Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--The changed assignment for education--Asked to talk generally about the state of education in his introductory remarks, Graba said the assignment to education changed about 17-18 years ago.   He quoted a leader nationally of school superintendents who said that all through the 20th century until about 1990 the assignment was accomplishing universal access.  In 1900 about 10 percent of the U.S. population graduated from high school.   That percentage moved up, as did percentages based on civil rights access and handicapped access.   Even as late as the early 1960s many high school students left school before graduating because well paying jobs that didn't require high school diplomas still were available. 

            In 1983 a famous report critical of education "A Nation at Risk", was issued by a national commission that included Al Quie, former governor of Minnesota, among its member.  

            As a result of that report and other concerns, by 1990 assignment to education had shifted from universal access to universal achievement--expecting every child to be a successful learner. 

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--The system can't meet our escalated expectations--We've escalated our expectations for educating all children, but the education system can't do the job, Graba said.   In addition, the system can't control its expenses, said.   Asked about educators' attitudes about the system, Graba said no matter with whom you talk--teachers, principals, superintendents, school boards, teacher training institutions, legislators or the public--there's almost universal agreement that the schools aren't meeting our escalated expectations.  .

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--Not a matter of lack of initiative and commitment--The system's problem isn't because of lack of initiative and commitment by educators, he said.  The problem, Graba said, is that the education system has perfected essentially one model.  That model is based on assumptions that (a) every class, regardless of subject matter, should require the same amount of time over a quarter, semester or year, (b) every student, regardless of ability, requires the same amount of time to assimilate the material to be learned (c) every student must come to a building called a "school" to take the class, and (d) every class has approximately the same number of students, about 30, and (e) students are expected to learn in essentially the same way, by using the same textbook and listening to the same teacher convey information largely by lecture.  That model fits some students, and some others can learn from it, but far too many students are lost in the standardized approach.   What's needed is an approach that customizes education for each student.   The teacher's role changes to becoming more of an advisor and coach, he said.   It's not possible, he said, to mandate uniform success.
 

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008-- Support from teachers' unions?--Teachers unions traditionally have complained that school boards and administrators never gave professional teachers sufficient influence, Graba said.  He cited a development in Milwaukee in which union teachers in 12 different schools have organized themselves into professional practices, along the lines followed in Henderson, MN, and still have retained their union membership. 

Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Whether changes in K-12 are needed--In response to a question Benson said MELF's chief interest is on preparing pre-natal to pre-kindergarten children for kindergarten.  MELF is not directly addressing the question of whether the K-12 system needs changes to better deal with the children it receives.   Benson suggested the Civic Caucus might want to visit with Steve Shank, founder of Capella Education Company, the parent of Capella University, an on-line university, for a discussion on how to change the system.  As a member of the board of Minnesota State Colleges and Universities, Benson said he is fascinated by the good job that is being done by the on-line universities.  Many professors in the state system are moonlighting at the online institutions.    Shank's message, Benson said, is that you can't change the system internally.   It must be done externally.   That's why moving from a supply-driven system to a demand-driven system is so important in pre-kindergarten and, he said, probably in the K-12 system.

 Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Big K-12 investment in special education--A Civic Caucus member noted that special education, a big specialty area with its own certification, is receiving an ever larger share of the school budget.   A big part of special education, the member said, is working with the children who are not ready for kindergarten when they arrive.  

            Benson said of the 50 percent who aren't ready for kindergarten, about 20 to 25 percent will catch up by the third grade.  The other 20-25 percent can't read in the third grade and ultimately are most likely to drop out of high school.

Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Dilemma facing legislators--A Civic Caucus member speculated that legislators have a difficult time dealing with the early childhood issue.   The existing early childhood system is characterized by comparatively lower pupil-teacher ratios and comparatively lower pay than is present in the K-12 system.  Legislators fear the cost implications of placing early childhood into the K-12 system if the result is keeping the pupil-teacher ratios low while increasing salaries to the K-12 level.