X” and asks you to read it. Simply reading something isn’t as effective for me as a teacher making it interactive, maybe giving a project out or something similar. A textbook doesn’t answer all my questions, but a qualified teacher that takes their time does. When I’m challenged by something, I can always ask a good teacher and I can expect an answer that makes sense to me. But having a teacher that just brushes off questions doesn’t help me. I’ve heard of teachers where all they do is show the class movies. At first, that sounds amazing, but you don’t learn anything that can benefit you on a test.

— Michael Huang, JR Masterman

I’ve struggled in many classes, as of right now it’s government. What is making this class difficult is that my teacher doesn’t really teach us anything, all he does is shows us videos and give us papers that we have to look through a textbook to find. The problem with this is that not everyone has this sort of learning style. Then it doesn’t help that the papers we do, we never go over so we don’t even know if the answers are right.

— S Weatherford, Kent Roosevelt, OH

The classes in which I succeed in most are the ones where the teachers are very funny. I find that I struggle more in classes where the teachers are very strict. I think this is because I love laughing. Two of my favorite teachers are very lenient and willing to follow the classes train of thought.

— Jonah Smith Posner, J.R. Masterman

Create better learning environments.

Whenever they are introduced to school at a young age, they are convinced by others that school is the last place they should want to be. Making school a more welcoming place for students could better help them be attentive and also be more open minded when walking down the halls of their own school, and eventually improve their test scores as well as their attitude while at school.

— Hart P., Bryant High School

Students today feel voiceless because they are punished when they criticize the school system and this is a problem because this allows the school to block out criticism that can be positive leaving it no room to grow. I hope that in the near future students can voice their opinion and one day change the school system for the better.

— Nico Spadavecchia, Glenbard West Highschool Glen Ellyn IL

The big thing that I have struggled with is the class sizes due to overcrowding. It has made it harder to be able to get individual help and be taught so I completely understand what was going on. Especially in math it builds on itself so if you don’t understand the first thing you learn your going to be very lost down the road. I would go to my math teacher in the morning and there would be 12 other kids there.

— Skyla Madison, Hoggard High School in Wilmington, NC

The biggest issue facing our education system is our children’s lack of motivation. People don’t want to learn. Children hate school. We despise homework. We dislike studying. One of the largest indicators of a child’s success academically is whether or not they meet a third grade reading level by the third grade, but children are never encouraged to want to learn. There are a lot of potential remedies for the education system. Paying teachers more, giving schools more funding, removing distractions from the classroom. All of those things are good, but, at the end of the day, the solution is to fundamentally change the way in which we operate.

Support students’ families.

I say one of the biggest problems is the support of families and teachers. I have heard many success stories, and a common element of this story is the unwavering support from their family, teachers, supervisors, etc. Many people need support to be pushed to their full potential, because some people do not have the will power to do it on their own. So, if students lived in an environment where education was supported and encouraged; than their children would be more interested in improving and gaining more success in school, than enacting in other time wasting hobbies that will not help their future education.

— Melanie, Danvers

De-emphasize grades.

I wish that tests were graded based on how much effort you put it and not the grade itself. This would help students with stress and anxiety about tests and it would cause students to put more effort into their work. Anxiety around school has become such a dilemma that students are taking their own life from the stress around schoolwork. You are told that if you don’t make straight A’s your life is over and you won’t have a successful future.

— Lilah Pate, Hoggard High School in Wilmington, NC

I personally think that there are many things wrong with the American education system. Everyone is so worried about grades and test scores. People believe that those are the only thing that represents a student. If you get a bad grade on something you start believing that you’re a bad student. GPA doesn’t measure a students’ intelligence or ability to learn. At young ages students stop wanting to come to school and learn. Standardized testing starts and students start to lose their creativity.

— Andrew Gonthier, Hoggard High School in Wilmington, NC

Praise for great teachers

Currently, I’m in a math class that changed my opinion of math. Math class just used to be a “meh” for me. But now, my teacher teachers in a way that is so educational and at the same time very amusing and phenomenal. I am proud to be in such a class and with such a teacher. She has changed the way I think about math it has definitely improve my math skills. Now, whenever I have math, I am so excited to learn new things!

— Paulie Sobol, J.R Masterman

At the moment, the one class that I really feel supported in is math. My math teachers Mrs. Siu and Ms. Kamiya are very encouraging of mistakes and always are willing to help me when I am struggling. We do lots of classwork and discussions and we have access to amazing online programs and technology. My teacher uses Software called OneNote and she does all the class notes on OneNote so that we can review the class material at home. Ms. Kamiya is very patient and is great at explaining things. Because they are so accepting of mistakes and confusion it makes me feel very comfortable and I am doing very well in math.

— Jayden Vance, J.R. Masterman

One of the classes that made learning easier for me was sixth-grade math. My teacher allowed us to talk to each other while we worked on math problems. Talking to the other students in my class helped me learn a lot quicker. We also didn’t work out of a textbook. I feel like it is harder for me to understand something if I just read it out of a textbook. Seventh-grade math also makes learning a lot easier for me. Just like in sixth-grade math, we get to talk to others while solving a problem. I like that when we don’t understand a question, our teacher walks us through it and helps us solve it.

— Grace Moan, J R Masterman

My 2nd grade class made learning easy because of the way my teacher would teach us. My teacher would give us a song we had to remember to learn nouns, verbs, adjectives, pronouns, etc. which helped me remember their definitions until I could remember it without the song. She had little key things that helped us learn math because we all wanted to be on a harder key than each other. She also sang us our spelling words, and then the selling of that word from the song would help me remember it.

— Brycinea Stratton, J.R. Masterman

Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Consultant, Education Sector, World Bank

Senior Adviser, Education

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What Will It Take to Fix Public Education?

The last two presidents have introduced major education reform efforts. Are we making progress toward a better and more equitable education system? Yale Insights talked with former secretary of education John King, now president and CEO of the Education Trust, about the challenges that remain, and the impact of the Trump Administration.

• John B. King President and CEO, The Education Trust

This interview was conducted at the Yale Higher Education Leadership Summit , hosted by Yale SOM’s Chief Executive Leadership Institute on January 30, 2018.

On January 8, 2002, President George W. Bush traveled to Hamilton High School in Hamilton, Ohio, to sign the No Child Left Behind Act , a bipartisan bill (Senator Edward Kennedy was a co-sponsor) requiring, among other things, that states test students for proficiency in reading and math and track their progress. Schools that failed to reach their goals would be overhauled or even shut down.

“No longer is it acceptable to hide poor performance,” Bush said. “[W]hen we find poor performance, a school will be given time and incentives and resources to correct their problems.… If, however, schools don’t perform, if, however, given the new resources, focused resources, they are unable to solve the problem of not educating their children, there must be real consequences.”

Did No Child Left Behind make a difference? In 2015, Monty Neil of the anti-standardized testing group FairTest argued that while students made progress after the law was passed, it was slower than in the period before the law . And the No Child Left Behind was the focus of criticism for increasing federal control over schools and an emphasis on standardized testing. Its successor, the Every Student Succeeds Act of 2015, shifted power back to the states.

President Barack Obama had his own signature education law: the grant program Race to the Top, originally part of the 2009 stimulus package, which offered funds to states that undertook various reforms, including expanding charter schools, adopting the Common Core curriculum standards, and reforming teacher evaluation.

One study showed that Race to the Top had a dramatic effect on state practices : even states that didn’t receive the grants adopted reforms. But another said that the actual impact on outcomes were limited —and that there were overly high expectations given the scope of the reforms. “Heightened pressure on districts to produce impossible gains from an overly narrow policy agenda has made implementation difficult and often counterproductive,” wrote Elaine Weiss.

Are we making progress toward a better and more equitable education system? And how will the Trump Administration’s policies alter the trajectory? Yale Insights talked with John King, the secretary of education in the latter years of the Obama administration, who is now president and CEO of the nonprofit Education Trust .

Q: The last two presidents have introduced major education reform efforts. Do you think we’re getting closer to a consensus on the systematic changes that are needed in education?

Well, I’d say we’ve made progress in some important areas over the last couple of decades. We have highest graduation from high school we’ve ever had as a country. Over the last eight years, we had a million African-American and Latino students go on to college. S0 there are signs of progress.

That said, I’m very worried about the current moment. I think there’s a lack of a clear vision from the current administration, the Trump administration, about what direction education should head. And to the extent that they have an articulate vision, I think it’s actually counter to the interests of low-income students and students of color: a dismantling of federal protection of civil rights, a backing-away from the federal commitment to provide aid for students to go to higher education, and undermining of the public commitment to public schools.

That’s a departure. Over the last couple of decades, we’ve had a bipartisan consensus, whether it was in the Bush administration or the Obama administration, that the job of the Department of Education was to advance education equity and to protect student civil rights. The current administration is walking away from both of those things.

I don’t see that as a partisan issue. That’s about this administration and their priorities. Among the first things they did was to reduce civil rights protections for transgender students, to withdraw civil rights protections for victims of sexual assault on higher education campuses. They proposed a budget that cuts funding for students to go to higher education, eliminates all federal support for teacher professional development, and eliminates federal funding for after-school and summer programs.

Q: Some aspects of education reform have focused on improving performance in traditional public schools and others prioritize options like charter schools and private school vouchers. Do you think both of those are needed?

I distinguish between different types of school choice. The vast majority of kids are in traditional, district public schools. We’ve got to make sure that we’re doing everything we can to strengthen those schools and ensure their success.

Then I think there is an important role that high-quality public charters can play if there’s rigorous oversight. And if you think about, say, Massachusetts or New York, there’s a high bar to get a charter, there’s rigorous supervision of the academics and operations of the schools and a willingness to close schools that are low-performing. So for me, those high-quality public charters can contribute as a laboratory for innovation and work in partnership with the broader traditional system.

There’s something very different going on in a place like Michigan, where you’ve got a proliferation of low-quality, for-profit charters run by for-profit companies. Their poorly regulated schools are allowed to continue operating that are doing a terrible job, that are taking advantage of students and families. That’s not what we need. And my view is that states that have those kinds of weak charter laws need to change them and move toward something like Massachusetts where there’s a high bar and meaningful accountability for charters.

And then there’s a whole other category of vouchers, which is using public money for students to go to private school, and to my mind, that is a mistake. We ought to have public dollars going to public schools with public accountability.

Q: When you have a state like Michigan in which you’ve got a lot of very poor charter schools, does that hurt a particular type of student more than others?

It has a disproportionate negative effect on low-income students and students of color. Many of those schools are concentrated in high-needs communities and, unfortunately, it’s really presenting a false choice to parents, a mirage, if you will, because they’re told, “Oh, come to this school, it will be different” or, “it will be better,” and actually it’s not. Ed Trust has an office in Michigan, where we have spent a long time trying to make the case to elected officials that they need to strengthen their charter law and charter accountability.

Unfortunately, there’s a very high level of spending by the for-profit charter industry and their supporters on political campaigns. And so far there’s not been a lot of traction to try to strengthen the charter oversight in Michigan. We see that problem in other states around the country, but at the same time we know there are models that work. We know that in Massachusetts, where there’s a high standard for charters, their Boston charters are some of the highest performing charters in the country, getting great outcomes for high-need students. So it’s possible to do chartering well, but it requires thoughtful leadership from governors and legislators.

Q: What’s your view on how students should be evaluated?

Well, I think we have to have a holistic view. The goal ought to be to prepare students for success in college, in careers, and as citizens. So we want students to have the core academic skills, like English and math, but they also need the knowledge that you gain from science and social studies. They need the experiences that they have in art and music and physical education and health. They need that well-rounded education to be prepared to succeed at what’s next after high school. They also need to be prepared to be critical readers, critical thinkers, to debate ideas with their fellow citizens, to advocate for their ideas in a thoughtful, constructive way—all the tools that you need to be a good citizen.

In order to evaluate all of that, you need multiple measures; you can’t just look at test scores. Obviously you want students to gain reading and math skills, but you also need to look at what courses they’re taking. Are they taking a wide range of courses that will prepare them for success? Do they have access to things like AP courses or International Baccalaureate courses that will prepare them for college-level work? Do they acquire socio-emotional skills? Are they able to navigate when they have a conflict with a peer? Are they able to work collaboratively with peers to solve problems?

So you want to look at grades; you want to look at teachers’ perceptions of students. You want to look at the work that they’re doing in class: is it rigorous, is it really preparing them for life after high school? And one of the challenges in education is, to have those kinds of multiple measures, you need very thoughtful leadership at every level—at state level, district level, and at the school level.

Q: How should we be evaluating teachers?

I started out as a high school social studies teacher, and I thought a lot about this question of what’s the right evaluation method. I think the key is this: you want, as a teacher, to get feedback on how you’re doing and what’s happening in your classroom. Too often teaching can feel very isolated, where it’s just you and the students. It’s important to have systems in place where a mentor teacher, a master teacher, a principal, a department chair is in the classroom observing and giving feedback to teachers and having a continuous conversation about how to improve teaching. That should be a part of an evaluation system.

But so too should be how students are doing, whether or not students are making progress. I know folks worry that that could be reduced to just looking at test scores. I think that would be a mistake, but we ought to ask, if you’re a seventh-grade math teacher, if students are making progress in seventh-grade math.

Now, as we look at that, we have to take into consideration the skills the students brought with them to the classroom, the challenges they face outside of the classroom. But I think what you see in schools that are succeeding is that they have a thoughtful, multiple-measures approach to giving teachers feedback on how they’re doing and see it as a tool for continuous improvement to ensure that everybody is constantly learning.

Q: Do you think the core issue in improving schools is funding? Or are there separate systemic issues that need to be solved?

It varies a lot state to state, but the Education Trust has done extensive analysis of school spending, and what we see is that on average, districts serving low-income students are spending significantly less than more affluent districts across the country, about $1,200 less per student. And in some states, that can be $3,000 less, $5,000 less, $10,000 less per student for the highest-needs kids. We also see a gap around funding for communities that serve large numbers of students of color. Actually, the average gap nationally is larger for districts serving large numbers of students of color—it’s about $2,000 less than those districts that serve fewer students of color.

So we do have a gap in terms of resources coming in, but it’s not just about money; it’s also how you use the money. And we know that, sadly, in many places, the dollars aren’t getting to the highest needs, even within a district. And then once they get to the school level, the question is, are they being spent on teachers and teacher professional development, and things that are going to serve students directly, or are they being spent on central office needs that actually aren’t serving students? So we’ve got to make sure they have more resources for the highest-needs kids, but we’ve also got to make sure that the resources are well-used.

Q: Does it make it significantly harder that so much of the decisions are made on the local level or the state level when you’re trying to create a change across the country?

It’s certainly a challenge. You want to try to balance local leadership with common goals. And you want, as a country, to be able to say, look, you may choose different books to read in class, you may choose different experiments to do in science, but we need all students to have the fundamental skills that they’ll need for success in college and careers and we ought to all be able to agree that all schools should be focused on those skills. Even that can be politically challenging.

We also know that from a funding standpoint, having funding decided mostly on the local level can actually create greater inequality, particularly when you’re relying on local property taxes. You’ll have a very wealthy community that’s spending dramatically more than a neighboring community that has many more low-income families. One of the ways to get around that is to have the state or the federal government account for a larger share of funding so that you can have an equalizing role. That was the original goal of Title I funding at the federal level—to try to get resources to the highest-needs kids.

The other challenge we see is around race and income diversity or isolation. And sadly, in many states, Connecticut included, you have very sharp divisions along race and class lines between districts and so kids may go to school and never see someone different from them. That is a significant problem. We know there are places that are trying to solve that. Hartford, Connecticut, for example, has, because of a court decision, a very extensive effort to get kids from Hartford to go out to suburban schools and suburban kids to come to Hartford schools. And they’ve designed programs that will attract folks across community lines, programs that focus on Montessori or art or early college programs. We can do better, but we need leadership around that.

