WE ALREADY KNEW THIS AND YET GLOBAL CORPORATE POLS ARE MOVING FORWARD WITH THE ASIAN NEO-LIBERAL MODEL OF EDUCATION PRETENDING IT WILL HELP THOSE POOR CHILDREN ACHIEVE.
We saw as well the Asian nations performing well are not spending extra time in regular schools---their class times are not very different----what they do is spend tons of money on for-profit after-school programs and lessons outside of school and this is the model Clinton/Bush/Obama have been installing in the US only to create a massive profit-market for Wall Street in education.
This is what Wall Street Baltimore Development and a very, very, very neo-conservative Johns Hopkins and their education 'justice' organizations have been installing these few decades with the help of their pols in Baltimore City Hall and Baltimore Maryland Assembly.
THAT IS ESPECIALLY TRUE OF DIXON AND PUGH----
Andrew Kipnis, an anthropologist at Australian National University and author of a recent book on the intense desire for education in China, says the amount spent on education is "becoming extreme".
'Furthermore, students in countries like China, India, Japan, and Korea have a tradition of receiving additional instruction through non-formal schooling such as tutoring and night schools, especially at the high school level, which could also have an impact.
However, the point should not be lost: the U.S. does not require schools to provide less instructional time than other countries'.
Oh, don't worry says PUGH---we will continue to hand out grants so Baltimore citizens will have small businesses----OH, REALLY???????????????????
PAY TO PLAY GOES TO GLOBAL PLAYERS ONLY.
Below you see what is happening in all US states as venture capitalist funded corporate charters seek to break down state and Federal regulations keeping public schools in their own districts BECAUSE PUBLIC SCHOOLS ARE NOT BUSINESSES MEANT TO GAIN MARKET SHARE STATEWIDE AND THEN NATIONWIDE. These are not community warm and fuzzy charter people---these are charters working to replace all public K-12.
Maryland Charter Schools Push for Independence; State Laws Keep Control With Local School Boards
Baltimore Education Maryland Top News — 29 January 2015
By Deidre McPhillips
Capital News Service
ANNAPOLIS – Maryland’s public charter schools feel stifled under current state laws that keep them under the authorization and governance of local school boards, but the creation of separate charter school boards could cost taxpayers and students much more.
Charter schools were poised to be a hot topic during this legislative session from the beginning. A week before his inauguration, Gov. Larry Hogan appointed former Delegate Keiffer Mitchell, a noted Baltimore Democrat, as a special adviser to oversee some of his legislative initiatives, including the expansion of charter schools.
The Green Street Academy will be moving to a new location at 125 N. Hilton St. in Baltimore for the fall. The school held a groundbreaking ceremony for the new building, which formerly housed the Gwynns Falls Junior High School before its closing in 1985, on Wednesday, January 28, 2015. Capital News Service photo by James Levin
“It’s like McDonald’s seeking to get approval from Burger King to open a new restaurant,” said Kara Kerwin, president of The Center for Education Reform, a national organization that supports freedom of choice in education, specifically with charter schools.
But Brad Young, president of the Board of Education of Frederick County, home to three public charter schools, said he thinks all public schools, charter or otherwise, should be governed by one body.
“It’s counterproductive to set up a second system that would be run totally separate from the current school system,” Young said. “What charter schools prove is that students learn in different ways, and it’s important to provide different options to students. But the duplication of services would force admin costs up and have implications that would cost taxpayers more or take money out of the classroom.”
At a ground-breaking event on Wednesday, the co-founders of Green Street Academy, a public charter school in Baltimore, touted a “21st century approach to learning.”
With gardens, chicken coops and fish farms as learning spaces in an urban environment, the Academy equips students with the skills to be successful in modern ways, said David Warnock, co-founder of the Green Street Academy and co-chair of the board of trustees. They also have a new partnership with the U.S. Forest Service’s Baltimore Field Station.
(From left) Eighth-grade students Malik Lewis, 13, Khalil Bea, 13, and Zahire Beatty, 14, speak to school board of trustees member Carrie Stockwell before a groundbreaking ceremony for the Green Street Academy’s new location on Wednesday, January 28, 2015. Capital News Service photo by James Levin
“This generation does not respond to institution-led education,” Warnock said, noting the heavy dependence of today’s students on technology and social media. “We need to hook ‘em, capture their imagination and develop their love of learning.”
