10 ideas for education, 2009

8/14/2019 10 Ideas for Education, 2009

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10IESmm2009

NDHilary Doe

CEBGracye Cheng

DCEDavid Carlson

SFwE

Mathew Corriore

NEBClayon Ferrara

Frank LinFay Pappas

Melanie WrighYunwen Zhang

TRICmNwARI

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W,DC20037

Copyrigh 2009 by he Franklin and Eleanor Roosevel Insiue.All righs reserved.

The opinions and saemens expressed herein are he sole view o heauhors and do no reec he views o he naional organizaion, is

chapers, or afliaes.


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This series was made possibleby he generosiy o

Mr. Sephan Loewenheil.


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LPF:UP-KEAllison Frankel and Jessica Halpern

T-DwE:U-PSPKirsen Hill and Chris Holdgra

RSmmLLNwYC

Mary Williams

TYVPPmNaalie Doss

REmSPmEmDElizabeh Seren

OCCGabriel A. Buzinski

CEGSNSPSeh Exein, e al.

MzSLKahleen Henning and Daniel Hessel

AmACEmSKareem Kalil

UCDavid Weinberger

TImP:HESRaul Mendoza

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PTable o Contents


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E he Roosevel Insiue Campus Nework adoped Think Impac, amodel ha re-emphasized our organizaions ounding goals o looking o young peopleor ideas and acion, win orces necessary in he pursui o change.

The ideas you will read abou in his years rs 10 Ideas series are he resul o he ad-mirable creaiviy, hard work, and scholarship o Roosevelers. These publicaionsonDeense and Diplomacy, Economic Developmen, Educaion, Energy & he Environmen,Equal Jusice, and Healhare also a esamen o hese auhors engagemen wih heworld. In environmens ha can be insular, Roosevelers show a willingness o look ou-wards, o hink criically abou problems on a local, sae, and naional level.

Bu, o his end, hese publicaions should only serve as a saring poin o a greaerprocess. Roosevelers mus be willing o ac in he communiies where hese ideas canmos eec posiive change. For conceps ha you nd inspiring, we hope ha you aremoivaed o leverage hem or he bene o your own campus, ciy or sae, and hayou seek ou channels and movemens hrough which o bring hese ideas o ruiion.And, in insances where you disagree, we hope ha you are challenged o see how youmigh improve on or adap an idea.

Gracye ChengChair o he Naional Ediorial Board

Letter rom the Editorp


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Wf o 10Ideas or Educaion, he educaion policy journal ohe Roosevel Insiue Campus Nework and one o he six 10 Ideas journals released byRoosevel his year. The publicaion o his journal could no have been more aply imed.Wih a major reinvesmen in American educaion already underway, a renewed naionalineres in educaion reorm and growing economic pressure o improve our schools,educaion has received more atenion han ever beore and he demand or excellencein educaion has never been greaer.

Recen innovaions have lead o noable reorm and inspired a new generaion o lead-ers and hinkers o inves in educaion. Charer schools, eacher incenive programs, andsandards-based reorms have aken roo in disrics across he naion and have beenhe caalys or no only changes in schools bu also innovaive hinking in educaion.Never beore has he realm o possibiliies been so broad, and never beore have peopledreamed o hink so boldly abou American educaion.

Wih hese en innovaive policy proposals, we aim o propel he naional discussionabou he uure o educaion in America in an even bolder direcion. From ElizabehSerens creaive approach o increasing income equaliy o Kirsen Hills idea o harnesshe alens o college sudens o mee he needs o underserved elemenary schools,he Roosevel Insiue chapers addresses he challenges o odays educaion sysemwih he innovaion o se bold new sandards or omorrow.

Our unique perspecive as sudens provides us he insigh and experience o winessrs hand he applicaion o he policies we analyze. We have been augh in publicschools ha have ailed o mee sudens needs, el he pressures o paying or college,and realized he power o successul educaion. Through his personal experience andour insigh ino progressive policy, Roosevel Fellows have passionaely and inelligenlyatemped o ackle some o he oughes quesions in educaion oday.

Collaboraing wih our auhors on hese proposals has rearmed our condence in hepower o suden ideas. In reading heir work, we have been encouraged o hink boldly,moivaed o analyze criically, and inspired o see pas he poliics o oday ino hepossibiliies o omorrow. We invie you o share he energy we eel and hope you enjoy

reading he 2009 10Ideas

or Educaion as much as we have creaing i.

