[Vision2020] Fwd: Reality of Poverty in Idaho
Jerry Weitz
gweitz at moscow.com
Fri Nov 24 23:45:31 PST 2006
At 11:29 PM 11/24/06, Gerald Weitz wrote:
Skills (Learning by doing) education: A thumbnail perspective
Changing American secondary education around the needs of the students in
the present and the future requires honesty, courage, and a willingness to
accept that the status quo is not working optimally. Real change, made for
the right reasons and toward the right mission, will yield dramatically
better results and a bright future for all our young people, for our
national economy, and our cultural well being.
In a recent speech Bill Gates made a provocative case about American high
schools. "American high schools are obsolete. By obsolete, I mean that our
high schools, even when they are working exactly as designed, cannot teach
our kids what they need to know today. Training the workforce of tomorrow
with the high schools of today is like trying to teach kids about today's
computers on a 50-year-old mainframe. It's the wrong tool for the times."
WSU's President Rawlins, in his recent State of the University speech,
detailed the effects for the University in having to remediate math and
communication skills that should have been accomplished by k-12. Too many
Colleges and Universities grapple with the same dilemma.
Many students are currently disengaged and leaving, or have already left
the traditional high school. Idaho's graduation rate is 84% and MSD's, as
reported, is 86%. Many go to college only to drop out. UI is focusing on
retention as the University has had an almost 1100 student enrollment
decline in the past two years.
Educational reform has been an enduring topic since the beginning of the
republic. At the start of the twentieth century our system was the best
in the world and had the longest school year based on the 180-day
agricultural model. We are a country that believes in positive and forward
change. Everyone gets a chance and the tools to succeed.
By mid century, with a strong influx of skilled labor from Europe, America
was at the top. In 1950, America represented 75% of the world's economic
pie. 30% of our workforce in 1950 could join the middle class by working
at a factory. Yet, danger loomed with the Soviets going nuclear, the fall
of China to the communists, Europe requiring the Marshall Plan to avoid
collapse, and the Korean War. To beat the communists, America (starting
with President Truman) invested in our colleges and universities at an
unprecedented level. America transferred its research, technology, and
systems freely to the non-communist world. The GI bill, instituted in
1944, and the tremendous growth of public colleges/universities served
America well. Focus was not on k-12. Thus other nations observed our k-12
system and vastly improved their own with higher expectations and standards.
Today, our research universities are unreservedly the best in the world. In
a recent Economist feature reviewing the importance of education as a
driver of prosperity, the American community college was ruled as a
distinctly American world-class innovation. America's economy is the most
successful in the world, even with Katrina, the challenge of Iraq, and the
national debt. We are dynamic, creative, entrepreneurial, flexible, and
innovative. In every field, U.S. firms are at or near the frontier of
technological advance. Unfortunately, our high schools are not the world's
best.
Despite 25 years of strong competition from Asia and Europe, our giant
economy has remained resurgent. U.S. unemployment is one of the lowest in
the world. The advantages of this onrush of technology are obvious. But
there are major social costs as well. What is called a two-tiered labor
market has evolved in which those at the bottom lack enough skills and
education to compete, failing to get pay raises, health coverage and other
benefits. In the lower and middle-income quintiles stagnation or declines
in incomes have become the norm. The days of checking into the local
factory and entering the middle class is in steep decline. For example, GM
and the UAW have recently agreed to start workers at $12/hour with
diminished health benefits. Further, downward adjustments may still be
required according to both GM and the UAW. Non-skilled labor is not the
future. Adjustments in the minimum wage, while meritorious and fair, may
be helpful for some, however, in many cases worsen the hiring levels of the
non-skilled/inexperienced. (An unintended opposite effect).
There has been a strong k-12 movement to catch up to our international
peers in science, math and communication skills. Standards and testing
have been instituted. Spending levels on education in the US are among the
highest in the advanced economies. Public sentiment in Idaho is not on the
side of just adding more money into the system as evidenced by the defeat
of prop. 1. (Although Latah County bucked the trend).
Many commentators assert that Globalization will transform the world
economy in the 21st century, leaving no national products, no national
corporations, no national industries and no national economies. To succeed
in the global marketplace, countries will have to depend entirely on the
skills of their inhabitants, and will have to deal with powerful external
forces that could create an ever widening gulf between skilled, globally
aware citizens and a growing unskilled out-of touch underclass. The slogan
"think globally, act locally" may prove to be the correct framework for our
k-12's prosperity and our rural region's future.
Learning by doing (skills) is not a new concept. During the Dark Ages the
city states (Genoa, Venice, Florence, Bologna, Milan) of Italy forwarded
education and skills. Italy became very prosperous. For example,
eyeglasses became a defining industry for Venice during the dark
ages. Even today, the best eyeglass frames come from Italy. From Dark Age
Italy, western philosophy of individual betterment through education and
skills formed the basis of democratic capitalism, individual rights, higher
education, trade, and property rights.