Green Street Academy received a $14 million loan from Bank of America, part of the $23 million in total funds raised so far to move into a larger, “green” building to open in September, Warnock said. The renovated building will allow 425 more students to attend the academy next school year, nearly a 100 percent increase. The 2.5-mile move will also allow 60 percent of students to walk to school, instead of the 5 percent that are able to work in the current location.
A study released on Tuesday by the National Alliance for Public Charter Schools ranked Maryland’s charter school laws the lowest in the nation for the second year in a row. Eight states do not have charter school laws and were not ranked.
“We find that more often than not local school boards aren’t supportive of charters, and sometimes they’re downright hostile,” said Todd Ziebarth, National Alliance for Public Charter Schools senior vice president for state advocacy and support. “They think they’re losing the money that’s attached to those students. But at the end of the day, if public schools and charter schools are cooperating, it’s better for a community. The intent is long term. It’s an economic boost to the community, not a drain.”
David Warnock, a co-founder of the Green Street Academy, speaks to a crowd of several hundred at a groundbreaking ceremony for the Academy’s new location at 125 N. Hilton St. on Wednesday, January 28, 2015. Capital News Service photo by James Levin
“There’s so much emphasis and energy put on the inputs that overshadow the ways charter schools create great outcomes,” she said.
But a panel presentation by the Maryland State Department of Education to the Senate’s Education, Health and Environmental Affairs Committee on Jan. 22 raised some questions on the success of charter schools in Maryland.
Numbers in the department of education’s report reflecting success rates for charter schools excluded statistics from 11 Maryland charter schools that had been shut down.
The first and only bill the legislature has seen thus far on the topic this year calls for the establishment of a public charter school program in Frederick County governed by an independent charter school board, with members elected by the county council. Charter school teachers in Frederick County would also be exempt from performance evaluation criteria determined by the state.
It was proposed and presented by Secretary of the Maryland Department of Labor, Licensing and Regulation Kelly Schulz, before she resigned her seat as a Republican delegate from Frederick and Carroll.
The bill has had little traction since it was first presented to the House Ways and Means Committee, said Vice Chairman Frank S. Turner, D-Howard, but with so many new members, it’s hard to know which way the committee will lean.
Turner, however, has his mind made up.
“Any time we use money for charter schools — whether direct or indirect — that’s less money that goes to public schools,” he said. “My feeling is that what we need to do is strengthen the public school system.”
If you look at the achievement stats for 43 Baltimore High Schools you will see only a handful of high schools ranked as best and of course they are all located in Baltimore City Center. Dunbar High School has been folded into Johns Hopkins and deemed an ADVANCED PLACEMENT high school and below you see what has been for the long term a high school labelled public but for decades recruiting according to achievement and looking very insular in being the source of much of Baltimore's political class. It is called international and indeed markets itself globally as we watch to see how it moves achievement higher by calling itself 'elite'. Recruiting outside of Baltimore because students in Baltimore have been left behind.
We can see the progression----these surrounding communities becoming global corporate campuses will see more and more of these high schools closed----with parents having no options for children other than attaching them to 7th or 9th grade apprenticeships on global corporate campuses.
So, where did that over $1 billion lost to Baltimore City Schools go for these few decades? If any made it to Baltimore it would have been to only these few high schools. We know the progression is having those remaining high schools be tied to recruiting globally -----becoming more elite and international while Baltimore families continue to have public schools funded less and less----course work focused more and more on vocation----and few options other than apprenticeship.
BALTIMORE COULD HAVE HAD HIGH SCHOOLS ACHIEVING MUCH CLOSER TO THESE HANDFUL IF THEY HAD RECEIVED FEDERAL FUNDING GUARANTEED THEM BY LAW.
"Comparisons shouldn't be to schools in Baltimore, but to elite schools in the country, particularly in civics and the area of the humanities."
Can City College Be Great Again?
A new principal raises the bar back up at Baltimore’s historic public high school.By Ron Cassie
credit: Sean Scheidt
Principal Cindy Harcum, college advising chair Rodney Joyner, admissions director Seth Hedderick
"It took three buses and an hour and a half," Harcum recalls. "If the No. 22 went by twice and it was full, I took the subway downtown and went up from there.
"I wasn't going to let distance stop me, but that wasn't new," she adds. "After Gwynns Falls Elementary, I'd gone to Roland Park Junior High. I'd been doing it since I was 11."
Harcum's grandparents were immigrants from the West Indies. Her father finished high school in Baltimore six years before desegregation and moved from job to job—until, at 40, he earned a degree from Morgan State, landing a position with the federal Department of Transportation.