David CarlsonLead Sraegis or Educaion Policy

Strategists Note P


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Leveling the Playing Field:

Universal Pre-K EducationAllison Frankel and Jessica Halpern, Universiy o Wisconsin - Madison

The sae o Indiana should iniiae a universal Pre-K program so as o aord allchildren he opporuniy o succeed.

Indiana is one o only welve saes ha does no oer some orm o sae unded pre-K.Georgia became he rs sae o oer universal pre-K in 1995 and now serves 58% oour-year-olds in he sae. Aer Georgias pilo program proved eecive, Oklahomabecame he second sae o iniiae universal pre-K, in 1998. Sixy-eigh percen (68%) oOklahomas children are covered under his program. Floridas universal pre-K programwas jumpsared by a 2002 sae consiuional amendmen and now serves 57% o is

our-year-olds. These saes demonsrae ha universal pre-K is no only possible, bualso proable. Evidence clearly shows ha universal pre-K improves graduaion raes andreduces crime raes, all whileraising uure revenue or hesae.

The Political Will Is There

In ligh o he curren eco-nomic sae, many lawmakersare wary o raising axes andadding new governmen pro-grams. However he sae willno only earn back every pen-ny i invess in universal pre-K,bu recieve a 7 o 1 reurn onis invesmen. The ac haso many saes are invesingin hese programs show hahe poliical will is here. Al-mos 7 in 10 voers wan saeand local governmens oprovide volunary pre-k or allchildren.

Funding Options Are Available

Dieren unding opions or universal pre-K are appropriae or dieren saes. Geor-

gias universal pre-K program is ully unded hrough a ax on lotery unds, which hasproven highly successul. We believe ha in Indiana, a ax on alcohol is he mos eeciveway o raise revenue or his program. The alcohol ax in Indiana has no been raisedsince 1981. I he sae o Indiana raises is ax on cases o beer by only 26 cens, botles owine by only 9 cens and hs o liquor by only 53 cens, he sae could raise $42 million.This ax could hen be increased incremenally o ensure ull coverage o pre-K.

Key FactsIndiana is one o only welve saes ha doesno oer some orm o sae unded pre-K. Threesaes, Florida, Georgia, and Oklahoma, have ini-iaed universal pre-K programs.

Universal pre-K is cos-eecive. Oklahoma spen

$3,433 per child in 2007, and enrolled 68% o isour-year-olds in sae-unded pre K. Washingon,however, which only provides pre-K educaiono low-income amilies, spen $6,010 per child in2007, bu only enrolled 6% o is our-year-olds insae-unded pre K.Conservaive esimaes show ha or every dollarinvesed in universal pre-K, he reurn is $7 based

on increased uure earnings and ax revenuesor paricipans, and reduced coss o remedialeducaion and jusice sysem expendiures.


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Potential Objections to Funding Options

New axes atrac conroversy and complain by deaul, and in his case, he alcoholindusry will undoubedly objec. Their objecions, hough, are counered wih he acha a so-called sin ax has already proven eecive in Georgia. Sin axes are paricularlyeecive or pre-K educaion because hey do no compee wih oher prioriy childrens

programs. Furhermore, hey do no require repeaed legislaive approval. A sin ax onalcohol is mos suied or Indiana, considering ha he exising ax has no been raised inalmos hree decades. Marginally increasing he ax on alcohol will ensure qualiy pre-Keducaion or all o he children in Indiana.

Next Steps

The rs sep is o raise awareness abou he benes o pre-K educaion. Nex, he legis-laure mus inroduce a bill increasing he alcohol ax. These unds should hen be usedo iniiae a universal pre-K educaion program.

Talking PointsPr e-K pus our youh on an even playing eld and aords all children he chanceo succeed. Aer Universal pre-K was iniiaed in Oklahoma, es scores or His-

panic children improved by 54%, and or Arican American children by 17%.Pre-K provides sudens wih greaer opporuniy or success in school. Childrenwho atend pre-K programs are 29% more likely o graduae rom high school.Pre-K reduces crime. Children in Chicago who did no atend pre-K were 70%more likely o be arresed or a violen crime by age 18 han heir peers who a-ended pre-K.In ligh o he curren sae o he economy i is essenial ha Indiana provideis children wih he ools hey need o succeed in he uure. Fory-year-olds inMichigan who atended pre-K as children had a 33% higher average income han

heir peers who did no have a pre-K educaion.

The Sae o Preschool: 2007 Sae Preschool Yearbook.