Resistance to change is not new. For example, Isaac Newton pushed against
the establishment by forwarding the concept that math ought to be taught to
orphans. John Sperling, founder of the University of Phoenix, was literally
discredited and run out of California for forwarding the idea that we're
entering the computer age and non-traditional educational models must be
employed for non-traditional students.
Recommendations:
1) Increase the number of days (not necessarily hours/day)
instruction. Our major
trading partners average 211 days. MSD is about 170days. Canada has a
200-day school year and consistently is in the top 4 in science, math and
communication skills far outpacing U.S. counterparts. Thus the obstacle of
not having enough time can be overcome.
2) Increase teacher training outside of instructional days (UI could
be pivotal). Thus having a qualified staff is obtainable.
3) Institute skills curriculum for the non-college bound (Recall
Virginia under former Mark Warner offered 50 certifications in 50 trades at
Virginia's community colleges for the non-college bound. Virginia's
graduation rate = 94.6%. Idaho, by its size and population, must co-use
local high schools as community colleges. Ely Nevada High School serves as
a high school/community college. Recall that community colleges evolved
from local Boards of Education. The demand for workers with postsecondary
degrees and certifications has outpaced the supply. Jobs that require an
associate's degree are growing the fastest and those requiring professional
doctorates and Ph.D.'s are the second fastest.
4) Study the Finnish model: Finland, with 5.3 million, has one of the
best-educated workforces in the world. In a land of snow and ice, 1/3rd of
its landmass in the artic, 60,000 major lakes and zillions of B-52 sized
mosquitoes, Finland has a remarkable economy. (from cell phones to high
end medical/dental equipment.)
Finland consistently scores in the top 3 internationally in science and math.
Ireland has one of the most educated workforces and it has an impressive
high tech economy. New Zealand has rebound from a low performer to a high
performer in science and math.
5) Establish a system where every student should be led through a
process of academic and career awareness exploration, and planning. Make
sure our system re-engages/reconnects students that are about to drop out
or have. Extending the school year would help.
6) Be resurgent as the US economy. Present a definitive plan to the
patronage, build alliances with the UI, private schools, and the business
community, then run a supplemental levy. Prop one was too broad and
non-specific. The public is not at all convinced that adding money is the
sole answer. Make our system the best and accept no less. Think Globally,
Act Locally.
Gerald Weitz, D.D.S.
>>X-From_: vision2020-bounces at moscow.com Wed Nov 22 19:20:00 2006
>>Date: Wed, 22 Nov 2006 19:07:21 -0800
>>To: vision2020 at mail-gw.fsr.net
>>From: Tom Trail <ttrail at moscow.com>
>>Subject: [Vision2020] Reality of Poverty in Idaho
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>>
>>Visionaires: During this holiday of Thanksgiving, we should also reflect
>>on the current reality of poverty in Idaho.
>>
>>Economic Poverty
>>
>> . 19 out of every 100 children live in poverty.
>>
>> . Idaho has the highest percentage (29%) of young adults, ages 18-24,
>> living in poverty of any state in the U.S.
>>
>> . A Tufts University Center on Hunger and Poverty report ranks Idaho's
>> welfare laws 51st (compared to all other states and the District of
>> Columbia) when ranied on the likelihood to support families' efforts
>> to become self-sufficient.
>>
>> . 63% of Idaho 3 & 4 year olds do not attend a preschool program due to
>> availability and affordability, leaving them unprepared to enter
>> kindergarten.
>>
>> . Low-income parents make up almost half of Idaho's working population.
>> The parents in these families work for low wages, often without the
>> ability to afford health insurance, quality child care and early
>> education-
>> three key elements that young children need to succeed in school and
>> become productive, contributing citizens.
>>
>> . In Idaho, a living wage for a family of 4 (2 parents and 2 children-one
>> program working) is $20.98 per hour. Only 17% of current jobs in
>> Idaho pay
>> this wage.
>>
>> . Of local interest, approximately 20% of University of Idaho staff, are
>> at or below the poverty level for the area.
>>
>>Poverty of Relationship and Meaning
>>
>>. Drug arrests are up 144%
>>
>>. The suicide rate is 22 people per 100,000, compared to the national
>> suicide rate of 11 people per 100,---.
>>
>>. Idaho's elders face isolaton due to lack of mobility, relationships and
>> adequate resources.
>>
>>. By 2025, 20% of Idaho's population will be over age 65 and Idaho will
>> have the greatest number of people over age 85 per capita than any
>> other state.
>>
>>(statistics are from the U.S. Census 2000, the Annie E. Casey Idaho Kids
>>Count
>> Report 2005 and the 2006 Idaho Job Gap Report from the Northwest
>> Federation
>> of Community Organizations)
>>
>>Rep. Tom Trail
>>--
>>Dr. Tom Trail
>>International Trails
>>1375 Mt. View Rd.
>>Moscow, Id. 83843
>>Tel: (208) 882-6077
>>Fax: (208) 882-0896
>>e mail ttrail at moscow.com
>>
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