"He always stressed education," says Harcum, noting her sister and older brothers also earned college degrees. "It was understood that you would do well in school."
With her English lit degree from the University of Maryland, Harcum returned to City to teach in 1997. Eventually, she ran writing seminars in city high schools, developed curricula, trained teachers, and oversaw SAT readiness preparation at City. In 2004, she began coordinating the International Baccalaureate (IB) and Advanced Placement (AP) programs. (The IB program is a rigorous humanities curriculum originally designed to train diplomats.) A year later, she was assistant principal.
Last August, amid declining test scores and national rankings and the arrest of a City College staffer on sexual abuse charges, Baltimore City schools CEO Andrés Alonso reassigned principal Tim Dawson and asked Harcum if she'd take the job on an interim basis.
Open and earnest, she brought a natural connection with the students to her new position. She also brought the credibility of having walked in their shoes.
"If they tell me they're late because of a bus, I tell them to get up earlier," Harcum says. "Nothing will be given to you here."
From the start, Harcum concentrated on expanding the college advising process and building academic rigor. She hired City's first admissions director, striving to attract the best public—and private—middle school students.
With four-year college admissions, IB and AP pass rates, and SAT scores demonstrating marked gains in her first year, Harcum was named permanent principal in mid-May.
"I'll be honest, I saw it as a leadership opportunity," Harcum says of her interim role last year. "I didn't see it as keeping things settled until somebody else took over. I wanted to raise the bar and set a new course."
Founded in 1839, City College counts three current Maryland Congressmen as alumni: Rep. Elijah Cummings, Rep. Dutch Ruppersberger, and Sen. Ben Cardin. Mayors William Donald Schaefer and Kurt Schmoke, philanthropists Joseph Meyerhoff, Morris Mechanic, and Zanvyl Krieger, and two-time Pulitzer Prize winner Russell Baker are also City alumni, along with dozens of judges, state legislators, scientists, educators, and journalists.
As much as the Baltimore City Public School System has struggled over the past several decades, City College remained a shining light, sending graduates to Johns Hopkins and the Ivy League year after year. Yet, according to several measuring sticks, the school had been in decline recently. It wasn't merely perception, and the alumni association, which is very active, knew it.
"When I came back to the school in 2007 as a college adviser, the environment was disappointing," says Sophia Rudisill, a 1995 City graduate. "The professionals in the building were not as excited as when I was a student."
In 2006, Newsweek ranked City College at No. 206 in its survey of top public high schools. By 2010, the school had fallen to 547. Average SAT scores dropped 57 points from 2007 to 2010. The number of students earning prestigious IB diplomas dropped from 12 in 2009 to five in 2010. Seniors bound for four-year colleges slipped to 75 percent, five points behind rival Baltimore Polytechnic Institute.
Alonso says City stumbled in recent years, lowering goals to simply passing Maryland High School Assessments (HSAs) and No Child Left Behind's Adequate Yearly Progress (AYP) targets. Instead, he says, the school should focus on admission to elite colleges.
"We've been looking at performance at the school for some time, intent on trying to change the nature of the lens," Alonso says. "Kids graduating and passing HSAs are an important part of the conversation at other schools, not City. We want to move the conversation at City to leadership. Comparisons shouldn't be to schools in Baltimore, but to elite schools in the country, particularly in civics and the area of the humanities."
In her one year as principal, Harcum has come a long way in implementing the new strategy, which, she says, directly links the broader goal of college admissions to course selection, AP exams and IB classes, extracurricular activities, SAT preparation, and application essays—in short, almost everything.
"Even P.E. should have a purpose," she says. "We built in a P.E. research piece around the International Baccalaureate program."
The tactics include big things like the "7 buses, 7 colleges" trip through Maryland, Pennsylvania, and Washington, D.C., and little things like improved college financial-aid workshops, which now help parents navigate online forms at the school and submit them the same night.
"By Feb. 15 this year, 85 percent of students had submitted financial-aid forms," says college advising chair Rodney Joyner, a critical accomplishment at a school where 60 percent of students qualify for free or reduced lunches.
Harcum brought back the junior interview clinic, which requires students to wear professional attire as they sit down with alumni, business leaders, and college admissions officers in a simulation of a real-life interview.
More recently, college-going alumni returned to speak to classes, aiming to get students to connect the dots to their future.