NIEER. Economic benes o qualiy preschool educaion or Americas 3 and 4-year olds. Is esimaed or

every dollar invesed, he reurn is $7, based on he reduced coss o remedial educaion and jusice sysem

expendiures, and in he increased earnings and projeced ax revenues or paricipans. (Accessed May 6,

2009)

Gormley, William Jr, and Phillips, Deborah. 2005. The Eecs o Universal Pre-K in Oklahoma:Research Highlighs and Policy Implicaions. The Policy Sudies Journal 33, no.1 htp://www.ecec.org/les/

PK_Oklahoma.pd (accessed May 6, 2009).

PreKnow. Fac Shees: The Benes o High Qualiy Pre-K. PreKnow. www.preknow.org/policy/acshees/

benes.cm (accessed March 30, 2009).

Join Togeher. Indiana Lawmakers Propose Doubling Alcohol Tax. 3 April, 2009. (accessed May 6, 2009)

htp://www.joinogeher.org/news/headlines/inhenews/2009/indiana-lawmakers-propose.hml

Sources

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ing amoun, placing he burden on he universiies o cover he las quarer o sudenssalaries.6 This maching requiremen has deerred universiies rom dedicaing moneyo communiy service jobs because he ederal subsidy is needed or on-campus jobs.The normal 25% insiuional maching amoun is waived or FWS sudens who serve asuors or elemenary sudens.6 Thereore increasing communiy service jobs will no bea cos o he universiy.

Stakeholders

This program will bene he universiy, undergraduae sudens, K-5 eachers, parens,communiy members, and he elemenary sudens. The bonds ormed beween univer-siies and public schools will give all paries involved a sake in one anoher, creaing asense o eamwork and muual-dependence ha will resul in more cooperaion and abeter ow o ideas and assisance.

Next StepsThe rs sep is garnering neces-sary legislaive suppor needed orevise he Higher Educaion Ac.Nex, he logisics o he readingprograms mus be explicily laidou, providing clear guidelines orhe universiy and parnering pub-lic elemenary school. Addiion-

ally, i will be imporan o bridgegaps beween universiies and el-emenary schools. Finally, each-ers mus agree o budge ime inoheir class schedule or uoringsessions.

Talking PointsParnersh ips beween universiies and localpublic elemenary schools:

Raise lieracy raes, reducing band-aidgovernmen educaion cossProvide public school children he rareopporuniy or a menor in he academicseting

Sudies have shown ha reading aloud ochildren may be he single mos imporanaciviy or building he undersanding andskills necessary or uure reading procien-cy and success.3

1. The Measure o America: American Human Developmen Repor 2008-2009 (htp://measureoamerica.

org/2008-2009-repor/acoids/).

2. Denon, Krisen and Gerry Wes, Childrens Reading and Mahemaics Achievemen in Kindergaren and

Firs Grade (PDF le), U.S. Deparmen o Educaion, NCES, Washingon, DC, 2002.

3. Bus, Van Ijzendoorn, & Pellegrini, 1995; Wells 1993 as reerenced in Reading and Learning o Read byVacca, J., Vacca, R., Gove, M. (2006).

4. htp://nces.ed.gov/pubsearch/pubsino.asp?pubid=2008017

5. The Role o Environmen in Developmen o Reading Skills: A Longiudinal Sudy o Preschool and School-

Age Measures by Vicoria J. Molese, Arlene Modglin and Dennis L. Molese. Similar ndings are discussed

in Reading and Learning o Read by Vacca, J., Vacca, R., Gove, M. (2006).

6. htp://www.compac.org/iniiaives/earn-learn-and-serve-geting-he-mos-rom-communiy-service-ederal-

work-sudy/communiy-service-ederal-work-sudy-he-bes-kep-secre-in-higher-educaion/

Sources

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Reducing Summer Learning Loss

In New York CityMary Williams, CUNY Huner College

Increase suden access o summer school programs in New York Ciy o reducesummer learning loss among sudens o lower socioeconomic saus (SES).

Tradiionally, higher SES sudens have ended o gain poins on reading achievemeness over summer vacaion while lower SES sudens scores decreased; lower SES su-dens also los more ground on spelling and mah assessmens.

Programs have been implemened o address his problem: Knowledge is Power Pro-gram (KIPP), a junior high school in he Souh Bronx, mandaes atendance in a summer

session. Atendees show dramaic rises in heir reading and mah scores and are muchmore likely o atend college. In Balimore, sudens who atended a summer academyperormed beween 40% and 50% o one grade level higher han sudens who did noatend.