Q: Are you seeing concrete results from programs like Hartford?

What we know is that low-income students who have the opportunity to go to schools that serve a mixed-income population do better academically. And we also know that all students in schools that are socioeconomically and racially diverse gain additional skills outside the purely academic skills around how to work with peers, cross-racial understanding, empathy.

So, yes, we are seeing those results. The sad thing is, it’s not fast enough; it’s not happening at enough places. We in the Obama administration had proposed a $120 million grant program to school diversity initiatives around the country. We couldn’t get Congress to fund it. We had a small planning grant program that we created at the Education Department that was one of the first things the Trump administration undid when they came into office. So we’re going backwards at the federal level, but there’s a lot of energy around school diversity initiatives at the community level. And that’s where we’re seeing progress around the country.

Q: Do you think the education system should aim to send as many people to college as possible? Should we think of it as being necessary for everyone or should we find ways to prepare students for a wider range of careers?

What’s clear is that everybody going into the 21st-century economy needs some level of post-secondary training. That may be a four-year degree. It could also be a two-year community college degree, or it could be some meaningful career credential that actually leads to a job that provides a family-sustaining wage. But there are very, very few jobs that are going to provide that family-sustaining wage that don’t require some level of post-secondary training. My view is, we have a public responsibility to make sure folks have access to those post-secondary training opportunities. That’s why the Pell Grant program is so important, because it provides funding for low-income students to be able to pursue higher education.

We also need to do a better job in the connection between high school and post-secondary opportunities. A lot of times students leave high school unclear on what they’re going to do and where they should go. We can do a much better job having students have college experiences while in high school and then prepare them to transition into meaningful post-secondary career training.

Q: What’s the one policy change you would made to help students of color and students in poverty, if you had to choose one thing?

There’s no one single silver bullet for sure, but one of the highest return investments we know we can make as a country is in early learning. We know, for example, that high quality pre-K can have an eight-to-one, nine-to-one return on investment. President Obama proposed something called Preschool for All, which would have gotten us toward universal access to quality pre-K for low- and middle-income four-year olds. That’s something we ought to do because if we can give kids a good foundation, that puts them in a better place to succeed in K-12 and to go on to college.

But I have a long list of policy changes I would want to make. I think, fundamentally, we haven’t made that commitment as a country, at the federal level, state level, or local level, to ensuring equitable opportunity for low-income students and students of color. And if we made that commitment, then there’s a series of policy changes that would flow from that.

Interviewed and edited by Ben Mattison.

Visit edtrust.org to learn more about the Education Trust. Follow John B. King Jr. on Twitter: @JohnBKing .

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What Changes to the U.S. Education System Are Needed to Support Long-Term Success for All Americans?

With the pandemic deepening inequities that threaten students’ prospects, the vice president of the Corporation’s National Program provides a vision for transforming our education system from one characterized by uneven and unjust results to one that puts all students on a path to bright futures 

At no point in our nation’s history have we asked so much of our education system as we do today. We ask that our primary and secondary schools prepare all students, regardless of background, for a lifetime of learning. We ask that teachers guide every child toward deeper understanding while simultaneously attending to their social-emotional development. And we ask that our institutions of higher learning serve students with a far broader range of life circumstances than ever before.

We ask these things of education because the future we aspire to requires it. The nature of work and civic participation is evolving at an unprecedented rate. Advances in automation, artificial intelligence, and social media are driving rapid changes in how we interact with each other and what skills hold value. In the world our children will inherit, their ability to adapt, think critically, and work effectively with others will be essential for both their own success and the well-being of society.

At Carnegie Corporation of New York, we focus on supporting people who are in a position to meet this challenge. That includes the full spectrum of educators, administrators, family members, and others who shape young people’s learning experiences as they progress toward and into adulthood. Our mission is to empower all students with the tools, systems, knowledge, and mindsets to prepare them to fully participate in the global economy and in a robust democracy.

All of our work is geared toward transforming student learning. The knowledge, skills, and dispositions required for success today call for a vastly different set of learning experiences than may have sufficed in the past. Students must play a more active role in their own learning, and that learning must encompass more than subject-matter knowledge. Preparing all children for success requires greater attention to inclusiveness in the classroom, differentiation in teaching and learning, and universal high expectations.

This transformation needs to happen in higher education as well. A high school education is no longer enough to ensure financial security. We need more high-quality postsecondary options, better guidance for students as they transition beyond high school, and sufficient supports to enable all students to complete their postsecondary programs. Preparing students for lifelong success requires stronger connections between K–12, higher education, and work.

The need for such transformation has become all the more urgent in the face of COVID-19. As with past economic crises, the downturn resulting from the pandemic is likely to accelerate the erosion of opportunities for low-skilled workers with only a high school education. Investments in innovative learning models and student supports are critical to preventing further inequities in learning outcomes. 

An Urgent Call for Advancing Equity 

The 2020–21 school year may prove to be the most consequential in American history. With unfathomable speed, COVID-19 has forced more change in how schools operate than in the previous half century.

What is most concerning in all of this is the impact on the most underserved and historically marginalized in our society: low-income children and students of color. Even before the current crisis, the future prospects of a young person today looked very different depending on the color of her skin and the zip code in which she grew up, but the pandemic exposed and exacerbated long-standing racial and economic inequities. And the same families who are faring worst in terms of disrupted schooling are bearing the brunt of the economic downturn and disproportionately getting sick, being hospitalized, and dying.

Our mission is to empower all students with the tools, systems, knowledge, and mindsets to prepare them to fully participate in the global economy and in a robust democracy.

Every organization that is committed to educational improvement needs to ask itself what it can do differently to further advance the cause of educational equity during this continuing crisis so that we can make lasting improvements. As we know from past experience, if the goal of equity is not kept front and center, those who are already behind through no fault of their own will benefit the least. If ever there were a time to heed this caution, it is now.

We hope that our nation will approach education with a new sense of purpose and a shared commitment to ensuring that our schools truly work for every child. Whether or not that happens will depend on our resolve and our actions in the coming months. We have the proof points and know-how to transform learning, bolster instruction, and meet the needs of our most disadvantaged students. What has changed is the urgency for doing so at scale.

Our starting place must be a vision of equal opportunity, and from there we must create the conditions that can actually ensure it — irrespective of how different they may look from the ones we now have. We need to reimagine the systems that shape student learning and put the communities whose circumstances we most need to elevate at the center of that process. We need to recognize that we will not improve student outcomes without building the capacity of the adults who work with them, supporting them with high-quality resources and meaningful opportunities for collaboration and professional growth. We need to promote stronger connections between K–12, higher education, and employment so that all students are prepared for lifelong success.

The pandemic has deepened inequities that threaten students’ prospects. But if we seize this moment and learn from it, if we marshal the necessary resources, we have the potential to transform our education system from one characterized by uneven and unjust results to one that puts all students on a path to bright futures.

In a pandemic-induced moment when the American education system has been blown into 25 million homes across the country, where do we go from here?

We Must Learn to Act in New Ways

These are not controversial ideas. In fact, they constitute the general consensus about where American education needs to go. But they also represent a tall order for the people who influence the system. Practically everyone who plays a part in education must learn to act in new ways.

That we have made progress in such areas as high school completion, college-going rates, and the adoption of college- and career-ready standards is a testament to the commitment of those working in the field. But it will take more than commitment to achieve the changes in student learning that our times demand. We can’t expect individuals to figure out what they need to do on their own, nor should we be surprised if they struggle to do so when working in institutional structures designed to produce different outcomes. The transformation we seek calls for much greater coordination and a broader set of allies than would suffice for more incremental changes.

Our starting place must be a vision of equal opportunity, and from there we must create the conditions that can actually ensure it — irrespective of how different they may look from the ones we now have.

Our best hope for achieving equity and the transformation of student learning is to enhance adults’ ability to contribute to that learning. That means building their capacity while supporting their authentic engagement in promoting a high-quality education for every child. It also means ensuring that people operate within systems that are optimized to support their effectiveness and that a growing body of knowledge informs their efforts.

These notions comprise our overarching strategy for promoting the systems change needed to transform student learning experiences on a large scale. We seek to enhance adult capacity and stakeholder engagement in the service of ensuring that all students are prepared to meet the demands of the 21st century. We also support knowledge development and organizational improvement to the extent that investments in these areas enhance adult capacity, stakeholder engagement, and student experiences.

Five Ways We Invest in the Future of Students

These views on how best to promote systems change in education guide our philanthropic work. The strategic areas of change we focus on are major themes throughout our five investment portfolios. Although they are managed separately and support different types of initiatives, each seeks to address its area of focus from multiple angles. A single portfolio may include grants that build adult capacity, enhance stakeholder engagement, and generate new knowledge.

New Designs to Advance Learning

Preparing all students for success requires that we fundamentally reimagine our nation’s schools and classrooms. Our public education system needs to catch up with how the world is evolving and with what we’ve come to understand about how people learn. That means attending to a broader diversity of learning styles and bringing what happens in school into greater alignment with what happens in the worlds of work and civic life. We make investments to increase the number of innovative learning models that support personalized experiences, academic mastery, and positive youth development. We also make investments that build the capacity of districts and intermediaries to improve learning experiences for all students as well as grants to investigate relevant issues of policy and practice.

Pathways to Postsecondary Success

Lifelong success in the United States has never been more dependent on educational attainment than it is today. Completing some education beyond the 12th grade has virtually become a necessity for financial security and meaningful work. But for that possibility to exist for everyone, we need to address the historical barriers that keep many students from pursuing and completing a postsecondary program, and we must strengthen the options available to all students for education after high school. Through our investments, we seek to increase the number of young people able to access and complete a postsecondary program, with a major focus on removing historical barriers for students who are first-generation college-goers, low-income, or from underrepresented groups. We also look to expand the range of high-quality postsecondary options and to strengthen alignment between K–12, higher education, and the world of work.

Leadership and Teaching to Advance Learning

At its core, learning is about the interplay between teachers, students, and content. How teachers and students engage with each other and with their curriculum plays a predominant role in determining what students learn and how well they learn it. That’s not to say that factors outside of school don’t also greatly impact student learning. But the research is clear that among the factors a school might control, nothing outweighs the teaching that students experience. We focus on supporting educators in implementing rigorous college- and career-ready standards in math, science, and English language arts. We make investments to increase the supply of and demand for high-quality curricular materials and professional learning experiences for teachers and administrators.

Public Understanding

As central as they are to the education process, school professionals are hardly the only people with a critical role to play in student learning. Students spend far more time with family and other community members than they do at school. And numerous stakeholders outside of the education system have the potential to strengthen and shape what happens within it. The success of our nation’s schools depends on far more individuals than are employed by them. 

We invest in efforts to engage families and other stakeholders as active partners in supporting equitable access to high-quality student learning. We also support media organizations and policy research groups in building awareness about key issues related to educational equity and improvement.

Integration, Learning, and Innovation

Those of us who work for change in education need a new set of habits to achieve our vision of 21st-century learning. It will take more than a factory-model mindset to transform our education system into one that prepares all learners for an increasingly complex world. We must approach this task with flexibility, empathy for the people involved, and an understanding of how to learn from what’s working and what’s not. We work to reduce the fragmentation, inefficiencies, and missteps that often result when educational improvement strategies are pursued in isolation and without an understanding of the contexts in which they are implemented. Through grants and other activities, we build the capacity of people working in educational organizations to change how they work by emphasizing systems and design thinking, iteration, and knowledge sharing within and across organizations.

Two recent surveys by Carnegie Corporation of New York and Gallup offer insights into how our education system can better help all Americans navigate job and career choices

Join Us in This Ambitious Endeavor

Our approach of supporting multiple stakeholders by pulling multiple levers is informed by our deep understanding of the system we’re trying to move. American education is a massive, diverse, and highly decentralized enterprise. There is no mechanism by which we might affect more than superficial change in many thousands of communities. The type of change that is needed cannot come from compliance alone. It requires that everyone grapple with new ideas.

We know from our history of promoting large-scale improvements in American education that advancements won’t happen overnight or as the result of one kind of initiative. Our vision for 21st-century education will require more than quick wins and isolated successes. Innovation is essential, and a major thrust of our work involves the incubation and dissemination of new models, resources, and exemplars. But we must also learn to move forward with the empathy, flexibility, and systems thinking needed to support people in making the transition. Novel solutions only help if they can be successfully implemented in different contexts.

Only a sustained and concerted effort will shift the center of gravity of a social enterprise that involves millions of adults and many tens of millions of young people. The challenge of philanthropy is to effect widespread social change with limited resources and without formal authority. This takes more than grantmaking. At the Corporation, we convene, communicate, and form coalitions. We provide thought leadership, issue challenges, and launch new initiatives. Through these multifaceted activities, we maximize our ability to forge, share, and put into practice powerful new ideas that build a foundation for more substantial changes in the future.

We encourage everyone who plays a role in education to join us in this work. Our strategy represents more than our priorities as a grantmaker. It conveys our strong beliefs about how to get American education to where it needs to be. The more organizations and individuals we have supporting those who are working to provide students with what they need, the more likely we are to succeed in this ambitious endeavor. 

LaVerne Evans Srinivasan is the vice president of Carnegie Corporation of New York’s National Program and the program director for Education.

TOP: Due to the COVID-19 outbreak, a lower-school substitute teacher works from her home in Arlington, Virginia, on April 1, 2020. Her role in the school changed significantly due to the pandemic. Whereas she previously worked part-time to support teachers when they needed to be absent from the classroom, amid COVID-19 she now helps teachers to build skills with new digital platforms so they can continue to teach in the best way for their students and their families. (Credit: Olivier Douliery/AFP via Getty Images)

Whether you call it digital, information, news, visual, or media literacy — it is vital for civic engagement and democracy

From nuclear parity to plutonium pits, the Corporation’s Sharon Weiner and Samara Shaz define some frequently used words and acronyms to increase your nuclear understanding

The Seekers

• Posted November 7, 2022
• By Lory Hough
• Entrepreneurship

In the education world, it’s easy to identify problems, less easy to find solutions. Everyone has a different idea of what could or should happen, and change is never simple — or fast. But solutions are out there, especially if you look close to the source: people who have been impacted in some way by the problem. Meet eight current students and recent graduates who experienced something — sometimes pain, sometimes frustration, sometimes hope — and are now working on ways to help others.

SEEKER: Elijah Armstrong, Ed.M.'20

“This motivated me to become an activist in the space of disability and education,” he says. “Education is supposed to act as a gateway for students, but far too often, for people with disabilities, it acts as a barrier.”

His experience led him to start a nonprofit while he was in college at Penn State called Equal Opportunities for Students “as a way to help tell the stories of marginalized students in education.” Then last year, he won the 2021 Paul G. Hearne Emerging Leader Award, an award given by the American Association of People with Disabilities that recognizes up and coming leaders with disabilities. With his prize money, Armstrong started his own award program: the Heumann-Armstrong Educational Awards, named partly for disability rights activist Judy Heumann. The award is given annually to students (sixth grade and up) who have experienced ableism — the social prejudice against people with disabilities — and have fought against it.

“Students with disabilities face barriers in education that aren’t faced by their non-disabled peers,” he says. “At all levels of education, students are forced to do intense emotional and logistical labor to fight for accommodations or go without accommodations at all. This is on top of the day-to-day challenges of having a disability or chronic illness, and the challenges that go along with that. Students with disabilities should have ways of being compensated for that labor and denoting that labor on resumes.”

One of the unique aspects of the award program, he says, is that winners aren’t restricted on how they can use their award money, although several from the inaugural round have used it to fund their own activism. For example, Otto Lana, a high school student, started a company called Otto’s Mottos that sells T-shirts and letterboards to help purchase communication devices for non-speaking students who can’t afford them. Himani Hitendra, a middle schooler, has been producing videos to educate her teachers and classmates about her disability, as well as ways they can be more inclusive. Jennifer Lee, a Princeton student, founded the Asian Americans with Disabilities Initiative.