Faculty and staff relationships with students are critical at a college preparatory institution where most kids come from homes where neither parent attended college, says Joyner, who was one of those kids. He recalls a City adviser literally pulling him into her office, and then driving him to visit Western Maryland College (now McDaniel College), where he graduated. Joyner worked in college admissions there before returning to City. The more personal the approach, the better, he says, and each faculty member now also oversees advising for a small group of students.
"My perception is that only kids who are really self-motivated or have parents pushing them come in to talk on their own," Joyner says. "There are other kids, who are floating, good students who don't know what to do."
In recent years, graduation rates have improved significantly for Baltimore City schools overall. But for the system's secondary schools to take the next leap forward, Alonso and new city schools Chief Academic Officer Sonja Santelises say City, Poly, and Western must raise the ceiling.
Doing so, Alonso believes, lifts expectations across the system. "Truthfully," he says, "I'm not interested in equity without excellence."
Santelises admits the plan has generated some backlash.
"I've already gotten the calls," she says. "'How come you're not pushing our high school? We should be pushed, too.' But I can't make the case for a four-year college if the kids are one or two years behind."
In an effort to start kids earlier on an elite track, last year City authorized the Middle Years Programme, a version of the IB curriculum for ninth and tenth graders. As part of the program, tenth graders complete a year-long personal project, confronting a significant question in their lives, conducting research, and developing a process and medium to address it by graduation.
Sarah Jeanblanc, a City English teacher and the IB Middle Years Programme coordinator, emphasizes the IB program because classes promote inquiry, discussion, and writing around rigorous content and assessment. Successfully completing upper-level IB classes can earn college credits.
After the number of students graduating with IB diplomas dropped to five before Harcum's arrival this year, it bounced back to seven. Students taking IB exams also increased from 308 to 369, while the pass rate improved from 35 percent to 40 percent. The AP pass rate rose by 18 percent, admission to four-year colleges jumped to 83, and the average SAT score jumped 80 points from 2010, to 1394.
"It's going in the right direction again," says Jeanblanc, City College's Teacher of the Year in 2010-11.
To further raise the bar, Harcum hired an admissions director. Seth Hedderick, a former interim principal at Friends School, pitches City's tradition, academic rigor, 35 clubs, athletics, and aggressive college admissions work to Baltimore's best middle-school students and their families, wherever they are—public, private, or parochial school.
"Everyone that will have me," he says, acknowledging the school wants to attract kids headed to Friends, Gilman, and Bryn Mawr. Every family won't consider City, Hedderick admits, but enough appreciate the school's tradition and value graduating from a diverse, urban public school to listen. Harcum sees the mission tied to the effort to keep families in Baltimore.
In terms of widening City College's demographics, the percentage of Latino or Asian-American students in the incoming class has risen from less than one percent to three percent. The percentage of white students has increased from eight percent to 10 percent.
The composite admission score to City, which includes academic factors like MSA results, has improved as well with the assistance of a dedicated admissions director. The minimum score for admission to City is 610, but there were reports that students were admitted in recent years below that figure, according to Hedderick. The average incoming composite of the incoming class is up 40 points, now in the 640-650 range.
Still, obstacles remain in recruiting top students, and ultimately, in comparisons to the elite public schools in the country. Most obvious are facilities issues. The roof leaks. The football field is mostly dirt between the 35-yard lines. The track is dilapidated, and the baseball field suffers severe drainage problems. Harcum estimates the school needs $2 million in capital improvements.
And although City, once again the only Baltimore City school to make the Newsweek 500 this past year, rose to No. 442, it suffers in comparison with Baltimore County schools, six of which finished ahead in the rankings, revealing how much ground City College has to make up to regain its historic form.
City College staff and North Avenue leaders point to Harcum's obvious care for the students, teachers, and institution, and the respect that engenders, as well as her collaborative leadership style for the school's success last year.
The most tangible symbol of Harcum's effectiveness, says Susan Legg, City's testing coordinator, might not be test scores, but the new, four-way traffic light at East 32nd Street and The Alameda, the end of City's driveway. It's a bus stop typically flooded with students.
Joyner, who graduated in 1984, says the intersection has been dangerous for as long as he can remember, and staff and parents have long clamored for a traffic light. Two students were struck there last year.
Harcum partnered with the school's PTSA, the Greater Homewood Community Corporation, and staff, and brought petitions supporting the traffic light into the school while working with City Councilwoman Mary Pat Clarke to see the effort through.
Harcum saw the traffic light as squarely in her purview. Others saw a focused leader going the extra mile.
"No one ever brought it to the forefront and put people into action," says Joyner.
"It showed she cared," Legg says, "and that she could get things done."
