Should one test determine whether or not *3,700 “at-risk youth” graduate from high school? According to Jim Sporleder, Principal of Lincoln High School in Walla Walla, the answer is “no.” Read Jim’s opinion, and then share what you think through our survey here

*(Original estimates were upwards of 14,000 and appeared in an earlier version of this post.)

“Our legislative leaders in Olympia are failing the very kids they claim to be helping by forcing them to dropout of school over one math exam.

As of 2013, of the current 3,700 at-risk, those that do not pass the math exam or collection of evidence will be denied their diploma.

This number should drop again, but I predict it will still be in the thousands, and those kids most impacted will be our most vulnerable students that have overcome many obstacles in their life to reach the finish line.  Their resilience and determination should not be punished or judged as a lack of motiviation for not taking advantage of the ‘many’ opportunities to pass the Algebra or Geometry exam or collection of evidence.

We are trying to get more specific numbers, but know that the remaining balance is going to be a very high percentage of minority kids. The cost of not opening up other opportunities for these kids will be very high for everyone. All we are doing is limiting their future work and career success. (UPDATE: This week the balance numbers came in at 3,700 students. No ethnic or poverty information was provided).

My own daughters struggled horribly in math and started their college career off in remedial math class. I don’t know where we would be today without the college math teacher who would not give up on my girls. All three girls graduated with honors in the career path they decided to enter and they have excelled.

Common sense tells us that failing upwards of 3,700 students over one test is wrong. Many legislators do too, and they do not believe in ‘forced dropout’ for kids whom have made it to the finish line only to have their diploma plucked from their hands. The class of 2012 scored the highest SAT scores in the nation, but too many in the class of 2013 will be denied the opportunity move forward.

I am not advocating for lower standards — this is always the line of attack for those that disagree with me — but, we must allow an option for a student to still get a diploma under the 2012 graduation requirements and to honor those kids that have passed all three state standards with a special certificate of achievement. This is a win-win for everyone.”

- Jim Sporleder

For Immediate Release
Contact: Carrie Shaw
(425) 344-1787

Huge support emerges for bringing back vocational track and expanding early childhood learning programs:

Statewide Community Network releases preliminary findings — top areas of consensus include measuring students’ “soft skills” and following the Gates Foundation recommendations on improving teacher evaluations 

Issaquah, Wash. – By huge percentages — over 79 percent – participants in the statewide Community Forums Network (CFN) online survey and forums support bringing back the vocational track in high school and expanding state programs for Early Childhood Learning according to preliminary findings released today. Strong consensus also emerged in support of measuring student “soft skills” beyond standardized testing and for the recent Gates Foundation recommendations on how best to evaluate teacher effectiveness.

Over 1,700 people have participated in the online survey or forums since February 25^th and shared their opinions on several key K-12 public education issues. The online survey is still available to any Washington resident, 16 years of age or older, now through April 28^th. http://www.communityforumsnetwork.org/take-survey/

Consensus highlights from preliminary findings:

• A huge majority – 90 percent – of participants said “yes” when asked if school districts “should bring back the vocation track in high school beginning in the 10^th grade, and allow students to access trade apprenticeships and workplace training while earning a high school diploma.”

• A large combined 79 percent of respondents said the state should “increase funding for Early Childhood Learning programs,” either to “serve all low-income children this year,” (48%) or, “to serve all low-income children within 5 years,” (31%).

• A combined 82 percent of respondents said it is “very important” (61%) or “important” (21%) to “broaden student achievement evaluation beyond standardized testing and to include an evaluation of soft skills as a measurement of student success.”

• 67% of survey respondents agreed with the recent Gates Foundation recommendations to evaluate teacher effectiveness based on four measures: student test scores, classroom observations by the school principal, classroom observations by another teacher, and student surveys. This question also generated the most comments and added suggestions. All comments are available on the CFN website.

• A combined 65% of respondents support the state’s “purchase of software to group longitudinal data by school or classroom as a way to better measure school and teacher effectiveness.” 51% of respondents support the use of student data for “both schools and teachers,” while 14% support the use “only for schools.”

“Because of the strong consensus emerging on these key issues from our survey, we decided it was important to release these findings now while our state leaders in Olympia are also looking for bipartisan consensus on these same important issues,” said Carrie Shaw, CFN executive director. “Our 1,700 participants have a lot to say about public education including over 1,000 handwritten comments and suggestions, the most ever for a CFN statewide survey.”

Shaw added that preliminary results on other survey questions showed less consensus. “At this stage, we wanted to highlight all of the strong areas of consensus with support that was above 60 percent.”

CFN is a strictly nonpartisan, statewide civic engagement network of 84 nonprofit partner organizations that represent education, social services, the arts, environment, youth advocacy, business and labor interests and the spectrum of ideas and perspectives on a wide range of issues. Partner organizations help select the topic and develop survey questions, host forums, and encourage their members to participate in the online survey.  A complete list of CFN Partners is available on the website www.CommunityForumsNetwork.org

Data gathered during a topic round is verified independently and a consensus report is created and shared with policymakers, the media, and the general public. These preliminary findings from the Round 3 survey on K-12 education outcomes reflect the strongest areas of consensus. The full Consensus Report will be released in early May.

For more information, or to access the online survey, go to http://www.communityforumsnetwork.org/take-survey/ or call toll free 800-369-2584

###

Forum brings wide range of ideas on future of education

By Rick Steigmeyer
World staff writer, Wednesday, March 20, 2013

CFN joined the Latino Education Achievement Project (LEAP) conference in Tacoma on Feb. 28th to talk about K12 education outcomes and how to best improve academic achievement for all students. We had 114 students and conference participants share their opinions.

We were impressed with the level of enthusiasm and thoughtfulness these young people expressed in the way they approached the opportunity to provide feedback on public policy issues. They realize these issues impact their future and their education opportunities.

Here are some of their comments:

“Students learn more than one way. The schools need to be modeled to fit the individual needs of students – not one size fits all.”

 

“When it comes to teacher evaluations, they need to ask kids what they think a good teacher is.”

“Teachers should be evaluated on their cultural competency and commitment to community outreach.”