Armstrong, who is also currently living and working in Washington, D.C. as a fellow with the Congressional Black Caucus Foundation, says beyond awarding money to other young activists, one of the biggest and most impactful ways he thinks he’s helping to challenge the education system is through the videos his nonprofit produces for each of the winners.

“We highlight the award winners and give them a platform to tell their stories in a way that gives them agency,” he says. “Education doesn’t often take the voices or experiences of disabled students into account when discussing accessibility in education. We want to make sure we develop a platform that gives voice to the narratives of these students, so that everyone can listen to and learn from them.”

Learn about his nonprofit: equalopportunitiesforstudents.org

SEEKER: Elisa Guerra, Ed.M.’21

In the early 2000s, Guerra wasn’t finding the kind of educational experience for her young children near her home in Aguascalientes, México, that she was looking for — one that was warm, but also ambitious and fun and stimulating.

“I saw a gap between what schools offered at that time and what parents like me were dreaming of for their young,” she says. “After my son went through three different schools and none was a true fit, I decided that I needed to imagine and create the school I wanted for my children.”

So Guerra, without any formal teaching experience, started Colegio Valle de Filadelfia, a small preschool with 17 kids that was based on what she was doing informally at home with her ownchildren. Those first few years, she says she pretty much did every job the school had, learning along the way.

“I taught. I answered the phone. I designed our programs. I managed promotion and enrollment,” she says. “I also changed diapers, cleaned noses, and mopped puke.” For many years, she served as the principal.

She also fine-tuned their learning model, what they started calling Método Filadelfia , or the Philadelphia Method. Based on the work of Glenn Doman and The Institutes for the Achievement of Human Potential, their model isn’t your typical approach for helping young children learn.

“We teach — playfully and respectfully — tiny children, starting at age three, to read, and [we also teach] art, physical excellence, and world cultures as the first steps of global citizenship,” she says. Music lessons, including violin, are started at the preschool level, and classes are taught in two foreign languages in addition to a student’s first language. When Guerra first started the school, there were no commercial textbooks that fit what she was trying to do, so she wrote her own.

Since then, schools across Mexico, as well as Costa Rica, Colombia, Brazil, Bolivia, and Ecuador now use her textbooks. Al Jazeera made a documentary about her as part of their Rebel Educator series. Twice she was a finalist for Global Teacher of the Year. Just before the pandemic hit, she was appointed to unesco’s International Commission on the Futures of Education, a small group that includes writers, activists, professors (including Professor Fernando Reimers, Ed.M.’84, Ed.D.’88), anthropologists, entrepreneurs, and country presidents. (When UNESCO first reached out to her, she thought it was a scam and almost didn’t respond back to them.)

And it all started 23 years ago with an idea and, as she says, some naivete.

“In retrospect, it was crazy. Most people I know who have opened schools have done it ‘the right way,’ if such a thing exists,” Guerra says. “They were experienced teachers, or they even ran schools as principals, before jumping out to create a new one. They could do better because they knew better. I did not have that advantage. I had so much to learn myself. But in a way, that was also a blessing because I also had much less to ‘unlearn.’ …I said before that I became a teacher accidentally, but that is only partly accurate. Indeed, I was not expecting my life to take the path of education. But once I found myself there, it was my decision to stay. The discovery of a passion for teaching was the accident. To embrace the teaching profession was a choice.”

Read more about her work: elisaguerra.net/english/

SEEKER: Cynthia Hagan, Ed.M.’22

“I’ve lived here for 35 years and have witnessed the impact of poverty and the opioid crisis on our communities,” she says, “both on current realities and hopes for the future.”

Initially, when she first applied to Harvard, she thought she’d create a children’s program using puppets, inspired, in part, by Sesame Street , but after taking a few classes, Hagan’s ideas on how to help children in her state evolved.

“I became fascinated with the concept of designing for joy as introduced to us in the course What Learning Designers Do,” taught by Senior Lecturer Joe Blatt, she says. “Joy is an often-overlooked ingredient for learning.” The power of story also began to stick.

After creating a class project called Adventure Box, focused on increasing third-grade reading levels for children experiencing homelessness, Hagan’s idea for Book Joy emerged.

Research shows that children who are not proficient in reading by the third grade, when they transition from learning to read to reading to learn, are four times more likely to drop out of high school, and six times as likely to be incarcerated as an adult.

“I knew that the overall thirdgrade reading levels of children experiencing poverty in rural Appalachia were significantly lagging,” she says. “It just seemed like a logical move to modify Adventure Box to meet the needs of this population.”

She decided to focus first on McDowell County, West Virginia, once one of the largest coal producing areas in the world, where the child poverty rate in 2019 was a staggering 48.6%.

Hagan’s idea with Book Joy is simple but potentially life altering for the young children they began targeting starting this past September: give each incoming kindergarten student a curated box filled with high-quality books (printed and audio) based on interest and reading level, plus fun related activities to conceptualize the reading experience, and then follow up with new boxes quarterly (December, March, June) until third grade. The goal is to significantly increase third-grade reading proficiency.

For the launch this fall, Book Joy partnered with Scholastic to get discounted books and with Random House for free books. McDowell’s assistant superintendent/federal programs manager has been actively involved. Twice a year, Book Joy will conduct assessments with the students, their parents, and their teachers, to see how each box is working, and then tweak the content. They’ll also use feedback to improve on future boxes and teachers can use assessments to provide individualized intervention, as needed.

“When their interests, reading levels, or personal circumstances change,” says Hagan, “so does the contents of their box.”

Another goal for Book Joy, beyond improving third-grade reading proficiency for children in one of the poorest districts in Hagan’s state, is something fundamental to this former librarian: to bring joy to reading and learning, hence the name, Book Joy.

“Each box is truly a gift created just for them. No two boxes will be alike because no two children are alike,” she says. “And we are designing these boxes from an edutainment perspective, putting as much focus on eliciting joy as we do in choosing the best aligned reading material. We want every design element of the box, from the moment the children lay eyes on it to the emptying of every item, to elicit joy.”

Discover how you can help: givebookjoy.org

SEEKER: Ben Mackey, Ed.M.’13

In 2020, the district unanimously passed the Environmental & Climate Resolution, a massive overhaul of how schools in the Dallas Independent School District approach climate change. It includes reviewing and revising current policies across all schools and setting goals for reducing the district’s environmental footprint, while also keeping an eye on spending.

Mackey, a former math teacher and principal, says that it was young people in the district who really got the ball rolling when it came to making sure the district was thinking about its impact on the environment and then making a plan for change — something few districts are doing.

“The genesis of this resolution and the work really started with students,” he says. “When I took office in 2019, there was a small but mighty group of students who had been coming and attending every board meeting and sharing their perspectives and imploring the school board to make strides in its sustainability work. I was able to work with these students to get this resolution drafted and passed by the school board.”

What passed is a 10-year plan to drastically improve the district’s sustainability practices, including some steps that have already been taken, including switching energy plans and contracting for 100% renewable energy, which is expected to save the district $1 million a year on top of the energy benefits. By 2027, all plates, utensils, and trash bags will be 100% compostable.

Longer term, the district has applied for a federal grant to pilot 25 electric busses and will begin moving away from gas-powered maintenance equipment. It will limit synthetic fertilizer. The district also created a set of policies that say any new school built or existing school remodeled must include LEED silver certified standards. Another goal is to plant more trees to combat the “heat island” effect that schools that are primarily blacktop experience.

“One area that stuck out to our community group and administration as they were formulating the recommendation is how the increase in tree canopy cover can combat carbon emissions, improve learning environments, and serve to decrease energy usage,” he says. “We’re aiming to increase canopy cover at all campuses to at least 30% and we’re working with a number of phenomenal partner organizations to get this started, including the Texas Trees Foundation and the Cool Schools Parks initiatives.”

Mackey, who is the executive director of a statewide education nonprofit called Texas Impact Network(in addition to being on the school board), says his advice to other districts that want to reduce their school’s climate footprint is to get buy-in across the district — and just get started.

“Dallas ISD’s process started with students at our board meetings, speaking every single month, about the need and importance for this to happen. These students reached out to trustees and school staff and continued to come forward with both a charge and ideas for what success looks like,” he says. “The hardest part is often to get it off the ground and I’d encourage all who care about this to call your school board trustees and be a consistent and sensible voice who will share their mind and provide concrete solutions to make this work happen.”

Sign up for his monthly newsletters: benfordisd.com

SEEKER: Michael Ángel Vázquez, Ed.M.’19, current Ph.D. student

That’s why he’s trying to make the graduate years, at least for Ed School students, less stressful.

“I just went through this huge burst of depression my first year, my master’s year,” he says, “and I realized that I wasn’t the only one that was going through that.”

Part of the problem, says Vázquez, a former teacher in the Navajo Nation, is that while universities often offer great resources, many students don’t know where to turn for help or don’t even think they should ask for help.

“There’s so much pressure to feel like you know everything and not admit when you don’t,” he says.

Vázquez decided to create a comprehensive student-to-student guidebook, based on resources he knew about and those shared by other students. This “labor of love,” as he calls it, includes everything from where to find books and readings to how to save money, including where to grocery shop, how to sign up for MassHealth, how to apply for snap benefits, and how to sell items to other students through the Harvard Grad Market. He has a section on job hunting. The mental health section offers tips for finding therapists, wellness options at Harvard, ways to combat vitamin D deficiencies, and advice for advocating for yourself. Other documents include ways to prep for graduation, must-have lists for living in a colder climate, and a link to local tenants’ rights.

“I just felt like it was important to do whatever was possible for the next group of students to have a safe, happy experience, because, ultimately, learning should be fun, should be exciting,” he says. Endemic to being back in school, with all of the pressure, “it’s very common for that fun and excitement of learning” to take a back seat. “I don’t want that be the case. This guidebook is just one way to mitigate that a little bit and make it more fun and exciting for people.”

None of this support and concern for the well-being of other students surprises Vázquez’s professors, who point out that he has been one of the most active students since he got to Harvard. He’s been especially in-tune with first-gen students (he’s first gen, starting with attending the University of Southern California) and for students of color, both at the Ed School and at the college, where he’s a tutor at Adams House. He’s also been a teaching fellow for ethnic studies classes at the Ed School since 2019 and will now help teach ethnic studies to undergraduates at Harvard starting this fall. He hopes creating and sharing his guide helps all of the students he’s around.

“As a student and as somebody who is a teaching fellow and who has worked in different organizing groups on campus and off campus, I see that grad school and organizing are often very stressful,” he says. “I really want to drill that it’s OK to not know something and that learning is shared, which is why I did this. There were things I didn’t know at first. I want to share that knowledge with others, and I want it to be community-built. When you admit you don’t know something, that’s when you truly learn something.”

SEEKER: Grace Kossia, Ed.M.’17

“Anytime one of my friends unconsciously has a math moment, I always yell out, ‘You’re a mathematician!’” she says. “Too many people are walking through this life convinced that they could never be good at math. Math isn’t meant to be something we’re good at — it’s simply something we do, and when mistakes happen, we learn.”

It’s this philosophy that she and her coworkers bring to their edtech nonprofit based in Brooklyn, New York, playfully called Almost Fun, which last year helped 1.5 million middle and high school students with free online math lessons.

“The title ‘Almost Fun’ winks at the way students perk up when they engage with our resources and find unexpected joy while learning math,” she says. “We value being real with our students, and part of that is understanding that math can be a hard pill to swallow and that schoolwork may not be the number one thing students are going to want to do. However, with the right approach, we can curate experiences that make math learning ‘almost fun’ and something to look forward to for even the least confident learners.”

The backbone of their approach includes explaining concepts using easy-to-understand examples, rather than through clinical, mathematical definitions. Their distributive property lesson, for example, relates expanding and factoring an expression to opening and closing an umbrella. Their functions lesson uses a vending machine to explain how functions represent the relationship between inputs and outputs. Another lesson compares absolute value to the overall power of a superhero or villain.

Kossia says their site is meant to complement existing online sites like Khan Academy, which she says has been a trailblazer in edtech that serves many students. But as helpful as Khan is, some students still need more help — or just a different approach.

“There is still a critical number of students who struggle with high levels of math anxiety and low math confidence, which limits their ability to take full advantage of the support online resources like Khan offer,” she says. “At Almost Fun, we want to position ourselves as a complement to these existing resources by using creative math analogies to explain foundational math concepts and bridge the gaps in students’ math confidence and motivation, so that they can better benefit from the support other resources offer.”

Kossia remembers the gaps she struggled to fill after she immigrated to the United States from the Democratic Republic of the Congo. At the time, she was good at math, and decided to major in mechanical engineering in college. She had a hard time.

“I quickly realized that I had many gaps in my understanding of math and physics, which were essential skills I needed in this journey,” she says. “This chipped away at my confidence, but I was determined not to give up. I wanted to prove to myself and other people like me, especially Black women, that it could be done.” Later, when she worked as a physics teacher, her struggles helped her relate to students who were anxious about physics and pushed her to design creative lessons that focused on learning by doing, as opposed to learning by memorizing.

“At Almost Fun, I do the same thing but with math as the primary focus,” she says. “We believe math is more than just sets of memorized steps; it’s a way of describing relationships between things in our world.”

Access resources and lesson plans: almostfun.org

SEEKER: Shaina Lu, Ed.M.’17

“Learning about gentrification is unavoidable in placebased learning in a place like Chinatown,” Lu says. “However, it could be kind of a drag to spend your fourth-grade summer learning about gentrification.”

So Lu, an artist and former media arts teacher in Boston Public Schools, decided to make learning about this heavy topic more interesting: she created a graphic novel.

“ Noodle and Bao was my response to that feeling. I wanted to write and draw a story that elementary kids would devour and love — There’s a cat selling food in a cart! Neighborhood kids dress up and infiltrate a snobby restaurant! — but would also pay homage to some of these inspirational histories and present-day struggles they were learning about,” she says. While the novel isn’t specifically set in Boston’s Chinatown — it’s set in a fictional Town — Lu says it’s inspired by the many residents, activists, and community members of Boston’s Chinatown that she has met and worked with over the years — people who “have done so much exciting work that is more than comic book-worthy.”

Set to publish in the fall of 2024 by HarperCollins, Noodle and Bao also explores historical events from Boston’s Chinatown, most notably a fight for the land that now houses the community center where Lu worked and where elderly residents passionately voiced their displeasure to hotel developers at a meeting.

Lu says the graphic novel is just one example of something that has been important to her for many years: the intersection of art, education, and activism. Another example is a creative placemaking project she recently worked on in Chinatown with a local student in partnership with a local resident.

“The resident, youth, and I painted a community mural that featured [the resident’s] personal lens on the history of Chinatown,” she says. “The mural was painted on a condemned building on a border of Chinatown that is elslowly being eroded away by the neighboring district. It’s hard to parse out which separate part was ‘art’ or ‘activism,’ or ‘education,’ so I feel like they’re interwoven.”

Although she’s interested in teaching, Lu says classrooms are tricky places. “There’s an inherent power structure with the teacher as the fountain of knowledge and students as recipients of that.” Instead, “I’m interested in disrupting the capitalist status quo of education with ‘winners and losers’ as described by activist- philosopher Grace Lee Boggs in her 1970 essay, Education: The Great Obsession .”

She’s not interested, though, in disrupting the system on her own. “I hope to be, alongside others, building a new system, where people’s needs and interests and social responsibility define their learning, rather than their ability to produce,” she says. “There’s actually so much incredible person- centered education out there, both in and out of schools. I’ve worked with teachers who engaged students with civics project-based learning about gentrification, youth workers who have helped young people organize community gardens for their neighborhoods, and more.”