It's not just faculty or North Avenue leadership who believe the school is on track. On a recent hot summer day, with the school doors wide open and welcoming, State Sen. Nathaniel McFaddden, a City grad and a longtime Baltimore educator, came in to talk with Harcum.
McFadden hopes to convince his grandchildren to attend City.
"They see this all the time," he says, playfully holding out his class of '64 ring. "It's good to know the school's in good hands."
Baltimore City media and Baltimore City School Board have parents shouting against all this dismantling of our public school system and it appears to be an issue of black citizens shouting for black public schools. That is only because of the population density------here you see what is a predominately white low-income school ---this in Baltimore County experiencing the same issues as in Baltimore City. What is the connection? Lansdowne High School is on the other side of what the Master Plan sees as Greater Baltimore and it will see the same global corporate campuses separating them from Baltimore City center. So, this is not aimed at race----and it is working as hard as it can to create great wealth inequity. This high school will soon face the same closure issues as these white low-income citizens will fall into the same apprenticeship at 7th or 9th grade working instead of attending a high school.
Both the Baltimore County executive and county council know why these public schools are not being given attention just as Baltimore City Hall pols do----and they are not telling parents and students they are being pushed out of the public school system.
Lansdowne High SchoolPosted on February 4, 2016 by Anne Spigelmire-Groth
Are we in the USA? The picture above shows an umbrella over a teacher’s desk at Lansdowne High School in Baltimore County. The umbrella is up against a new wall installed this past summer, and it is already leaking. The other picture shows water damage with black mold that is common throughout the building.
The following information about LHS in Baltimore County was presented to the Board of Education on February 2, 2016. As I listened, it was hard to imagine that students and teachers go to a school like this every day, especially because just some minutes before, two other beautiful high schools were receiving accolades. Where is the equity the BCPS always talks about as a priority? Christopher Zach, president of the LHS PTA spoke in public comment about the desperate need for a new school.
Re: PSTA, Lansdowne High School: Oppose Renovation of Lansdowne HS
The County of Baltimore and the Baltimore County School Board are moving forward with the “Discovery” period of renovation. Samples are being taken for asbestos, measurements and inspections are being made, and plans drawn up for an estimated 31 million dollar renovation. The major points of this renovation are as follows:
* install central AC
* install sprinkler system
* install elevator
* upgrade office and library
This renovation is on top of the 9 million dollars spent on new windows. All of this work is proposed to be done to a building that has ranked as low as third worst condition of all Baltimore County School facilities by their own survey.
One major factor of the renovation equation was to find a long term fix for AC. After the states’ decision to change funding rules for window units and the Board of Educations’ commitment to follow through with an immediate cooling solution, we can realistically expect that the AC issue will be addressed in the near future (1 -2 years) if the Baltimore County Council follows through with this recommendation.
The current list of upgrades falls short in comparison to the newly renovated Hereford High School, which received a top to bottom renovation including new furniture, floors, and addition. Also, the current plan for the LHS facility would fall far short of the new Carver and Dundalk High School facilities and the Pikesville renovation. Tech labs, classroom size, health and safety of the students (plumbing and heating) and the overall school environment will not be addressed. Furthermore, after renovation, the building would not be eligible for state funding for 15 years, making further updates unlikely. The current renovation plan creates an inequity in terms of facilities when compared to higher income areas in the county and their facilities.
The population of LHS is growing. This year, athletic teams moved from Group 2 to Group 3 because of the increasing school population. Why are two schools with only two-thirds the population getting new schools or noticeable upgrades?
Problems with the current facility:
As BCPS continues with the Discovery process, they will find rotting beams under the auditorium, a sinking cafeteria, 7 level changes throughout the building, an antiquated plumbing and drain system that is failing and will only get worse, a heating system that needs components repaired and replaced, mold issues, bad smell issues in parts of the building and locker rooms, asbestos, undersized classrooms that pack 30 students at a time with no room for teachers or students to move, falling apart walkways, ans materials delivery system that fills half of one hallway with pallets, and an outdated design.
For some specifics, one classroom has not had heat for three years. Today it was 50 degrees in this teacher’s room. Maintenance is charged with the repair and upkeep of a 50 plus year old heating system. Some of these parts are no longer made. This will only get worse. One technology room has a sink out of order because the pipes have collapsed in the slab. A garbage bag was placed over the sink after the plumbers determined it wasn’t repairable. There is a lack of hot water in the foods labs (they can’t properly clean dishes- HEALTH HAZZARD), the gym, and other parts of the building. Water fountains don’t drain properly, and if a sink sits for a day or two, rusty water has to be flushed out before you can use it. If ramps are built to address level changes, significant hall space will be reduced to house the accommodation.