Currenly, summerschool is availablein New York Ciy orgrades 3 hrough 12

and encouragedonly or sudenswho have no yeme he crieria obe promoed o henex grade level. Busudens who haveme he crieria orhe nex grade level

would sill benerom summer classeso preven summerlearning loss, espe-cially in a-risk areas.

Analysis

To reduce he cos o he program, he New York Board o Educaion could recrui vol-uneers hrough New York Ciy high schools and colleges by creaing an ocial andpresigious program or voluneers, akin o Teach or America. Voluneers would uorsudens, lead ar projecs and organize games. To atrac sudens, he curriculum shouldbe engaging and ocus on reading, spelling and mahemaics. The eeciveness o heprogram will be moniored by regular achievemen ess, allowing or a comparison be-ween sudens who atend and hose who do no.

Key FactsIn Balimore, sudens who atended a summer academyperormed 40%-50% o one grade level higher han su-

dens who did no atend.A review o 39 sudies revealed ha achievemen esscores decline over summer vacaion.As early as he summer beween kindergaren and rsgrade, higher SES children learned more han heir lowerSES peers.According o he Furman Cener or Real Esae andUrban Policy, children living in New York Ciy HousingAuhoriy (NYCHA) projecs perorm worse han oher

sudens; only 53% o such sudens pass he Mah Re-gens es, compared o 60% o oher sudens.


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The iniial program should be implemened in phases so ha coss can be reduced andhe program can be easily molded o boh he needs o sudens and he availablebudge. The rs phase may be as simple as reading and mah classes. Laer phases mayadd classes, eachers or aciviies and use diagnosic ess o examine he srenghs andweaknesses o he sudens and by exension, o he program.

Stakeholders

A communiy or an elemenary school in a low SES area where es scores are below heciy average should be chosen as a pilo school. The program should begin in a small areao lower-SES amilies where he oundaions o summer school already exis. The summerinsrucor recruimen and raining should occur rs wihin he colleges and universiiessurrounding he school. I he program is successul i can be improved and expanded,possibly by connecing wih he New York Public Libraries and he NYC Deparmen oYouh and Communiy Developmen.

Next Steps

The iniial seps are he ollowing:

lobbying or unding; recruiing vol-

uneers, eachers, and reaching ou

o poenial parens; and ideniying

a pilo school in which o rs es he

program. Achievemen ess should

be adminisered a regular inervalsand curriculum should ocus onreading, mahemaics and spelling.Ideally, aer ve years here wouldbe New York Ciy summer acad-emies across he ciy available o

elemenary school sudens and programs or older sudens would begin o develop.

Talking PointsHigher SES sudens gained poins onreading achievemen ess over he sum-mer while lower SES sudens scores de-creased.Summer classes reduce he damages osummer learning loss.

Gender, ehniciy and IQ did no have aconsisen inuence on summer learningloss amily SES is considered he primaryacor.

Burkam, David Social-Class Dierences in Summer Learning Beween Kindergaren and Firs Grade: Model

Specicaion and Esimaion Sociology o Educaion Vol. 77 No. 1 January 2004Cooper, Harris The Eecs o Summer Vacaion on Achievemen Tes Scores: A Narraive and Mea-Analyic

Review Review o Educaional Research Vol. 66, no. 3 (1996)

Cooper, Harris The Eecs o Modied School Calendar on Suden Achievemen and on School and Com

muniy Atiudes Review o Educaional Research Vol. 73, No. 1 (2003)

Schewe, Audrey Pu a Plug in he Summer Brain Drain CNN.com June 30 2006

Kids in NYCHA Perorm Worse Furman Cener or Real Esae and Urban Policy Repor November 25 2008

Schindler, Seven A Model or he New Inner-Ciy School: KIPP Academics Pisces Foundaion 2000

Sources

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The Youth Violence Prevention Program:

Preventing High School DropoutsNaalie Doss, Universiy o Chicago

The Ciy o Chicago should implemen a pilo program, he Youh Violence Pre-venion Program, which pays youh during heir 8h and 9h grade years oratending and doing well in school and exracurricular aciviies, and punishesyouh or ailing a class, skipping class, and gun and drug possession by akingaway paymen and requiring communiy service.