Learn about her art: shainadoesart.com

SEEKER: Justis Lopez, Current Ed.L.D. student

“I hold near to me that there are ancestors that wanted to study, but didn’t get the chance to,” he says. “There are relatives that wanted to pursue their dreams, but they put food on the table instead so that I could pursue mine, and for that I am eternally grateful and full of joy.”

It’s this gratitude and happiness for life that Lopez, a DJ known as DJ Faro (for the Spanish word, lightkeeper), is bringing to his time at the Ed School and to Project Happyvism, the culturally responsive nonprofit he started with his friend, Ryan Parker, a youth empowerment teacher and activist, that is rooted in hip hop and is a combination of happiness + activism.

“Project Happyvism is a feeling, a philosophy, and a movement that centers joy and love as a radical form of activism,” he says, meaning the commitment to loving yourself and those around you unconditionally.

“The organization embraces the beauty and need for joy,” he says, “and emphasizes the fact that maintaining happiness about who you are and what you think, say, and do in a world that consistently goes against the grain of your identity is a form of activism in itself, hence: happyvism.”

The project started from a song and video that Lopez and Parker wrote and produced and has since expanded to include helping others write songs (what they call “joy anthems”) in their recording studio, publishing a children’s book, Happyvism: A Story About Choosing Joy , and working with K–12 districts on related curriculum. They also started Joy Lab, a community gathering space in Manchester, Connecticut, where Lopez grew up, that offers yoga, wellness and equity workshops, and book readings. He plans on starting a Joy Lab at the Ed School during his time here.

“I’m just trying to create the spaces I wish I had for myself growing up,” Lopez says. “Spaces that center healing, hope, and hip hop.”

Although this is his first year as a student at the Ed School, Lopez has been involved with the school in the past, including as an organizer, MC, and DJ at the Alumni of Color Conference, thanks to Lecturer Christina Villarreal, Ed.M.’05, who later convinced him that getting into Harvard was a possibility. He also attended the Hip Hop Experience Lab conference run by Lecturer Aysha Upchurch, Ed.M.’15.

Previously, Lopez was a high school social studies teacher in Connecticut and created a hip hop class and afterschool program in the Bronx. He worked in the Hartford public schools as a climate, culture, and equity strategist, and was an adjunct professor at Stephen F. Austin State University in Texas. One day, he’d like to reach even higher and become the secretary of education for the United States.

“Policy is created by people and it’s important to have people in positions of leadership that understand the experiences of the students and educators they serve,” he says. “An important factor of that being a classroom teacher. When you have taught in the classroom you understand the human-centered perspective that is needed in education that goes beyond any policy. Of the last 11 U.S. secretaries of education, only three have been classroom teachers. Secretary Cardona makes the fourth. I want to build upon the human-centered approach he has brought to the role.”

Find your joy and watch their music video: projecthappyvism.com

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Education and inequality in 2021: how to change the system

Research Associate at the University of Geneva's department of Education and Psychology; Campus and Secondary Principal at the International School of Geneva's La Grande Boissière, Université de Genève

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Since its earliest traces, at least 5,000 years ago , formal education – meaning an education centred on literacy and numeracy – has always been highly selective. Ancient Egyptian priest schools and schools for scribes in Sumeria were only open to the children of the clergy or future monarchs.

Later on, the wealthy would use private tutors, such as the Sophists of Athens (500 - 400 BCE). Ancient Greek schools, such as Plato’s Academy and Aristotle’s Lyceum , were restricted to a small elite group. Formal education was reserved for male children who were wealthy, able, and privileged.

Through time, even after learning societies began to flourish, it was still an education for some and not for everybody.

In the 1800s Black people were denied access to quality education in the United States. In European colonies, education was used to strip people of their cultural heritage and relegate them to a future of menial labour.

Education has always been less accessible to women than men. Even today, over 130 million girls are still out of school. Although the difference between girls and boys is lessening, the disparity disadvantaging girls persists . From a socioeconomic perspective, in many countries, private schools continue to grow alongside compulsory state schools, offering a different style of education, sometimes at a very high price.

Today, progress to attain the dream of universal access to education is slow. UNESCO’s Education for All and the UN’s Sustainable Development Goal 4 , which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, are still far from materialising: roughly 260 million children are still not in school . The COVID-19 pandemic has made the situation worse: remote learning is inaccessible to roughly 500 million students . Estimates are that over 200 million children will still be out of school by 2030 .

In my study “Education and Elitism” , the overarching question that runs through the book is about the future of education worldwide: What are the prospects for the future? Are we facing an even more enclaved, pauperised majority while a tiny minority become more powerful and wealthy?

Certain paths could open up. On the one hand, places in selective institutions could become even more difficult to access while private education strips ahead of national standards. On the other hand, changes might make education more inclusive: this would include scholarships, cheaper private education, more robust state systems and deep assessment reform.

Prospects for the future

Scholarship programmes: These allow the brightest and poorest access to transformative learning ecosystems . However, this contributes to a brain drain and does not develop the local educational sector , particularly in Africa.

Cheaper private education: A movement of accessible private schools is growing . This allows more children to access some of the value-added features of such systems – more curriculum flexibility, smaller class sizes, more individual student tracking. However, there are reports that this is widening social divides , as the public system isn’t improving fast enough to keep up.

More robust state systems: UNESCO estimates that it would cost a total of US$340 billion each year to achieve universal pre-primary, primary, and secondary education in low- and lower-middle-income countries by 2030. The average annual per-student spending for quality primary education in a low-income country is predicted to be US$197 in 2030. This creates an estimated annual gap of US$39 billion between 2015 and 2030. Financing this gap calls for action from private sector donors, philanthropists, and international financial institutions.

Online learning: The COVID-19 lockdown has brought inequalities to the surface. However, the rise of online learning worldwide has been phenomenal. This opens up the potential to widen access to learning socioeconomically and, if delivered by skilled facilitators, academically . There is a problem, though: online instruction lacks the emotional quantum that face-to-face learning creates. Because of this, motivation levels and persistence tend to be low in online learning environments . And importantly, in many countries, many students still don’t have access to the internet.

A way forward: reforming the system

Perhaps the most substantive movement to reduce inequalities would not be to accelerate access to a broken system but to reform the system itself .

It is time to look further than narrow academic metrics as the only way of describing young people’s competences. The whole educational system across high schools, in every country, needs to change dramatically. Assessment models should recognise and nurture more varied and multiple competences, in particular, attitudes, skills and types of knowledge beyond those concentrated in constructs that are favoured by socioeconomic background, such as literacy and numeracy .

Read more: Education needs a refocus so that all learners reach their full potential

Until universities and employers look beyond traditional metrics, it will be difficult to break a circuit that favours, for the large part, middle class, socially and ethnically privileged candidates.

To truly break away from a millennia of elitist, selective systems , the approach needs to move from pure academics to a credit system that captures many more stories of learning. This new credit system should be known as a passport, meaning students have stamped it with the various competences such as lifelong learning and self-agency that they have developed throughout their learning (in an out of school), allowing them to be recognised on numerous different fronts.

A coalition of schools from every continent is working on this project, now seeking universities to sit around the table in order to bring this work to its conclusion. This would mean co-designing an elegant, life worthy transcript to allow more access to more children based on more expansive criteria.

• Peacebuilding
• Education inequality
• Women and girls
• Out of school children

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The global education challenge: Scaling up to tackle the learning crisis

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Alice albright alice albright chief executive officer - global partnership for education @alicealbright.

July 25, 2019

The following is one of eight briefs commissioned for the 16th annual Brookings Blum Roundtable, “2020 and beyond: Maintaining the bipartisan narrative on US global development.”

Addressing today’s massive global education crisis requires some disruption and the development of a new 21st-century aid delivery model built on a strong operational public-private partnership and results-based financing model that rewards political leadership and progress on overcoming priority obstacles to equitable access and learning in least developed countries (LDCs) and lower-middle-income countries (LMICs). Success will also require a more efficient and unified global education architecture. More money alone will not fix the problem. Addressing this global challenge requires new champions at the highest level and new approaches.

Key data points

In an era when youth are the fastest-growing segment of the population in many parts of the world, new data from the UNESCO Institute for Statistics (UIS) reveals that an estimated 263 million children and young people are out of school, overwhelmingly in LDCs and LMICs. 1 On current trends, the International Commission on Financing Education Opportunity reported in 2016 that, a far larger number—825 million young people—will not have the basic literacy, numeracy, and digital skills to compete for the jobs of 2030. 2 Absent a significant political and financial investment in their education, beginning with basic education, there is a serious risk that this youth “bulge” will drive instability and constrain economic growth.

Despite progress in gender parity, it will take about 100 years to reach true gender equality at secondary school level in LDCs and LMICs. Lack of education and related employment opportunities in these countries presents national, regional, and global security risks.

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Among global education’s most urgent challenges is a severe lack of trained teachers, particularly female teachers. An additional 9 million trained teachers are needed in sub-Saharan Africa by 2030.

Refugees and internally displaced people, now numbering over 70 million, constitute a global crisis. Two-thirds of the people in this group are women and children; host countries, many fragile themselves, struggle to provide access to education to such people.

Highlighted below are actions and reforms that could lead the way toward solving the crisis:

• Leadership to jump-start transformation. The next U.S. administration should convene a high-level White House conference of sovereign donors, developing country leaders, key multilateral organizations, private sector and major philanthropists/foundations, and civil society to jump-start and energize a new, 10-year global response to this challenge. A key goal of this decadelong effort should be to transform education systems in the world’s poorest countries, particularly for girls and women, within a generation. That implies advancing much faster than the 100-plus years required if current programs and commitments remain as is.
• A whole-of-government leadership response. Such transformation of currently weak education systems in scores of countries over a generation will require sustained top-level political leadership, accompanied by substantial new donor and developing country investments. To ensure sustained attention for this initiative over multiple years, the U.S. administration will need to designate senior officials in the State Department, USAID, the National Security Council, the Office of Management and Budget, and elsewhere to form a whole-of-government leadership response that can energize other governments and actors.
• Teacher training and deployment at scale. A key component of a new global highest-level effort, based on securing progress against the Sustainable Development Goals and the Addis 2030 Framework, should be the training and deployment of 9 million new qualified teachers, particularly female teachers, in sub-Saharan Africa where they are most needed. Over 90 percent of the Global Partnership for Education’s education sector implementation grants have included investments in teacher development and training and 76 percent in the provision of learning materials.
• Foster positive disruption by engaging community level non-state actors who are providing education services in marginal areas where national systems do not reach the population. Related to this, increased financial and technical support to national governments are required to strengthen their non-state actor regulatory frameworks. Such frameworks must ensure that any non-state actors operate without discrimination and prioritize access for the most marginalized. The ideological divide on this issue—featuring a strong resistance by defenders of public education to tap into the capacities and networks of non-state actors—must be resolved if we are to achieve a rapid breakthrough.
• Confirm the appropriate roles for technology in equitably advancing access and quality of education, including in the initial and ongoing training of teachers and administrators, delivery of distance education to marginalized communities and assessment of learning, strengthening of basic systems, and increased efficiency of systems. This is not primarily about how various gadgets can help advance education goals.
• Commodity component. Availability of appropriate learning materials for every child sitting in a classroom—right level, right language, and right subject matter. Lack of books and other learning materials is a persistent problem throughout education systems—from early grades through to teaching colleges. Teachers need books and other materials to do their jobs. Consider how the USAID-hosted Global Book Alliance, working to address costs and supply chain issues, distribution challenges, and more can be strengthened and supported to produce the model(s) that can overcome these challenges.

Annual high-level stock take at the G-7. The next U.S. administration can work with G-7 partners to secure agreement on an annual stocktaking of progress against this new global education agenda at the upcoming G-7 summits. This also will help ensure sustained focus and pressure to deliver especially on equity and inclusion. Global Partnership for Education’s participation at the G-7 Gender Equality Advisory Council is helping ensure that momentum is maintained to mobilize the necessary political leadership and expertise at country level to rapidly step up progress in gender equality, in and through education. 3 Also consider a role for the G-20, given participation by some developing country partners.

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• “263 Million Children and Youth Are Out of School.” UNESCO UIS. July 15, 2016. http://uis.unesco.org/en/news/263-million-children-and-youth-are-out-school.
• “The Learning Generation: Investing in education for a changing world.” The International Commission on Financing Global Education Opportunity. 2016. https://report.educationcommission.org/downloads/.
• “Influencing the most powerful nations to invest in the power of girls.” Global Partnership for Education. March 12, 2019. https://www.globalpartnership.org/blog/influencing-most-powerful-nations-invest-power-girls.

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From crisis to choice: A modern history of education reform in America

A review of ‘the parent revolution’ by corey deangelis.

Editor’s Note: Corey DeAngelis, Ph.D., will be giving a speech and signing books at a Mackinac Center event on Tuesday, May 21.  

Most authors choose to dedicate their book to their spouse, their kids or at least their agent. But Corey DeAngelis dedicates his book, “ The Parent Revolution: Rescuing Your Kids from the Radicals Ruining Our Schools ,” to American Federation of Teachers President Randi Weingarten and government teachers unions more broadly. DeAngelis, “public enemy #1 of the teachers unions,” writes of them:  “You’re doing more to advance freedom in education than anyone could have ever imagined. Thank you for overplaying your hand, showing your true colors, and sparking the Parent Revolution. ”

 The book mentions some distant history as well as some longstanding problems in the public educational system. But most of it focuses on the COVID-19 pandemic, the response from unions and their allies (in schools and legislatures), and the resulting backlash from parents.  

 The COVID-19 pandemic and officials’ responses to it were disasters for kids. Studies show dramatic drops in learning across the board, but especially for low-income students. Taxpayers got ripped off too. Spending on public schools skyrocketed, with little evidence it helped mitigate the spread of the virus or helped students recover academically.  

 The pandemic, however, may be the best thing that has ever happened to public education in America, according to DeAngelis. Why? Because it blew open the Overton Window for education policy and led to a dramatic increase in school choice. 

 Test scores plummeted in public schools during the pandemic, and schools have incurred many other problems. Private schools, however, have not been afflicted to nearly the same degree. Being responsive to parents, they were far more likely to weigh the risks and trade-offs of closing classrooms during the pandemic. They stayed open as much as possible.   

Why were public schools less responsive to parents? Many schools, DeAngelis argues, were not beholden to the students in the system, to their parents, or to taxpayers. Their chief concern rather was for the adults who run things — teachers unions and their elected political allies at the state and local level.  

 The evidence is immense, and DeAngelis does a good job showing his work. As his fans might say, “He has the receipts.” Among the worst:   

The Chicago Teachers Union leaders vacationed in Puerto Rico while fighting to keep the district closed. (This came after they tweeted that “the push to reopen schools is rooted in sexism, racism and misogyny.”)

AFT President Weingarten oversaw local unions that repeatedly fought to keep schools closed, but during congressional testimony in 2023, she claimed, “We spent every day … trying to get schools open.” (The reality was that the Centers for Disease Control and Prevention often took its lead from the union in urging schools to stay shut to in-person learning).  

Pennsylvania Gov. Tom Wolfe not only ordered all public and private schools to close during the pandemic, but he also closed online charter schools that served 37,000 students. Why? To “protect public schools from competition,” DeAngelis says.   

Districts and regions with stronger teachers unions stayed closed longer than those elsewhere. But even more politically conservative states got run over by unions and their allies. Arizona, North Carolina and Virginia shut their doors for education while, ironically, being open for day-care services.  

“Parent Revolution” gives a bit of a history lesson on education, but its emphasis is on the era from the start of the pandemic until now. Advocates for school choice had secured small wins over the decades, but the pandemic and the years since then greatly increased educational options.  