Teacher statement: This summer I received training in a biomedical curriculum. Traveling to Parkville, Loch Raven, and Catonsville for training, there is the clearest of equity issues when it comes to facilities. Let me be clear- the students get the content. But when it comes to the space in which we are learning, our kids DON’T have what the others have. I have seen Tech Ed rooms with lab tables and sinks in the room with running water. When a Lansdowne student performs these same experiments, we hover over a plastic bin so as not to spill materials on the floor. Then we use a custodial closet to wash out the bins.
A lack of communication
This construction project is NOT on the website for construction projects and the community does not know what is being done. If this is normal protocol, we might suggest an “Upcoming Projects” list be added to construction projects. The faculty did not know about the renovation until Monday, January 4th at the faculty meeting. The PTA now knows about this project and is coming on board. Where can a taxpayer review the plans of the money that is being spent?
The community that makes up Lansdowne High School understands that rejecting a 31 million dollar renovation is no guarantee that a new school will be built. However, adding up the current and future tax dollars (9 million- windows, 31 million renovation) as well as expected future costs from maintaining an outdated building and its systems will cumulatively approach the cost of a new school. Can we make this comparison: 40- 50 million to maintain a school for the next 15- 20 years, or 70 million to invest in a new structure that will last the next 50 to 60 years? Which option would have a greater economic impact on our community? We think that these are fair questions to start with when it comes to the economic feasibility of tax dollars.
We are growing our student enrollment again next fall and could break 1400 students next year according to magnet coordinator Luke Simon. The plan to renovate Lansdowne High School would be a disservice to the students and community of Lansdowne. The bottom line is that Lansdowne needs a NEW high school, and anything less is a band-aid on a variety of problems that are known but will not be addressed. How did the board, the Baltimore County Council, and the State of Maryland come to this decision? Is this really what is best for the long run for these students and this community? The community of Lansdowne High School would prefer to put the brakes on the current renovation plan and convince local and state lawmakers that a new school is in the best interests of students, parents, teachers, taxpayers, and the community as a whole. Please stop the renovation plan now.
Christopher Zach, Treasurer: Lansdowne High School PTSA
How do you push a first world nation which ranked #1 in the world for public education and achievement with almost a century of education policy that built a LOVE OF LEARNING INTO ITS THEME-----to citizens who hate learning and want to get out of school altogether?
You elect Clinton/Bush/Obama and allow the Democratic Party that was controlled by social Democrats be taken by far-right wing Wall Street global corporate neo-liberals. That is what these few decades of education policy has been about----from loading our university students with tremendous student loan debt while at the same time creating conditions for national economic stagnation and looting of American citizens' wealth.
Now we have middle-class families feeling they cannot send their children to a real 4 year university and student fearful of doing it because of debt and employment hardships. Here you see high school students having to contend with the worst of public education defunding and school dismantling not wanting to be part of it.
What is the goal of global corporate education bringing Asian neo-liberal corporate structures to the US? Well, Asia doesn't educate its poor----they go to the global factories----Asia has huge wealth inequity so does not allow but only a small percentage of its citizens gain any wealth----say 5% as now in the US----then creates that hyper-competitive condition for parents and students to get into limited good schools including making them pay for lots of after school stuff. Remember, in Asia they are trying to keep their children from the lower TIERS OF EDUCATION.
THAT IS EXACTLY WHAT BALTIMORE LOOKS LIKE THESE FEW DECADES AND NOW IT GOES GLOBAL IN RECRUITING TO THE CITY CENTER 'PUBLIC' SCHOOLS ALLOWED TO MAINTAIN ADEQUATE EDUCATION.
Students Dropping Out of High School Reaches Epidemic Levels
- By Pierre Thomas
- Jack Date
In several of the largest school systems across the country -- from Baltimore to Cleveland to Atlanta and Oakland, Calif. -- half of the students are dropping out.
And the problem is not only in the big cities.
A recent study by the Department of Education found that 31 percent of American students were dropping out or failing to graduate in the nation's largest 100 public school districts.
The implications from dropping out of high school are enormous, including a higher risk of poverty and even an abbreviated life span.
So why do they drop out? Eli Thomasson, 16, of Georgia, explains why he wanted to drop out of school earlier this year.
