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<DIV><FONT face=Arial size=2>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. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=Arial size=2>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.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Sue Hovey</FONT></DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=gweitz@moscow.com href="mailto:gweitz@moscow.com">Jerry Weitz</A>
</DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=vision2020@moscow.com
href="mailto:vision2020@moscow.com">vision2020@moscow.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Friday, November 24, 2006 11:45
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Vision2020] Fwd: Reality of
Poverty in Idaho</DIV>
<DIV><BR></DIV> At 11:29 PM 11/24/06, Gerald Weitz wrote:<BR><BR>
<H1><B>Skills (Learning by doing) education: A thumbnail
perspective</B></H1> <BR>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.<BR> <BR>In a recent speech Bill Gates made a provocative case
about American high schools. <I>“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.”<BR></I> <BR> 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. <BR> <BR>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. <BR> <BR>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. <BR> <BR>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. <BR> <BR>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.<BR> <BR>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).<BR> <BR>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). <BR> <BR>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.<BR> <BR>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.
<BR> <BR>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.
<BR> <BR><B>Recommendations:<BR></B> <BR>1)
<B>Increase the number of days</B> (not necessarily hours/day) instruction.
Our major<BR>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. <BR> <BR>2)
<B>Increase teacher training</B> outside of instructional days (UI could be
pivotal). Thus having a qualified staff is obtainable.
<BR> <BR>3) <B>Institute skills
curriculum</B> 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.<BR> <BR>4)
<B>Study the Finnish model</B>: Finland, with 5.3 million, has one of
the best-educated workforces in the world. In a land of snow and ice,
1/3<SUP>rd</SUP> 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.)<BR>Finland consistently scores in
the top 3 internationally in science and math.<BR>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.<BR> <BR>5) <B>Establish a system
where every student should be led through a process of academic and career
awareness exploration, and planning</B>. Make sure our system
re-engages/reconnects students that are about to drop out or have. Extending
the school year would help. <BR> <BR>6)
<B>Be resurgent as the US economy.</B> 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.
<B>Think Globally, Act Locally.</B> <BR> <BR> <BR>Gerald
Weitz, D.D.S.<BR> <BR> <BR><BR><BR>
<BLOCKQUOTE class=cite cite="" type="cite">
<BLOCKQUOTE class=cite cite="" type="cite">X-From_:
vision2020-bounces@moscow.com Wed Nov 22 19:20:00 2006<BR>Date: Wed,
22 Nov 2006 19:07:21 -0800<BR>To: vision2020@mail-gw.fsr.net<BR>From: Tom
Trail <ttrail@moscow.com><BR>Subject: [Vision2020] Reality of
Poverty in Idaho<BR>X-BeenThere:
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(S:91.68542/99.90000 R:95.9108 P:95.9108 M:97.0282 C:98.6951
)<BR><BR>Visionaires: During this holiday of
Thanksgiving, we should also reflect<BR>on the current reality of poverty
in Idaho.<BR><BR>Economic Poverty<BR><BR> . 19 out of every 100
children live in poverty.<BR><BR> . Idaho has the highest percentage
(29%) of young adults, ages 18-24,<BR> living in
poverty of any state in the U.S.<BR><BR> . A Tufts University Center
on Hunger and Poverty report ranks Idaho's<BR> welfare
laws 51st (compared to all other states and the District
of<BR> Columbia) when ranied on the likelihood to
support families' efforts<BR> to become
self-sufficient.<BR><BR> . 63% of Idaho 3 & 4 year olds do not
attend a preschool program due to<BR> availability and
affordability, leaving them unprepared to enter<BR>
kindergarten.<BR><BR> . Low-income parents make up almost half of
Idaho's working population.<BR> The parents in these
families work for low wages, often without the<BR>
ability to afford health insurance, quality child care and early
education-<BR> three key elements that young children
need to succeed in school and<BR> become productive,
contributing citizens.<BR><BR> . In Idaho, a living wage for a
family of 4 (2 parents and 2 children-one<BR> program
working) is $20.98 per hour. Only 17% of current jobs in Idaho
pay<BR> this wage.<BR><BR> . Of local interest,
approximately 20% of University of Idaho staff, are<BR>
at or below the poverty level for the area.<BR><BR>Poverty of Relationship
and Meaning<BR><BR>. Drug arrests are up 144%<BR><BR>. The suicide rate is
22 people per 100,000, compared to the national<BR> suicide
rate of 11 people per 100,---.<BR><BR>. Idaho's elders face isolaton due
to lack of mobility, relationships and<BR> adequate
resources.<BR><BR>. By 2025, 20% of Idaho's population will be over age 65
and Idaho will<BR> have the greatest number of people over age
85 per capita than any<BR> other state.<BR><BR>(statistics are
from the U.S. Census 2000, the Annie E. Casey Idaho Kids Count<BR>
Report 2005 and the 2006 Idaho Job Gap Report from the Northwest
Federation<BR> of Community Organizations)<BR><BR>Rep. Tom
Trail<BR>--<BR>Dr. Tom Trail<BR>International Trails<BR>1375 Mt. View
Rd.<BR>Moscow, Id. 83843<BR>Tel: (208) 882-6077<BR>Fax: (208)
882-0896<BR>e mail
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