States’ and schools’ responses to the pandemic highlighted the extreme positions of teachers unions, state and federal bureaucrats and many school administrators. Parents saw firsthand how the public school system is often run in the interest of adults, rather than kids. This realization united a groundswell of opposition, in conservative and liberal areas alike. Major policy changes resulted, at both the local and state policy level.  

Three years after the start of the pandemic, in 2023, school choice programs in 20 states expanded. Fourteen states now have nearly universal school choice programs. In these states, nearly all parents can get financial support, such as a voucher or tax credit, to pick from a variety of private and public school options.  

 DeAngelis thinks the opposition to school choice is confusing and hypocritical. Opponents of choice make a great fuss about allowing students to take a voucher or a tax credit and spend it at any school option they want. DeAngelis points out that this has been allowed, without controversy, in many other parallel situations: Pell grants and the GI Bill; Head Start and state-funded pre-K programs; food stamps and housing subsidies; and a host of other public programs. In all of these, the government picks up the tab but allows the beneficiary to spend the money with private entities.  

 So, what drives the opposition to school choice for K-12 education? The same thing, DeAngelis supposes, that drove the opposition to schools re-opening: the system has long been built to benefit adults rather than kids. These adults are backed by public sector unions, who fund the campaigns of those officials who then pass the rules. The unions’ efforts often result in higher pay, more benefits, and contracts favorable to themselves, not taxpayers or children.

DeAngelis grew up attending public schools, as I did. Like me, he had a parent who worked in public schools. Like me, he had a mixed experience. And also like me, he came to learn that the United States runs its education system in a nonsensical fashion. So we both favor reforms to that system. He writes, “I came to the conclusion that in America, nowhere was the problem of monopoly power more pronounced — and more harmful to our society — than the nation’s government-run school system.”  

My wife and I received a public school education, from kindergarten through to high school graduation. Our school-age children are in local public schools. My father and mother, sister and brother all work or worked in the public school system. Still, I agree with DeAngelis and support school choice. Families and individual children are very different from each other, and they need a variety of options that fit their needs. The pandemic showed the full extent of the problem. Competition and choice will prevent it from happening again.  

Permission to reprint this blog post in whole or in part is hereby granted, provided that the author (or authors) and the Mackinac Center for Public Policy are properly cited.

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16.4 Issues and Problems in Education

Learning objectives.

• Describe how schooling in the United States helps perpetuate social inequality.
• Explain the difference between de jure segregation and de facto segregation.
• Summarize the evidence on the effectiveness of single-sex education.
• Describe the extent of school violence and the controversy over zero-tolerance policies.
• Discuss how and why social inequality in the larger society manifests itself in higher education.

The education system today faces many issues and problems of interest not just to educators and families but also to sociologists and other social scientists. We cannot discuss all of these issues here, but we will highlight some of the most interesting and important.

Schools and Inequality

Earlier we mentioned that schools differ greatly in their funding, their conditions, and other aspects. Noted author and education critic Jonathan Kozol refers to these differences as “savage inequalities,” to quote the title of one of his books (Kozol, 1991). Kozol’s concern over inequality in the schools stemmed from his experience as a young teacher in a public elementary school in a Boston inner-city neighborhood in the 1960s. Kozol was shocked to see that his school was literally falling apart. The physical plant was decrepit, with plaster falling off the walls and bathrooms and other facilities substandard. Classes were large, and the school was so overcrowded that Kozol’s fourth-grade class had to meet in an auditorium, which it shared with another class, the school choir, and, for a time, a group of students practicing for the Christmas play. Kozol’s observations led to the writing of his first award-winning book, Death at an Early Age (Kozol, 1967).

Jonathan Kozol has written movingly of “savage inequalities” in American schools arising from large differences in their funding and in the condition of their physical facilities.

Thomas Hawk – El Paso High School – CC BY-NC 2.0; Nitram242 – Detroit School – CC BY 2.0.

Kozol left this school after being fired for departing from the prescribed curriculum by teaching poems by Robert Frost and Langston Hughes to his fourth graders. He then taught in a wealthy school in one of Boston’s suburbs, where his class had only 21 students. The conditions he saw there were far superior to those in his inner-city Boston school. “The shock of going from one of the poorest schools to one of the wealthiest cannot be overstated,” he later wrote (Kozol, 1991, p. 2).

During the late 1980s, Kozol (1991) traveled around the country and systematically compared public schools in several cities’ inner-city neighborhoods to those in the cities’ suburbs. Everywhere he went, he found great discrepancies in school spending and in the quality of instruction. In schools in Camden, New Jersey, for example, spending per pupil was less than half the amount spent in the nearby, much wealthier town of Princeton. Chicago and New York City schools spent only about half the amount that some of the schools in nearby suburbs spent.

Learning From Other Societies

Successful Schooling in Denmark

Denmark’s model for schooling from the earliest years up through high school offers several important lessons for U.S. education. The Danish model reflects that nation’s strong belief that significant income inequality causes many problems and that it is the role of government to help the poorest members of society. This philosophy is seen in both the Danish approach to early childhood education and its approach to secondary schooling (Morrill, 2007).

In early childhood education, Denmark’s policies also reflect its recognition of the importance of child cognitive and emotional development during the first few years of life, as well as its recognition to take special steps to help children of families living in poverty. Accordingly, along with several other Nordic and Western European nations, Denmark provides preschool and day care education for all children. According to one Danish scholar, “intervention in day-care/pre-school is considered the best way to give children a good beginning in life, particularly socially endangered children. [T]he dominant view is that the earlier children develop academic skills and knowledge the better, as these skills will enable them to participate in society on equal terms with children of the same age” (Jensen, 2009, p. 6).

Once students start elementary school, they join a class of about 20 students. Rather than being tracked (grouped by ability), students are simply assigned to a class with other children from their neighborhood. The class remains with the same “class teacher” from grades 1 through 9; this teacher instructs them in Danish language and literature. Other teachers teach them subjects such as arithmetic/mathematics, music, social studies, and science. Because the “class teacher” is with the students for so many years, they get to know each other very well, and the teacher and each child’s parents also become very well acquainted. These rather close relationships help the teacher deal with any academic or behavioral problems that might occur. Because a class stays together for 9 years, the students develop close relationships with each other and a special sense of belonging to their class and to their school (Morrill, 2007).

The commitment to free or low-cost, high-quality early childhood education found in Denmark and many other Nordic and Western European nations is lacking in the United States, where parents who desire such education for their children usually must pay hundreds of dollars monthly. Many education scholars think the United States would do well to follow the example of these other nations in this regard. The interesting “class teacher” model in Denmark’s lower grades seems to provide several advantages that the United States should also consider. In both these respects, the United States may have much to learn from Denmark’s approach to how children should learn.

These numbers were reflected in other differences Kozol found when he visited city and suburban schools. In East St. Louis, Illinois, where most of the residents are poor and almost all are African American, schools had to shut down once because of sewage backups. The high school’s science labs were 30 to 50 years out of date when Kozol visited them; the biology lab had no dissecting kits. A history teacher had 110 students but only 26 textbooks, some of which were missing their first 100 pages. At one of the city’s junior high schools, many window frames lacked any glass, and the hallways were dark because light bulbs were missing or not working. Visitors could smell urinals 100 feet from the bathroom. When he visited an urban high school in New Jersey, Kozol found it had no showers for gym students, who had to wait 20 minutes to shoot one basketball because seven classes would use the school’s gym at the same time.

Contrast these schools with those Kozol visited in suburbs. A high school in a Chicago suburb had seven gyms and an Olympic-sized swimming pool. Students there could take classes in seven foreign languages. A suburban New Jersey high school offered 14 AP courses, fencing, golf, ice hockey, and lacrosse, and the school district there had 10 music teachers and an extensive music program.

From his observations, Kozol concluded that the United States is shortchanging its children in poor rural and urban areas. As we saw in Chapter 8 “Social Stratification” , poor children start out in life with many strikes against them. The schools they attend compound their problems and help ensure that the American ideal of equal opportunity for all remains just that—an ideal—rather than reality. As Kozol (1991, p. 233) observed, “All our children ought to be allowed a stake in the enormous richness of America. Whether they were born to poor white Appalachians or to wealthy Texans, to poor black people in the Bronx or to rich people in Manhasset or Winnetka, they are all quite wonderful and innocent when they are small. We soil them needlessly.”

Although the book in which Kozol reported these conditions was published about 20 years ago, ample evidence indicates that little, if anything, has changed in the poor schools of the United States since then, with large funding differences continuing. In Philadelphia, for example, annual per-pupil expenditure is about $9,000; in nearby Lower Merion Township, it is more than twice as high, at about $19,000. Just a few years ago, a news report discussed public schools in Washington, DC. More than 75% of the schools in the city had a leaking roof at the time the report was published, and 87% had electrical problems, some of which involved shocks or sparks. Most of the schools’ cafeterias, 85%, had health violations, including peeling paint near food and rodent and roach infestation. Thousands of requests for building repairs, including 1,100 labeled “urgent” or “dangerous,” had been waiting more than a year to be addressed. More than one-third of the schools had a mouse infestation, and in one elementary school, there were so many mice that the students gave them names and drew their pictures. An official with the city’s school system said, “I don’t know if anybody knows the magnitude of problems at D.C. public schools. It’s mind-boggling” (Keating & Haynes, 2007, p. A1).

Although it is widely assumed that school conditions like the ones in Washington, DC, and those depicted in Kozol’s books impair student learning, there is surprisingly little research on this issue. Addressing this scholarly neglect, a recent study found that poor school conditions indeed impair learning, in part because they reduce students’ attendance, which in turn impairs their learning (Durán-Narucki, 2008).

School Segregation

A related issue to inequality in the schools is school segregation. Before 1954, schools in the South were segregated by law ( de jure segregation ). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the U.S. Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. In this decision the Court explicitly overturned its earlier, 1896 decision in Plessy v. Ferguson , which said that schools could be racially separate but equal. Brown rejected this conclusion as contrary to American egalitarian ideals and as also not supported by empirical evidence, which finds that segregated schools are indeed unequal. Southern school districts fought the Brown decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.

Meanwhile, northern schools were also segregated and, in the years since the Brown decision, have become even more segregated. School segregation in the North stemmed, both then and now, not from the law but from neighborhood residential patterns. Because children usually go to schools near their homes, if adjacent neighborhoods are all white or all African American, then the schools children from these neighborhoods attend will also be all white or all African American, or mostly so. This type of segregation is called de facto segregation .

Many children today attend schools that are racially segregated because of neighborhood residential patterns.

halfrain – Swings – CC BY-SA 2.0.

Today many children continue to go to schools that are segregated because of neighborhood residential patterns, a situation that Kozol (2005) calls “apartheid schooling.” About 40% of African American and Latino children attend schools that are very segregated (at least 90% of their students are of color); this level of segregation is higher than it was four decades ago. Although such segregation is legal, it still results in schools that are all African American and/or all Latino and that suffer severely from lack of funding, poor physical facilities, and inadequate teachers (Orfield, 2009).

During the 1960s and 1970s, states, municipalities, and federal courts tried to reduce de facto segregation by busing urban African American children to suburban white schools and, less often, by busing white suburban children to African American urban schools. Busing inflamed passions as perhaps few other issues during those decades (Lukas, 1985). White parents opposed it because they did not want their children bused to urban schools, where, they feared, the children would receive an inferior education and face risks to their safety. The racial prejudice that many white parents shared heightened their concerns over these issues. African American parents were more likely to see the need for busing, but they, too, wondered about its merits, especially because it was their children who were bused most often and faced racial hostility when they entered formerly all-white schools.

As one possible solution to reduce school segregation, some cities have established magnet schools , schools for high-achieving students of all races to which the students and their families apply for admission (Davis, 2007). Although these schools do help some students whose families are poor and of color, their impact on school segregation has been minimal because the number of magnet schools is low and because they are open only to the very best students who, by definition, are also few in number. Some critics also say that magnet schools siphon needed resources from public school systems and that their reliance on standardized tests makes it difficult for African American and Latino students to gain admission.

School Vouchers and School Choice

Another issue involving schools today is school choice . In a school choice program, the government gives parents certificates, or vouchers, that they can use as tuition at private or parochial (religious) schools.

Advocates of school choice programs say they give poor parents an option for high-quality education they otherwise would not be able to afford. These programs, the advocates add, also help improve the public schools by forcing them to compete for students with their private and parochial counterparts. In order to keep a large number of parents from using vouchers to send their children to the latter schools, public schools have to upgrade their facilities, improve their instruction, and undertake other steps to make their brand of education an attractive alternative. In this way, school choice advocates argue, vouchers have a “competitive impact” that forces public schools to make themselves more attractive to prospective students (Walberg, 2007).

Critics of school choice programs say they hurt the public schools by decreasing their enrollments and therefore their funding. Public schools do not have the money now to compete with private and parochial ones, and neither will they have the money to compete with them if vouchers become more widespread. Critics also worry that voucher programs will lead to a “brain drain” of the most academically motivated children and families from low-income schools (Caldas & Bankston, 2005).

Because school choice programs and school voucher systems are still relatively new, scholars have not yet had time to assess whether they improve the academic achievement of the students who attend them. Although some studies do find small improvements, methodological problems make it difficult to reach any firm conclusions at this point (DeLuca & Dayton, 2009). Although there is similarly little research on the impact of school choice programs on funding and other aspects of public school systems, some evidence does indicate a negative impact. In Milwaukee, for example, enrollment decline from the use of vouchers cost the school system $26 million in state aid during the 1990s, forcing a rise in property taxes to replace the lost funds. Because the students who left the Milwaukee school system came from most of its 157 public schools, only a few left any one school, diluting the voucher system’s competitive impact. Another city, Cleveland, also lost state aid in the late 1990s because of the use of vouchers, and there, too, the competitive impact was small. Thus, although school choice programs may give some families alternatives to public schools, they might not have the competitive impact on public schools that their advocates claim, and they may cost public school systems state aid (Cooper, 1999; Lewin, 1999).

Single-Sex Schools and Classes

Before the late 1960s and early 1970s, many colleges and universities, including several highly selective campuses, were single-sex institutions. Since that time, almost all the male colleges and many of the female colleges have gone coed. A few women’s colleges still remain, as their administrators and alumnae say that women can achieve much more in a women’s college than in a coed institution. The issue of single-sex institutions has been more muted at the secondary school level, as most public schools have been coeducational since the advent of free, compulsory education during the 19th century. However, several private schools were single-sex ones from their outset, and many of these remain today. Still, the trend throughout the educational world was toward coeducation.

Single-sex schools and classes have become more popular for several reasons. The research so far indicates that single-sex education may be beneficial in certain respects for the students experiencing it.

Wikimedia Commons – CC BY 3.0.

Since the 1990s, however, some education specialists and other observers have considered whether single-sex secondary schools, or at least single-sex classes, might make sense for girls or for boys; in response, single-sex classes and single-sex schools have arisen in at least 17 U.S. cities. The argument for single-sex learning for girls rests on the same reasons advanced by advocates for women’s colleges: girls can do better academically, and perhaps especially in math and science classes, when they are by themselves. The argument for boys rests on a different set of reasons (Sax, 2009). Boys in classes with girls are more likely to act “macho” and thus to engage in disruptive behavior; in single-sex classes, boys thus behave better and are more committed to their studies. They also feel freer to exhibit an interest in music, the arts, and other subjects not usually thought of as “macho” topics. Furthermore, because the best students in coed schools are often girls, many boys tend to devalue academic success in coed settings and are more likely to value it in single-sex settings. Finally, in a boys-only setting, teachers can use examples and certain teaching techniques that boys may find especially interesting, such as the use of snakes to teach biology. To the extent that single-sex education may benefit boys for any of these reasons, these benefits are often thought to be highest for boys from families living in poverty or near poverty.