"I was just tired of school, you know. I didn't like it. I had made my mind up that I wasn't going to school anymore," Thomasson said.
His mother, Donna Thomasson, was frantic.
"Terrified," she said. "I thought his life was over. I didn't really see how I could force him to go because you can't force them to learn if they don't want to."
And Eli Thomasson wasn't the only student at his high school to consider walking away without a diploma.
Berrien High in southern Georgia is part of a national epidemic. More than 40 percent of students there do not graduate.
Sheila Hendley, Berrien High's graduation coach, has the daunting job of trying to stop this epidemic.
"I have sat with students and literally begged, 'Please don't do this,'" Hendley said. "I don't want you to have to suffer like I know you will if you don't finish school."
And in the case of Eli Thomasson, it worked. She stayed on his case and persuaded him to stay in school.
"He said, 'You know, mom. She probably just saved my life,'" Donna Thomasson said.
It is estimated that about 2,500 students drop out of U.S. high schools every day.
"It's like seeing a child in the middle of the lake that can't swim, and you see them bobbing up and down. It's like watching them drown," Hendley said.
At Berrien High, the faculty is fighting to save students who are at risk of becoming a part of that troubling statistic. "It's a real fight. Every day you talk to someone who needs to be motivated," said Berrien High School Principal Mike Parker.
And why is a high school diploma so important?
Consider this: High school dropouts have a life span that is nine years shorter than people who graduate.
Dropouts are more likely to face poverty, according to the U.S. Census Bureau.
Typically high school dropouts earn $19,000 a year. High school graduates earn $28,000 a year on average.
If you drop out of high school, your chances of running afoul of the law increase.
Nationally, 68 percent of state prison inmates are dropouts.
Sheriff Jerry Brogdon of Berrien County, Ga., sees those consequences every day at the Berrien County Jailhouse.
He said that "81.2 percent of the inmates we have in here today is high school dropouts."
Anthony White is a 17-year-old Berrien County Jail inmate.
He quit high school just two weeks before he spoke to ABC News from the jailhouse. He was arrested for allegedly firing a gun in the air just three days after he quit school.
"I felt like I was grown," White said. "Nobody could tell me not to make my own decision. That's how I felt at the time."
But White said, "Now I wish I would've listened."
James Keefe, 19, is another inmate. He dropped out of high school, too.
He has been arrested on burglary charges twice.
"When I was in school, I didn't get in no trouble," Keefe said.
On Tuesday, Pierre Thomas looks at some programs that school boards are implementing to reverse this drop-out trend. Watch "World News" for the full report.
I cannot even begin to think how many after-school programs now exist in Baltimore all aimed at helping underserved students. The public schools are crumbling---they have no funding or resources----but there are tons of funded after-school non-profits. Now our pre-K Federal funding is added to this. Many are attached to Wall Street Baltimore Development and some are global education corporations-----moving in all over the US including Baltimore. These will become those entities folded into global education corporations as this privatization moves forward. Many are tied to Open Society Institute---itself a global corporation having worked overseas under billionnaire Zoros in creating societal structures in International Economic Zones for decades. NO, ZOROS IS NOT LEFT-LEANING----HE IS VERY MUCH A FAR-RIGHT BILLIONNAIRE----his foundation is aimed at the poor but having the goals of a right-wing solution. Wall Street global corporate neo-liberals---themselves right wing love confusing what and who is really left-leaning.
Needless to say, what should be billions of dollars coming to Baltimore City Public Schools has been channeled to these education non-profits which never seem to shout at the gorilla in the room ----WALL STREET BALTIMORE DEVELOPMENT AND JOHNS HOPKINS---STOP LOOTING ALL OF BALTIMORE'S REVENUE TO EXPAND YOUR CORPORATIONS OVERSEAS. That is what any advocate for children and education would have been shouting these few decades but instead they create policy and then the data to show it is working----all while it is not working. Then they are part of this group which promotes establishment candidates in every election.
In International Economic Zones overseas many of what are now education non--profits are for-profit---from tutors to help with homework---from learning skills development to test taking skills. Each of these areas are for-profit and target parents and students under extreme competition and fear of not getting into the right tier or school. We know this huge non-profit structure in Baltimore will become the same. Since the underserved will be tied to global factories they will not be targeted for these for-profit education services----it will be the very small percentage of citizens allowed to gain any wealth. If you think food and health care are now tapping your disposable income----wait until all that was free public K-12 becomes profit and predatory.
Elev8 Baltimore is an initiative working in Baltimore to ensure that students in grades 3 through 8 succeed in school and in life.
