[Vision2020] Fwd: Reality of Poverty in Idaho
Jerry Weitz
gweitz at moscow.com
Sun Nov 26 20:51:53 PST 2006
Sue, it is good hearing from you. I have a sense of optimism that we could
become the lighthouse district for Idaho. Recall, during my tenure on the
school board, Albertson's Foundation and the School to Work effort set the
stage. Albertson's folks believed that the MSD, UI College of Education,
and our community (business and political) had the ingredients to become
the lighthouse district from all of Idaho to follow. That is the past and
we all know that things did not work out. However,it is not too late.
I have optimism by the fact that Moscow/Latah County voted for the increase
in Prop. One. Further, there has been a drop in local property taxes. It
seems to me that if property tax is handled in a forward and positive way,
our schools could become world class for all students. The benefits are
substantial for region, the UI, developing a research/business triangle,
and becoming the national example of rural prosperity. Jerry
tAt 06:10 PM 11/25/06, Sue Hovey wrote:
>Learning by doing is a superb idea and it applies to much more than what
>is referred to as "skills," particularly vocational skills and workforce
>skills referred to by Bill Gates. One of the concerns that surfaces when
>teachers emphasize learning by doing is that because it is thorough, it is
>also time consuming. On the other hand, the testing models of education
>being embraced today de-emphasize learning by doing and emphasize rote
>learning (and a lot of it, to ensure all the test items are covered.) It
>also does little or nothing to curb drop out rates or honestly engage
>students. Good teachers, in every subject area, find satisfaction in
>teaching students to take charge of their own learning. They become
>coaches and facilitators as they engage students--and it works in social
>studies and English as well as in auto mechanics and word processing.
>
>Jerry, your recommendations are interesting--a good place for a beginning
>discussion. I would say Prop 1 was not too broad, it was to ensure a
>measure of protection schools will no longer have, and should have
>passed. If our temporary governor and his lackeys in the legislature
>really cared about public education, they might well rue the day they
>destroyed the underpinnings of its financial base. And unfortunately, I
>don't believe even one of your recommendations is financially supportable
>given the current funding patterns. Interesting, though.
>
>Sue Hovey
>----- Original Message -----
>From: <mailto:gweitz at moscow.com>Jerry Weitz
>To: <mailto:vision2020 at moscow.com>vision2020 at moscow.com
>Sent: Friday, November 24, 2006 11:45 PM
>Subject: Re: [Vision2020] Fwd: Reality of Poverty in Idaho
>
> 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
>>>X-BeenThere: vision2020 at moscow.com
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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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