What does the research evidence say about the benefits of single-sex schooling? A recent review of several dozen studies concluded that the results of single-sex schooling are mixed overall but that there are slightly more favorable outcomes for single-sex schools compared to coeducational schools: “There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm” (U.S. Department of Education, 2005). None of the studies involved random assignment of students to single-sex or coeducational schooling, and the review cautioned that firmer conclusions must await higher-quality research of this nature (which may be ideal in terms of the research process but difficult and perhaps impossible to perform in real life). Also, because all the studies involved high school students and a majority involved students in Catholic schools, the review called for additional studies of younger students and those in public schools.

School Violence

The issue of school violence won major headlines during the 1990s, when many children, teachers, and other individuals died in the nation’s schools. From 1992 until 1999, 248 students, teachers, and other people died from violent acts (including suicide) on school property, during travel to and from school, or at a school-related event, for an average of about 35 violent deaths per year (Zuckoff, 1999). Against this backdrop, the infamous April 1999 school shootings at Columbine High School in Littleton, Colorado, where two students murdered 12 other students and one teacher before killing themselves, led to national soul-searching over the causes of teen and school violence and on possible ways to reduce it.

The murders in Littleton were so numerous and cold-blooded that they would have aroused national concern under any circumstances, but they also followed a string of other mass shootings at schools. In just a few examples, in December 1997 a student in a Kentucky high school shot and killed three students in a before-school prayer group. In March 1998 two middle school students in Arkansas pulled a fire alarm to evacuate their school and then shot and killed four students and one teacher as they emerged. Two months later an Oregon high school student killed his parents and then went to his school cafeteria, where he killed two students and wounded 22 others. Against this backdrop, Littleton seemed like the last straw. Within days, school after school across the nation installed metal detectors, located police at building entrances and in hallways, and began questioning or suspending students joking about committing violence. People everywhere wondered why the schools were becoming so violent and what could be done about it (Zuckoff, 1999).

Violence can also happen on college and university campuses, although shootings are very rare. However, two recent examples illustrate that students and faculty are not immune from gun violence. In February 2010, Amy Bishop, a biology professor at the University of Alabama in Huntsville who had recently been denied tenure, allegedly shot and killed three faculty at a department meeting and wounded three others. Almost 3 years earlier, a student at Virginia Tech went on a shooting rampage and killed 32 students and faculty before killing himself.

Sociology Making a Difference

School Bonding and Delinquency

As discussed in Chapter 7 “Deviance, Crime, and Social Control” , the social control theory of delinquency assumes that weak social bonds to family, schools, and other social institutions help promote juvenile delinquency. This theory was developed by sociologist Travis Hirschi (1969) about four decades ago. Hirschi’s emphasis on social bonds was inspired by the work of sociology founder Émile Durkheim, who more broadly emphasized the importance of strong ties to society for social cohesion and individual well-being.

Since the development of social bonding theory, most studies testing it have focused on family and school bonds. They generally support Hirschi’s view that weak bonds to family and school help promote delinquency. One issue that has received less study is whether strong bonds to school might help prevent delinquency by youths who otherwise might be at high risk for such behavior—for example, those who were born to a teenaged mother, who exhibited aggressive behavior during childhood, or who have delinquent friends.

A Canadian team of researchers examined this possibility with national data on youths studied from childhood to young adulthood (Sprott, Jenkins, & Doob, 2005). They identified children aged 10–11 with various risk factors for antisocial behavior and measured how strongly bonded they felt to their schools, based on their responses to several questions (including how much they liked their school and how often they finish their homework). They also determined the extent of their delinquency at ages 12–13 based on the youths’ responses to a series of questions. Confirming their hypothesis, the researchers found that high-risk children were less likely to be delinquent at ages 12–13 if they had strong school bonds at ages 10–11 than if they had weak bonds. The researchers concluded that strong school bonds help prevent delinquency even by high-risk children, and they further speculated that zero-tolerance policies (as discussed in the text) that lead to suspension or expulsion may ironically promote delinquency because they weaken school bonding for the children who leave school.

As should be clear, the body of research on school bonding and delinquency inspired by social control theory suggests that schools play an important role in whether students misbehave both inside and outside school. It also suggests that efforts to improve the nation’s schools will also reduce delinquency because these efforts will almost certainly strengthen the bonds children feel to their schools. As social control theory is ultimately rooted in the work of Émile Durkheim, sociology is again making a difference.

Fortunately, school violence has declined during the past decade, as fewer students and other people have died at the nation’s schools than during 1990s. As this trend indicates, the risk of school violence should not be exaggerated: statistically speaking, schools are very safe. Less than 1% of homicides involving school-aged children take place in or near school. About 56 million students attend elementary and secondary schools. With about 17 student homicides a year, the chances are less than one in 3 million that a student will be killed at school. The annual rate of other serious violence (rape and sexual assault, aggravated assault, and robbery) is only 3 crimes per 100 students; although this is still three too many, it does indicate that 97% of students do not suffer these crimes. Bullying is a much more common problem, with about one-third of students reporting being bullied annually (National Center for Injury Prevention and Control, 2010).

To reduce school violence, many school districts have zero-tolerance policies involving weapons. These policies call for automatic suspension or expulsion of a student who has anything resembling a weapon for any reason. For better or worse, however, there have been many instances in which these policies have been applied too rigidly. In a recent example, a 6-year-old boy in Delaware excitedly took his new camping utensil—a combination of knife, fork, and spoon—from Cub Scouts to school to use at lunch. He was suspended for having a knife and ordered to spend 45 days in reform school. His mother said her son certainly posed no threat to anyone at school, but school officials replied that their policy had to be strictly enforced because it is difficult to determine who actually poses a threat from who does not (Urbina, 2009). In another case, a ninth grader took a knife and cigarette lighter away from a student who had used them to threaten a fellow classmate. The ninth grader was suspended for the rest of the school year for possessing a weapon, even though he had them only because he was protecting his classmate. According to a news story about this case, the school’s reaction was “vigilance to a fault” (Walker, 2010, p. A12).

Ironically, one reason many school districts have very strict policies is to avoid the racial discrimination that was seen to occur in districts whose officials had more discretion in deciding which students needed to be suspended or expelled. In these districts, African American students with weapons or “near-weapons” were more likely than white students with the same objects to be punished in this manner. Regardless of the degree of discretion afforded officials in zero-tolerance policies, these policies have not been shown to be effective in reducing school violence and may actually raise rates of violence by the students who are suspended or expelled under these policies (Skiba & Rausch, 2006).

Focus on Higher Education

The issues and problems discussed so far in this chapter concern the nation’s elementary and secondary schools in view of their critical importance for tens of millions of children and for the nation’s social and economic well-being. However, issues also affect higher education, and we examine a few of them here.

Higher education can cost students and their parents tens of thousands of dollars per year. This expense prevents many students from going to college and puts many students and parents into considerable debt.

GotCredit – Student Loans – CC BY 2.0.

Perhaps the most important issue is that higher education, at least at 4-year institutions, is quite expensive and can cost tens of thousands of dollars per year. This figure varies by the type of college or university, as private institutions cost much more than public institutions (for in-state students). According to the College Board (2010), slightly more than half of all students attend a 4-year institution whose annual tuition and fees amount to less than $9,000; public schools charge an average of $7,000 for in-state students. That means that almost half of students attend an institution whose annual tuition and fees are $9,000 or more; this cost averages more than $26,000 at some private colleges and universities and exceeds $35,000 at many private institutions. Room and board expenses for on-campus students range from about $8,000 to $14,000, and books and supplies average at least an additional $1,000 for students who do not have the opportunity to read free or low-cost textbooks such as this one.

Combining these figures, students at the least expensive 4-year institutions might have bills that total $17,000 to $20,000 annually, and those at the most expensive private institutions might have bills that exceed $50,000. Scholarships and other financial aid reduce these costs for many students. Private institutions actually collect only about 67% of their published tuition and fees because of the aid they hand out, and public institutions collect only about 82% (Stripling, 2010). However, students who receive aid may still have bills totaling thousands of dollars annually and graduate with huge loans to repay. At 2-year institutions, annual tuition and fees average about $2,600; these colleges are more affordable but nonetheless can be very costly for their students and their families.

Floundering Students

Although college is often said to be the best time of one’s life, many students have difficulties during their college years. These students are called floundering students . Homesickness during the first semester on campus is common, but a number of students have difficulties beyond homesickness. According to psychiatry professor David Leibow, who has studied troubled students, many floundering students mistakenly believe that they are the only ones who are floundering, and many fail to tell their parents or friends about their problems (Golden, 2010). The major cause of floundering, says Leibow, is academic difficulties; other causes include homesickness, relationship problems, family problems including family conflict and the serious illness or death of a family member, personal illness, and financial difficulties. It is estimated that every year 10% of students seek psychological counseling on their college campus, primarily for depression, anxiety, and relationship problems (Epstein, 2010). Many of these students are given medications to treat their symptoms. Leibow says these medications are often helpful but worries that they are overprescribed. Three reasons underlie his concern. First, although the students given these medications may have problems, often the problems are a normal part of growing into adulthood and not serious enough to justify medication. Second, some of these medications can have serious side effects. Third, students who take medications may be more likely to avoid dealing with the underlying reasons for their problems.

Social Class and Race in Admissions

We saw earlier in this chapter that African American, Latino, and low-income students are less likely to attend college. This fact raises important questions about the lack of diversity in college admissions and campus life. Chapter 10 “Race and Ethnicity” discussed the debate over racially based affirmative action in higher education. Partly because affirmative action is so controversial, attention has begun to focus on the low numbers of low-income students at many colleges and universities, especially the more selective institutions that rank highly in ratings issued by U.S.News & World Report and other sources. Many education scholars and policymakers feel that increasing the number of low-income students would not only help these students but also increase campus diversity along the lines of socioeconomic status and race/ethnicity (since students of color are more likely to be from low-income backgrounds). Efforts to increase the number of low-income students, these experts add, would avoid the controversy that has surrounded affirmative action.

In response to this new attention to social class, colleges and universities have begun to increase their efforts to attract and retain low-income students, which a recent news report called “one of the most underrepresented minority groups at many four-year colleges” (Schmidt, 2010). The dean of admissions and financial aid at Harvard University summarized these efforts as follows: “I honestly cannot think of any admissions person I know who is not looking—as sort of a major criteria of how well their year went—at how well they did in attracting people of different economic backgrounds” (Schmidt, 2010).

Although colleges and universities are making a greater effort to attract and retain low-income students, these students remain greatly underrepresented at institutions of higher education.

Bart Everson – Students – CC BY 2.0.

As part of their strategy to attract and retain low-income students, Harvard and other selective institutions are now providing financial aid to cover all or most of the students’ expenses. Despite these efforts, however, the U.S. higher education system has become more stratified by social class in recent decades: the richest students now occupy a greater percentage of the enrollment at the most selective institutions than in the past, while the poorest students occupy a greater percentage of the enrollment at the least selective 4-year institutions and at community colleges (Schmidt, 2010).

Graduation Rates

For the sakes of students and their colleges and universities, it is important that as many students as possible go on to earn their diplomas. However, only 57% of students at 4-year institutitons graduate within 6 years. This figure varies by type of institution. At the highly selective private institutions, 80%–90% or more of students typically graduate within 6 years, while at many public institutions, the graduate rate is about 50%. Academic and financial difficulties and other problems explain why so many students fail to graduate.

The 57% overall rate masks a racial/ethnic difference in graduate rates: while 60% of white students graduate within 6 years, only 49% of Latino students and 40% of African American students graduate. At some institutions, the graduation rates of Latino and African American students match those of whites, thanks in large part to exceptional efforts by these institutions to help students of color. As one expert on this issue explains, “What colleges do for students of color powerfully impacts the futures of these young people and that of our nation” (Gonzalez, 2010). Another expert placed this issue into a larger context: “For both moral and economic reasons, colleges need to ensure that their institutions work better for all the students they serve” (Stephens, 2010).

In this regard, it is important to note that the graduation rate of low-income students from 4-year institutions is much lower than the graduation rate of wealthier students. Low-income students drop out at higher rates because of academic and financial difficulties and family problems (Berg, 2010). Their academic and financial difficulties are intertwined. Low-income students often have to work many hours per week during the academic year to be able to pay their bills. Because their work schedules reduce the time they have for studying, their grades may suffer. This general problem has been made worse by cutbacks in federal grants to low-income students that began during the 1980s. These cutbacks forced low-income students to rely increasingly on loans, which have to be repaid. This fact leads some to work more hours during the academic year to limit the loans they must take out, and their increased work schedule again may affect their grades.

Low-income students face additional difficulties beyond the financial (Berg, 2010). Their writing and comprehension skills upon entering college are often weaker than those of wealthier students. If they are first-generation college students (meaning that neither parent went to college), they often have problems adjusting to campus life and living amid students from much more advantaged backgrounds.

Key Takeaways

• Schools in America are unequal: they differ greatly in the extent in their funding, in the quality of their physical facilities, and in other respects. Jonathan Kozol calls these differences “savage inequalities.”
• Single-sex education at the secondary level has become more popular. Preliminary evidence indicates that this form of education may be beneficial for several reasons, but more evidence on this issue is needed.
• Although school violence has declined since the 1990s, it continues to concern many Americans. Bullying at school is a common problem and can lead to more serious violence by the children who are bullied.
• The cost of higher education and other problems make it difficult for low-income students and students of color to enter college and to stay in college once admitted.

For Your Review

• If you were the principal of a middle school, would you favor or oppose single-sex classes? Explain your answer.
• If you were the director of admissions at a university, what steps would you take to increase the number of applications from low-income students?

Improving Education and Schools: What Sociology Suggests

Sociological theory and research have helped people to understand the reasons for various issues arising in formal education. Accordingly, this final section discusses strategies suggested by this body of work for addressing a few of these issues.

One issue is school inequality. The inequality that exists in American society finds its way into primary and secondary schools, and inequality in the schools in turn contributes to inequality in the larger society. Although scholars continue to debate the relative importance of family backgrounds and school funding and other school factors for academic achievement, it is clear that schools with decaying buildings and uncommitted teachers cannot be expected to produce students with high or even adequate academic achievement. At a minimum, schools need to be smaller and better funded, teachers need to be held accountable for their students’ learning, and decaying buildings need to be repaired. On the national level, these steps will cost billions of dollars, but this expenditure promises to have a significant payoff (Smerdon & Borman, 2009).

School violence is another issue that needs to be addressed. The steps just outlined should reduce school violence, but other measures should also help. One example involves antibullying programs, which include regular parent meetings, strengthened playground supervision, and appropriate discipline when warranted. Research indicates that these programs reduce bullying by 20%–23% on the average (Farrington & Trofi, 2009). Any reduction in bullying should in turn help reduce the likelihood of school massacres like Columbine, as many of the students committing these massacres were humiliated and bullied by other students (Adler & Springen, 1999).

Experts also think that reducing the size of schools and the size of classes will reduce school violence, as having smaller classes and schools should help create a less alienating atmosphere, allow for more personal attention, and make students’ attitudes toward their school more positive (Levin & Fox, 1999). More generally, because the roots of school violence are also similar to the roots of youth violence outside the schools, measures that reduce youth violence should also reduce school violence. As discussed in previous chapters, such measures include early childhood prevention programs for youths at risk for developmental and behavioral problems, and policies that provide income and jobs for families living in poverty (Welsh & Farrington, 2007).

At the level of higher education, our discussion highlighted the fact that social inequality in the larger society also plays out in colleges and universities. The higher dropout rates for low-income students and for students of color in turn contribute to more social inequality. Colleges and universities need to do everything possible to admit these students and then to help them once they are admitted, as they face many obstacles and difficulties that white students from more advantaged backgrounds are much less likely to encounter.

Adler, J., & Springen, K. (1999, May 3). How to fight back. Newsweek 36–38.

Berg, G. A. (2010). Low-income students and the perpetuation of inequality: Higher education in America . Burlington, VT: Ashgate.