Launched in 2009, Elev8 Baltimore provides out-of-school time opportunities, school-based health services, and resources, support and outreach for the families we serve.
Elev8 Baltimore partners with schools and the surrounding community to make sure that every student is ready to succeed in high school.
Under the leadership of OST Director Ms. Chanei Hollis, the Elev8 Baltimore After School Program offers the following:
-Free Dinner and Snack
-Fun Days and Field Trips
-And SO MUCH MORE!!!
Most of Baltimore's public schools now charters are attached with all these education non-profits----all of what used to simply be our public sector and public school staff.
Elev8 is a global corporation....it is not only in Baltimore or the US. These are what Asian parents are paying to enhance their children's achievement success.
Elev8 New Mexico
Elev8 New Mexico is part of a national effort that provides
a tightly woven network of services that meets the needs
of the whole student in a middle school space so they
are healthy, supported, and successful in life. Elev8 New
Mexico fosters a full-service school approach through a set
of partnerships among the school, local community, and
public and private entities to make the best use of public
schools and community resources. This is accomplished
by bundling school-based health, extended learning, and
family engagement services in each of five middle schools
across the state.
Working together as a public-private partnership, Elev8
New Mexico strives to decrease the likelihood of drug and
alcohol use, crime, and other risky activities after school
and at other times; provides needed health and wellness
programs; recognizes cost savings by capitalizing on
existing resources; creates students ready for 21st century
jobs in a global economy; and encourages parents to
participate in their students’ education. For more
information on Elev8 New Mexico, please visit
Can you imagine if all that funding simply went to each public school in Baltimore to hire those support staff we know teachers need in the classrooms and schools!.................................
'The After-School Institute is a Baltimore-based capacity-building organization. Our mission is to provide after-school programs with the training and support they need to offer children and youth quality after-school and out-of-school opportunities'.
And all people need is a local small business economy in each community with each community receiving development funds for housing, jobs, and public schools-----the revenue is there----but there will be no local economy say WALL STREET BALTIMORE DEVELOPMENT AND ITS MASTER PLAN OF BALTIMORE AS AN INTERNATIONAL ECONOMIC ZONE----so live with all the third world non-profits for now.
The amount of Federal funding going to these after-school non-profits is huge----and it used to be Federal funding that came to our K--12 public schools before Clinton/Bush defunded and dismantled all these structures in our public schools and communities. They took away all that Federal funding to create bad conditions and achievement in our K-12 public schools and now they are sending those funds back but this time to build the infrastructure for this Asian for-profit K-12 global education corporation businesses. Republicans don't want all this coming to public schools----but if it becomes a corporation that then soaks parents for all their disposable income----now that is good policy!
We will see for the next several years after-school funding thrown as pay-to-play to underserved community citizens as they send the bulk of this funding to grow global education corporation presence in all US cities. Then the funding will disappear for citizens and what was free will then have cost.
Federal after-school funding preserved for now
By Susan Frey | April 15, 2015
Liv Ames for EdSource
Sixth-graders Hunter Bassler and Preston Wheeler are engrossed in a chess game at Laytonville's after-school program.
The U.S. Senate’s education committee voted Wednesday to keep dedicated funding for after-school and summer programs, which initially was not included in its proposed reauthorization of the Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind.
The Senate Health, Education, Labor and Pensions Committee voted to amend the reauthorization bill to include funding for the 21st Century Community Learning Centers. California received more than $127 million in federal funding in 2014-15 to provide before- and after-school and summer programs. Across the country, about 1.6 million students participate in programs funded by community center grants.
The decision “is a huge victory for the nation’s children and families,” said Jodi Grant, executive director of the Afterschool Alliance, a nonprofit advocacy group based in Washington, D.C. The support for the bill, which crossed party lines, “is powerful evidence that senators on both sides of the political aisle understand the vital role that high-quality after-school, before-school and summer learning programs play in the lives of our children, families and communities,” she said in a prepared statement.
The programs offer tutoring, physical activities and hands-on enrichment opportunities in areas such as science, technology and the arts. To qualify for the grants, providers must offer expanded day programs that total at least 300 hours over the course of a school year.
However, “today’s victory does not mean that after-school funding is out of danger,” Grant said, noting that the funding must still survive votes on the Senate floor and then a conference committee between the two legislative branches.
The initial U.S. House of Representatives’ version of the reauthorization bill also eliminated funding for after-school programs, but that bill was withdrawn.