Caldas, S. J., & Bankston, C. L., III. (2005). Forced to fail: The paradox of school desegregation . Westport, CT: Praeger.

College Board. (2010). What it costs to go to college. Retrieved from http://www.collegeboard.com/student/pay/add-it-up/4494.html .

Cooper, K. J. (1999, June 25). Under vouchers, status quo rules. The Washington Post , p. A3.

Davis, M. R. (2007). Magnet schools and diversity. Education Week, 26 (18), 9.

DeLuca, S., & Dayton, E. (2009). Switching social contexts: The effects of housing mobility and school choice programs on youth outcomes. Annual Review of Sociology, 35 (1), 457–491.

Durán-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology, 28 (3), 278–286.

Epstein, J. (2010, May 4). Stability in student mental health. Inside Higher Ed . Retrieved from http://www.insidehighered.com/news/2010/2005/2004/counseling .

Farrington, D. P., & Trofi, M. M. (2009). School-based programs to reduce bullying and victimization. Campbell Systematic Reviews, 6 , 1–148. doi:10.4073/csr.2009.6.

Golden, S. (2010, September 15). When college is not the best time. Inside Higher Ed . Retrieved from http://www.insidehighered.com/news/2010/2009/2015/leibow .

Gonzalez, J. (2010, August 9). Reports highlight disparities in graduation rates among white and minority students. The Chronicle of Higher Education . Retrieved from http://chronicle.com/article/Reports-Highlight-Disparities/123857 .

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Jensen, B. (2009). A Nordic approach to early childhood education (ECE) and socially endangered children. European Early Childhood Education Research Journal, 17 (1), 7–21.

Keating, D., & Haynes, V. D. (2007, June 10). Can D.C. schools be fixed? The Washington Post , p. A1.

Kozol, J. (1967). Death at an early age: The destruction of the hearts and minds of Negro children in the Boston public schools . Boston, MA: Houghton Mifflin.

Kozol, J. (1991). Savage inequalities: Children in America’s schools . New York, NY: Crown.

Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America . New York, NY: Crown.

Levin, J., & Fox, J. A. (1999, April 25). Schools learning a grim lesson (but will society flunk?). The Boston Globe , p. C1.

Lewin, T. (1999, March 27). Few clear lessons from nation’s first school-choice program. The New York Times , p. A10.

Lukas, J. A. (1985). Common ground: A turbulent decade in the lives of three American families . New York, NY: Knopf.

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Sax, L. (2009). Boys adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men . New York, NY: Basic Books.

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Skiba, R. J., & Rausch, M. K. (2006). Zero tolerance, suspension, and expulsion: Questions of equity and effectiveness. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1063–1089). Mahwah, NJ: Lawrence Erlbaum Associates.

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Sociology Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

5 Big Challenges Facing K-12 Education Today—And Ideas for Tackling Them

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Big Ideas is Education Week’s annual special report that brings the expertise of our newsroom to bear on the challenges educators are facing in classrooms, schools, and districts.

In the report , EdWeek reporters ask hard questions about K-12 education’s biggest issues and offer insights based on their extensive coverage and expertise.

The goal is to question the status quo and explore opportunities to help build a better, more just learning environment for all students.

In the 2023 edition , our newsroom sought to dig deeper into new and persistent challenges. Our reporters consider some of the big questions facing the field: Why is teacher pay so stubbornly stalled? What should reading instruction look like? How do we integrate—or even think about—AI? What does it mean for parents to be involved in the decisionmaking around classroom curriculum? And, perhaps the most existential, what does it mean for schools to be “public”?

The reported essays below tackle these vexing and pressing questions. We hope they offer fodder for robust discussions.

To see how your fellow educator peers are feeling about a number of these issues, we invite you to explore the EdWeek Research Center’s survey of more than 1,000 teachers and school and district leaders .

Please connect with us on social media by using #K12BigIdeas or by emailing [email protected].

1. What Does It Actually Mean for Schools to Be Public?

Over years of covering school finance, Mark Lieberman keep running up against one nagging question: Does the way we pay for public schools inherently contradict what we understand the goal of public education to be? Read more →

2. Public Schools Rely on Underpaid Female Labor. It’s Not Sustainable

School districts are still operating largely as if the labor market for women hasn’t changed in the last half century, writes Alyson Klein. Read more →

3. Parents’ Rights Groups Have Mobilized. What Does It Mean for Students?

Libby Stanford has been covering the parents’ rights groups that have led the charge to limit teaching about race, sexuality, and gender. In her essay, she explores what happens to students who miss out on that instruction. Read more→

4. To Move Past the Reading Wars, We Must Understand Where They Started

When it comes to reading instruction, we keep having the same fights over and over again, writes Sarah Schwartz. That’s because, she says, we have a fundamental divide about what reading is and how to study it. Read more→

5. No, AI Won’t Destroy Education. But We Should Be Skeptical

Lauraine Langreo makes the case for using AI to benefit teaching and learning while being aware of its potential downsides. Read more→

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Top 8 modern education problems and ways to solve them.

| September 15, 2017 | 0 responses

In many ways, today’s system is better than the traditional one. Technology is the biggest change and the greatest advantage at the same time. Various devices, such as computers, projectors, tablets and smartphones, make the process of learning simpler and more fun. The Internet gives both students and teachers access to limitless knowledge.

However, this is not the perfect educational system. It has several problems, so we have to try to improve it.

•  Problem: The Individual Needs of Low-Achievers Are Not Being Addressed

Personalized learning is the most popular trend in education. The educators are doing their best to identify the learning style of each student and provide training that corresponds to their needs.

However, many students are at risk of falling behind, especially children who are learning mathematics and reading. In the USA, in particular, there are large gaps in science achievements by middle school.

Solution: Address the Needs of Low-Achievers

The educators must try harder to reduce the number of students who are getting low results on long-term trajectories. If we identify these students at an early age, we can provide additional training to help them improve the results.

• Problem: Overcrowded Classrooms

In 2016, there were over 17,000 state secondary school children in the UK being taught in classes of 36+ pupils.

Solution: Reduce the Number of Students in the Classroom

Only a smaller class can enable an active role for the student and improve the level of individual attention they get from the teacher.

• Problem: The Teachers Are Expected to Entertain

Today’s generations of students love technology, so the teachers started using technology just to keep them engaged. That imposes a serious issue: education is becoming an entertainment rather than a learning process.

Solution: Set Some Limits

We don’t have to see education as opposed to entertainment. However, we have to make the students aware of the purpose of technology and games in the classroom. It’s all about learning.

• Problem: Not Having Enough Time for Volunteering in University

The students are overwhelmed with projects and assignments. There is absolutely no space for internships and volunteering in college .

Solution: Make Internships and Volunteering Part of Education

When students graduate, a volunteering activity can make a great difference during the hiring process. In addition, these experiences help them develop into complete persons. If the students start getting credits for volunteering and internships, they will be willing to make the effort.

• Problem: The Parents Are Too Involved

Due to the fact that technology became part of the early educational process, it’s necessary for the parents to observe the way their children use the Internet at home. They have to help the students to complete assignments involving technology.

What about those parents who don’t have enough time for that? What if they have time, but want to use it in a different way?

Solution: Stop Expecting Parents to Act Like Teachers at Home

The parent should definitely support their child throughout the schooling process. However, we mustn’t turn this into a mandatory role. The teachers should stop assigning homework that demands parental assistance.

• Problem: Outdated Curriculum

Although we transformed the educational system, many features of the curriculum remained unchanged.

Solution: Eliminate Standardised Exams

This is a radical suggestion. However, standardised exams are a big problem. We want the students to learn at their own pace. We are personalizing the process of education. Then why do we expect them to compete with each other and meet the same standards as everyone else? The teacher should be the one responsible of grading.

• Problem: Not All Teachers Can Meet the Standards of the New Educational System

Can we really expect all teachers to use technology? Some of them are near the end of their teaching careers and they have never used tablets in the lecturing process before.

Solution: Provide Better Training for the Teachers

If we want all students to receive high-quality education based on the standards of the system, we have to prepare the teachers first. They need more training, preparation, and even tests that prove they can teach today’s generations of students.

• Problem: Graduates Are Not Ready for What Follows

A third of the employers in the UK are not happy with the performance of recent graduates. That means the system is not preparing them well for the challenges that follow.

Solution: More Internships, More Realistic Education

Practical education – that’s a challenge we still haven’t met. We have to get more practical.

The evolution of the educational system is an important process. Currently, we have a system that’s more suitable to the needs of generations when compared to the traditional system. However, it’s still not perfect. The evolution never stops.

Author Bio:   Chris Richardson is a journalist, editor, and a blogger. He loves to write, learn new things, and meet new outgoing people. Chris is also fond of traveling, sports, and playing the guitar. Follow him on Facebook and Google+ .

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16 Problems Stemming From a Poor Education

Posted: May 8, 2024 | Last updated: May 8, 2024

Education is a lifelong journey that equips us with the tools to navigate the world effectively. It fosters critical thinking, communication skills, and a thirst for knowledge. But what happens when someone hasn’t had the opportunity to develop these skills?  What if their schooling didn’t teach these skills?  Here are 16 signs that might indicate someone hasn’t had access to a strong educational foundation.  

16. Poor Problem-Solving Skills:

Education trains us to break down complex situations, analyze information, and develop creative solutions. Someone with limited education might struggle when faced with challenges.  They might jump to the first answer they come up with, or get easily discouraged if the solution isn’t immediately apparent.

15. Struggle with Technology and Digital Literacy:

Technology is an ever-present part of our lives, and education plays a crucial role in teaching us how to use it effectively. Someone who hasn’t had exposure to technology might struggle with basic tasks like using a computer, navigating the internet, or utilizing digital tools.  This can limit their ability to access information and participate fully in the modern world.

14. Difficulty in Understanding Abstract Concepts:

Education helps us develop our critical thinking skills and the ability to grasp complex ideas. Someone with limited education might struggle with abstract concepts like philosophy, scientific theories, or economic principles.  These concepts often require a strong foundation in logic and reasoning, which can be challenging with or without a strong educational background.

13. Inability to Differentiate Between Fact and Opinion:

Discerning fact from opinion is a vital skill in today’s information age. Someone who hasn’t had a strong education in critical thinking might struggle to evaluate the information they encounter. They might readily accept unverified information or take personal opinions as established facts.  This can lead to difficulty forming informed decisions and make you more susceptible to manipulation.

12. Limited Vocabulary and Poor Grammar:

Education exposes us to a wide range of words and teaches us the proper way to use them. Someone with limited education might have a restricted vocabulary, making it difficult for them to express themselves clearly and concisely.  Additionally, they might struggle with grammar rules, making their communication less effective.

11. Lack of General Knowledge:

Education broadens our understanding of the world around us. Without education might have significant gaps in their general knowledge base. They might struggle with basic historical facts, scientific concepts, or current events. This can make it difficult to participate in conversations and engage with the world around them on a deeper level.

10. Closed-Mindedness and Resistance to New Ideas:

Education encourages intellectual curiosity and open-mindedness. Without education, one might be resistant to new ideas or perspectives that challenge their existing beliefs.  They might be unwilling to consider evidence or arguments that contradict their current understanding.

9. Difficulty with Critical Thinking and Analysis:

Education teaches us to analyze information, identify biases, and form well-reasoned arguments. Some might struggle to dissect complex issues or identify logical fallacies.  They might rely on emotions or personal experiences to form their opinions rather than objective reasoning.

8. Poor Communication Skills:

Effective communication goes beyond simply conveying information. It involves listening actively, expressing oneself clearly, and tailoring language for the audience. With limited education one might struggle with these aspects of communication.  They might have difficulty formulating clear arguments, expressing themselves concisely, or understanding nonverbal cues.

7. Short Attention Span and Difficulty with Focused Learning:

Education trains us to concentrate on tasks for extended periods and absorb information from various sources. Without that training, some people might find it difficult to read lengthy texts or participate in in-depth discussions that require sustained attention.

6. Limited Exposure to Different Cultures and Perspectives:

Education broadens our horizons and exposes us to diverse cultures and ways of thinking. Someone with limited education might have a narrow worldview and limited understanding of different customs, beliefs, and perspectives.  This can lead to misunderstandings and difficulty interacting with people from different backgrounds.

5. Lack of Confidence in Learning and Skill Development:

Education fosters a growth mindset and the belief that we can always learn and improve. Without education, one might struggle with a fixed mindset and believe their intelligence or skills are predetermined.  This can make them hesitant to take on new challenges or pursue opportunities for learning and growth.

4. Difficulty with Self-Awareness and Self-Reflection:

Education should help us develop self-awareness and the ability to reflect on our thoughts, behaviors, and emotions.  Without which one might struggle with introspection and understanding their own strengths and weaknesses.  This can make it difficult for them to learn from their mistakes and grow as individuals.

3. Overreliance on Others for Information and Decision-Making:

Education empowers us to think critically and make informed decisions. Without this you might be overly reliant on others for information and decision-making.  Struggling to research topics independently, evaluate options, or trust their own judgment.

2. No Interest in Learning New Things:

A curious mind is a hallmark of a well-educated person. Someone with limited education might display a lack of curiosity or enthusiasm for learning new things. They might see learning as a chore rather than a source of personal growth and enjoyment.

1. Difficulty Adapting to Change:

The world is constantly evolving, and education equips us with the tools to adapt to new situations. Someone with limited education might struggle with change and have difficulty adjusting to new technologies, work environments, or social dynamics.

Remember, this list is not meant to be judgmental. Education comes in many forms, and there are always opportunities to learn and grow. If you recognize these signs in yourself or someone you know, there are many resources available to help bridge the knowledge gap.

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Education Dept. urges students to complete FAFSA as school year end nears

The Education Department is ramping up an outreach campaign to get high school seniors and college students to complete the federal financial aid application , trying to regain ground lost to months of delays and technical problems with the new form.

The tumultuous rollout of the new Free Application for Federal Student Aid has upended this year’s admissions cycle and left college-bound students awaiting financial aid offers when they should be submitting enrollment deposits. Some students are still trying to complete the FAFSA, after months of waiting to make corrections or being unable to get past one glitch or another. Many colleges delayed their deposit deadlines to account for the FAFSA problems.

On Tuesday, the Education Department said the dust has settled and students should have no problems completing the financial aid form. The federal agency said it is teaming with hundreds of superintendents to track their schools’ progress, encourage completions and remind students that they can now make corrections to finish the FAFSA.

“Any students who have been waiting to fill out a FAFSA need to know that now is the time to fill it out,” Undersecretary of Education James Kvaal told reporters Tuesday. “We know how important this is, and we will continue to do whatever we can to get students all of the financial aid for which they are eligible, and to help colleges make financial aid offers as quickly as possible.”

The Education Department said it has processed and transmitted 8.3 million financial aid forms to colleges, states and scholarship organizations. It has also processed nearly 1 million corrections since making the function available in mid-April, some four months after the form went live.

Still, only 33 percent of the high school class of 2024 has completed a FAFSA through April 19, a 29 percent drop compared with the same time last year, according to the Education Department. The agency said there are yawning gaps between the number of students who have started a form and the number who have completed it, especially in Arizona, California, Nevada and Texas. As a result, the department is targeting its outreach efforts in those states.

Deputy Secretary of Education Cindy Marten told reporters Tuesday the department doesn’t want to see high school seniors “leave money on the table for college this fall.” The FAFSA is the gateway to billions of dollars in federal, state, institutional and foundation money to pay for school, and is a vital step in the college enrollment process.

“We continue to aggressively engage directly with local leaders in schools across the country to provide support and resources to help encourage FAFSA submission,” Marten said. She noted that Arizona Gov. Katie Hobbs (D) has invested $500,000 to drive up FAFSA submissions in that state, while the superintendent of Los Angeles unified school district, Alberto Carvalho, has hosted workshops to the same end.

A significant number of financial aid forms have also been started but not completed because a parent must finish their portion of the application, according to the department. That disconnect is probably the result of persistent technical problems that have prevented undocumented parents who lack a Social Security number from contributing to the applications of their U.S.-born children.

Those parents must create an FSA ID on the studentaid.gov website and answer a few questions to verify their identity, but they were unable to add the information until mid-March , nearly three months after the form went live in late December. Undocumented parents are still unable to pull in tax data from the IRS and must manually enter the information and verify their identity, a process that can hold up the completion of the financial aid form.

To ease the burden on mixed-status families, the Education Department said Tuesday that students will no longer have to wait for their parents’ identities to be verified to complete a FAFSA. Parents must still begin the verification process, but it will not be a roadblock for their U.S.-born children in applying, the agency said.

“This should help alleviate a lot of frustration that students and families have been feeling,” said Wendy Ayala, director of the scholars program at Collegiate Directions, a college access group in Bethesda, Md. “However, they will still need guidance to input the tax information manually and complete verification. It is tedious and we must now turn to the numerous colleges to inquire what their verification process will be and what the time frame for processing will be.”

Ayala said one of the high school students she works with was still having trouble Tuesday getting her mother an FSA ID to contribute to the financial aid form. She worries that students from mixed-status families are not quite out of the woods, even with this latest effort from the department to help.

Students have until June 30, 2025, to complete a federal financial aid form, but higher-education groups want to get high school seniors through the process before they graduate and have less support at schools. Advocates are also worried that current college students are not completing applications at the same rate as prior years, which could leave some struggling to continue school. The Education Department said Tuesday that FAFSA renewals — college students completing the form for a second, third or fourth time — are also down, and that the agency will be making a push to get the numbers up.

Education System of Pakistan: Issues, Problems and Solutions

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended.

What is Education System?

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs and EFA programmes are global commitments of Pakistan for the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic.

A)    MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2 : The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

B)    Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal primary education and secondary education to youth, adult literacy with gender parity and quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-16 to fulfil EFA goals.  Of the estimated total primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas than in rural areas and higher among males.

C)    Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national examination system under state responsibility. The strategies charted out to achieve the goal included:

(i)                  Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii)                Re-introduce the technical and vocational stream in the last two years of secondary schools.

(iii)             Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv)              Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are faced in the development of education system and promotion of literacy. The study outlines seven major problems such as:

1)      Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve these international commitments because of financial management issues and constraints to achieve the MDGs and EFA goals.

2)      Social constraints: It is important to realize that the problems which hinder the provision of education are not just due to issues of management by government but some of them are deeply rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would require a change in attitude of the people, until then universal primary education is difficult to achieve.

3)      Gender gap: Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference is 10% only, showing that gender gap is an important factor.

4)      Cost of education: The economic cost is higher in private schools, but these are located in richer settlements only. The paradox is that private schools are better but not everywhere and government schools ensure equitable access but do not provide quality education.

5)      War on Terror: Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign. The militants targeted schools and students; several educational institutions were blown up, teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not as much as other factors, but this remains an important factor.

6)      Funds for Education: Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises of current expenses such as teachers’ salaries, while only 11% comprises of development expenditure which is not sufficient to raise quality of education.

7)      Technical Education: Sufficient attention has not been paid to the technical and vocational education in Pakistan. The number of technical and vocational training institutes is not sufficient and many are deprived of infrastructure, teachers and tools for training. The population of a state is one of the main elements of its national power. It can become an asset once it is skilled. Unskilled population means more jobless people in the country, which affects the national development negatively. Therefore, technical education needs priority handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality, equity, and governance have also contributed in less enrolments.

An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no mechanism which ensures the proper expenditure of those funds on education.

• The existing infrastructure is not being properly utilized in several parts of the country.
• There are various challenges that include expertise, institutional and capacity issues, forging national cohesion, uniform standards for textbook development, and quality assurance.
• The faculty hiring process is historically known to be politicized. It is because of this that the quality of teaching suffers and even more so when low investments are made in teachers’ training. As a result teachers are not regular and their time at school is not as productive as it would be with a well-trained teacher.
• Inside schools there are challenges which include shortage of teachers, teacher absenteeism, missing basic facilities and lack of friendly environment.
• Out of school challenges include shortage of schools, distance – especially for females, insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.

There is a need for implementation of national education policy and vision 2030 education goals. An analysis of education policy suggests that at the policy level there are several admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in the country, but a uniform curriculum can be introduced in educational institutes of the country. This will provide equal opportunity to the students of rural areas to compete with students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a major problem for them, it seems feasible that a balanced approach for formal and informal education be adopted. Government as well as non-government sector should work together to promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is important to make the already existing vocational and technical training centres more efficient so that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be strengthened. Special policy planning units should be established in provinces’ education departments for implementation of educational policies and formulation of new policies whenever needed. The provincial education departments need to work out financial resources required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early compliance of the constitutional obligation laid down in Article 25-A. Special grants can be provided to the provinces where the literacy rate is low.

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs commitments. Education remains a subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements of human development such as life expectancy, per capita income and human development index value (in past 3 years); but there has been no progress in the number of schooling years. The expected average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7.  Regional cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing success stories, making country-specific modifications and their implementation can generate positive results.

Recommendations

• Technical education should be made a part of secondary education. Classes for carpentry, electrical, and other technical education must be included in the curriculum.
• Providing economic incentives to the students may encourage the parents to send their children to school and may help in reducing the dropout ratio.
• Local government system is helpful in promoting education and literacy in the country. In local government system the funds for education would be spent on a need basis by the locality.
• Corruption in education departments is one of the factors for the poor literacy in the country. An effective monitoring system is needed in education departments.
• For any system to work it is imperative that relevant structures are developed. Legislation and structure should be framed to plan for the promotion of education in the country. After the 18 th amendment the education has become a provincial subject, therefore, the provinces should form legislations and design educational policies which ensure quality education.
• Unemployment of educated men and women is a major concern for Pakistan. There should be career counselling of the pupils in schools so that they have an understanding of job market and they can develop their skills accordingly.
• Counselling of parents is required, so that they can choose a career for their child which is market friendly.
• There are two approaches to acquiring education: First, which is being followed by many in Pakistan is to get education to earn bread and butter. The second approach is to get education for the sake of personal development and learning. This approach is followed by affluent and economically stable people who send their children to private schools and abroad for education. The problem arises when non-affluent families send their children to private schools, and universities. This aspiration for sending children for higher education is wrong, because the country does not need managers and officers only. There are several other jobs where people are needed. Hence the mind-set of sending one’s children to university only for becoming officers and managers needs to be changed.

Conclusion:                                                        

The reforms required in the education system of Pakistan cannot be done by the government alone, public-private participation and a mix of formal as well as non-formal education can pull out majority of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention should also be paid to vocational and technical training.

References:

Human Development Report 2014 “Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience,” United Nations Development Programme (UNDP) (New York: UNDP, 2014).

Mehnaz Aziz et al, “Education System Reform in Pakistan: Why, When, and How?” IZA Policy Paper No. 76, January 2014 (Institute for the Study of Labor, 2014), P 4.

Annual Report: Pakistan Education Statistics 2011-12, National Education Management Information System Academy of Educational Planning and Management, Ministry of Education, Trainings & Standards in Higher Education, Government of Pakistan, (Islamabad, AEPAM, 2013).

Economic Survey of Pakistan 2014, Ministry of Finance, Government of Pakistan.

Pakistan: Education for All 2015 National Review , Ministry of Education, Trainings and Standards in Higher Education Academy of Educational Planning and Management Islamabad, Pakistan June, 2014 (available at : http://unesdoc.unesco.org/images/0022/002297/229718E.pdf).

Maliha Naveed, Reasons of Low Levels of Education in Pakistan, Pakistan Herald, January 03, 2013 (available at: http://www.pakistanherald.com/articles/reasons-of-low-levels-of-education-in-pakistan-3065 ).

“Pakistan may miss EFA goals by 2015-16: Report,” Daily Nation , October, 3, 2014.

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Loop Holes of Indian Education System and Its Possible Solutions

“Education is the most powerful weapon which you can use to change the world.”

-Nelson Mandela

The power of a nation does not only depend on its resources and the utilization of these resources but also the quality of manpower, skilled or unskilled.

So, how do we ensure the quality of manpower in a country?

Yes, education is the single most important factor that can determine the future of a nation. Education can lift people out of poverty and into rewarding careers.

There are numerous ways how education plays an important role in nation-building.

1. Education Helps to Engage Citizens

One of how education plays an important role in nation-building is that educated youth will indulge in more pro-nation-building activities rather than activities that are detrimental to the nation.

2. Bridges the Economic Gap

With education, citizens will be able to find jobs and build careers thereby bridging the gap between the rich and the poor

3. Sustenance

Education is required for the basic sustenance of every individual. Whether it’s vocational education or professional education, the purpose is to build a sustainable nation.

4. Acceptance

Education helps youth understand the diverse cultures and traditions that exist all over the world. Through education, individuals will learn to live and let live.

4. Technological Advancements

It is pertinent to note that without education, technological advancements would not be possible. Education is that one path that leads us to a more advanced nation.

Now that we know the importance of education in nation-building, let us now look at it from the perspective of a particular nation: India.

Education in India

Education in India is primarily divided into three categories – foundational education, higher education, and adult education. The three categories are run by the central, state, and private sectors.

Although Indian education has come a long way from the time of independence, there are still a few challenges in the Indian education system.

Problems of Indian Education System

Let’s look at some of the problems of the Indian education system, the Government initiatives to tackle these problems, and other possible solutions that can be adopted.

1. Adult Illiteracy

One of the major educational problems in India is adult illiteracy. The uneducated adult population does not know the importance of education and hence does not think it necessary to educate the younger generation.

Educating the adult population is a major challenge in the Indian education system. Adults or parents are unwilling to send children to school, thinking it is a waste of time and money.

Instead, parents allow children to engage in manual labour that fetches their meager daily wages.

2. Lack of Funds

The lack of funds results in poor infrastructure and facilities which results in underachievement of desired results.

3. Government Apathy

In many states, Government apathy is one of the main reasons why the Indian education system is failing. Schools and educational institutions cry for help, fall on deaf ears.

The Government fails to realize the challenges of the educational sector, resulting in a failed education system in the country.

4. Expensive Higher Education

Unaffordable higher education in India is one of the major challenges of the Indian education system. The most recent example is the influx of Indian medical students to Ukraine .

Most of the Indian medical students are studying in Ukraine because of the unaffordable medical courses in India.

Even though medical education in India is of a higher standard than that of Ukraine, India sees an exodus of medical students every year.

According to a survey conducted by the Ministry of External Affairs in 2018 , there are an estimated 5.86 lakh students studying abroad.

5. Lack of Seats

The number of seats available in professional colleges and schools is low when compared to the number of aspiring students.

Therefore there is a lack of seats in India. One of the challenges of the Indian Education System is to create more seats so that all students are absorbed within the country.

According to Dr. Shivkumar Sarin , former Chairman of the Board of Governors of the Medical Council of India says that the lack of medical seats in India is one of the major reasons for the exodus of students from the country.

Quoting Dr. Sarin, “Every seat in a medical college in India has 16 or more aspirants vying for it. Passing the tough entrance exam is not enough, you will have to be good enough to get into a good college.”

6. The Dearth of Qualified Faculty

Another problem of the Indian education system is the lack of trained and qualified teaching faculty. Many teachers in the Indian education system are underqualified or not qualified at all.

7. Lack of Native Language Publications

India is a vast country with diverse languages. There are 22 languages in the country with more than 19000 dialects spoken in the country.

Although the urban areas saw a great shift to the English language, many rural areas still communicate in native languages.

The lack of native language publications deters students from the rural sector . They are unable to comprehend English and therefore miss out on learning. This is a major problem of the Indian education system.

8. Theory Based Education

Another reason why the Indian education system is failing is that the system is based more on theory rather than on practical training .

In more adaptive countries, education has become more practical. These countries adopt hands-on learning methods to teach the youth. Whereas, in India, the focus is more on bookish types of learning.

9. Marks Oriented

A lot of stress is laid on the marks obtained from final and board examinations. This is one of the major problems of the Indian education system.

This marks-oriented system of education deters students in India. They are not recognized for the knowledge they have gained but are only judged according to the marks they obtain.

10. Bulk Syllabus

The Indian education system does not classify students as slow learners or prodigies. The syllabus is the same for everyone.

In such cases, slow learners may not be able to cope with the syllabus and prodigies may be underutilized. This is one of the biggest problems of the Indian education system.

11. Reservation System

For the upliftment of the Scheduled castes and scheduled tribes and other minority sections of the society , the Government of India introduced the system of reservations .

In 1954, the Ministry of Education suggested that 20% of places should be reserved for the SCs and STs in educational institutions with a provision to relax minimum qualifying marks for admission by 5 percent wherever required.

Although this may be beneficial to the minority groups it can also prove detrimental to deserving candidates not belonging to any minority group.

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How to Improve the Education System in India?

Now that we have seen the problems of the education system in India, we must study the measures taken to counter the challenges faced by the education system in India.

Also, the possibility of devising new methods to overcome shortcomings in the education system.

1. Government Initiatives

The Government has come up with several schemes to overcome the challenges of the Indian education system.

• Beti Bachao Beti Padhao: Launched in 2015, the Beti Bachao Beti Padhao Yojna by the Government of India. It was an initiative to protect the survival of the girl child and promote education.
• Poshan Shakti Nirman: Another Government of India undertaking, the Poshan Shakti Nirman is to provide hot and nutritious mid-day meals to Government institutions and Government schools. The program was initiated to provide food for students and will also encourage students to attend schools.
• Sarva Shiksha Abhiyan: The Sarva Shiksha Abhiyan was started to achieve Universalization of Elementary Education.

Apart from these plans, the Government of India allocates a budget for the promotion of education in the five-year plans. Several Government scholarships are also offered to deserving students.

2. Innovative Teaching Methods

Another method how to improve the education system in India is to devise innovative teaching methods that will bring education to the masses.

Several NGOs like Teach for India have made a difference when it comes to education in the rural sector. The aim of such organizations is to eliminate the educational equality that exists in the country.

3. Right to Education

One of the Indian education system’s problems and its solution is the unaffordable fees of schools. To overcome this problem, Parliament enacted the Right To Education Act in 2009.

The provisions of the act were:

• Compulsory and free education for all
• A mandate for all schools
• Quantity and quality of teachers
• Zero tolerance against discrimination and harassment
• Ensuring all-round development of children
• Improving learning outcomes to minimize detention
• Creating inclusive spaces for all (Students from economically backward sections can seek admission in private schools, the fees will be borne by the Government)

It can be rightly said that though education in India lacks substance, the Government and the private sector are making significant changes in this regard.

It will not be long before India is on par with the rest of the world when it comes to educational quality , infrastructure, and facilities.

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Politics latest: Tory mayor Ben Houchen hits out at 'chaos' in party; former chancellor Nadhim Zahawi becomes latest Conservative to announce they're stand down

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Thursday 9 May 2024 10:59, UK

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• Houchen condemns 'chaos' in Tory party after re-election as Tees Valley mayor
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But with the general election approaching, how is Mr Sunak doing on delivering his other promises?

You can see the progress for yourself below:

Rishi Sunak has met with university bosses in Downing Street to call on them to take a "zero tolerance" approach to antisemitism.

The prime minister invited vice-chancellors of leading universities for a meeting to address the rise in antisemitic abuse on campus and disruption to students' learning.

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Representatives from the UJS were also in attendance.

The size of the waiting list for routine hospital treatment in England was unchanged in March, following five consecutive monthly falls.

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The NHS recovery plan set a target of March this year for 76% of patients attending A&E to be admitted, transferred or discharged within four hours.

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