The Green or Grades program is a Chicago pilo program ha ries o increase he valueo school in youh eyes by paying youh a dieren incremens or good grades. I is oneo several programs across he counry ha EdLabs a Harvard Universiy has helped

o design and will evaluae as par o ongoing research on innovaive new programs ineducaion. Many ciy school disrics have implemened similar programs. The resulsshow improved perormance and ineres in school, bu policymakers have no collecedresearch on hese programseec on youh crime raes.

Over he pas 50 years, manyLack o eecive evaluaionhas limied he success ocurren programs inended o

reduce youh violence. TheYouh Violence Prevenionprogram inroduces measur-able poins o success or ail-ure by which o deermine issuccess and value.

Analysis

This program will begin asa pilo program and will beevaluaed o see is successbeore implemening i on a large scale. I will operae on he same level as he piloGreen or Grades programserving 5,000 13-14 year-old sudens in schools randomlyseleced rom he Chicago school disrics in which youh are mos a-risk or urning ocrime. Since each suden has he opporuniy o earn up o $4000 or earning goodgrades, and $350 per year or paricipaion in an exracurricular all year, he oal coscomes o $23.5 million or he wo-year pilo program. This could be paid or hrough

Race or he Top money, ederal simulus dollars, and privae grans in addiion o disricsuppor.

Key FactsA oal o 510 people were murdered in Chicagoin 2008, and nearly hal were beween he ageso 10 and 25.

Research suggess ha violen crime coss heciy o Chicago $2.5 billion per year; his includesdirec and indirec coss o violen crime.Sudies show ha young criminals are overwhelm-ingly high school dropous; hey are mos likely obegin engaging in violen aciviy during heir 8hand 9h grade years.Research also shows ha mos people who com-mi crime will no be criminals heir enire lives.


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Next Steps

To implemen he program, he Chicago ciy governmen mus obain unding rom heHarvard Ed Lab, which sponsored he Green or Grades program and oher similar pro-grams. Addiional unding may be available rom sources such as he Joyce oundaionand oher organizaions dedicaed o researching eecive educaion and crime-reduc-

ion mehods. The governmen should wai o see i he program is cos-eecive beoreimplemening i on a larger scale.

Furhermore, Chicago mus selec he school disrics in which youh are a he high-es risk or urning o crime, conac heir adminisraors, and obain heir cooperaion.Those in charge o he program mus work wih school adminisraors o se up sudenbank accouns and a mehod o paymen ha allows eachers and exracurricular aciviysupervisors o evaluae a sudens perormance and hen ask ha he correc paymenbe added or removed rom ha sudens accoun.

To evaluae he pilo program, he governmen should sudy he suden immediaelyolder han hose aeced by his program (he las ones no served by he program), heirdropou and arres raes, along wih hose who paricipaed in his program. This mus in-

clude all hose who received i, evenhose who dropped ou or ailedanyway. The evaluaors mus sudyhe dierence beween hese raesand accuraely calculae he amoun

o money saved (or los) by he pro-gram, including indirec coss (i.e. nojus he immediae money saved romcrime, bu he money saved becausepeople are less araid o crime). Thisevaluaion is dicul bu possible;he evaluaion eam can work closelywih he Universiy o Chicago CrimeLab, obaining heir mehod or doing

his research and use ha o perormhe evaluaion.

Talking PointsSudies show ha he ages o 13-14 is heime ha kids are mos likely o urn ocrime; his program is aimed a exaclyhose ages, so i will have maximum eeca minimal cos.The program atacks youh crime rom allangles- making school and aer-schoolaciviies immediaely rewarding, break-ing he rules immediaely punishable, andsaying o he srees and ou o gangsmore emping.

Chicago Youh Gun Violence Iniiaive (2009, March). Gun violence among school-age youh in Chicago.htp://crimelab.uchicago.edu/pd/Gun_Violence_Repor.pd

Chicago Public Schools (March 2009). CPS Launches he Paper Projec in 20 High Schools Ciywide.htp://

www.cps.edu/News/Press_releases/2008/Pages/09_11_2008_PR1.aspx

Earning Prospecs, maching eecs, and he Decision o Terminae a Criminal Career (2009, March). htp://

www.springerlink.com/conen/k245pv441u576522/

Sources

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Redistrict Elementary Schools

To Promote Economic DiversityElizabeh Seren, Brandeis Universiy

Redisric Balimore Couny Elemenary Schools using a conrolled choice planha considers parens preerences and economic diversiy when assigningschools in order o improve school nance, resources, and he qualiy o eachersavailable o lower-access sudens.

Due o concenraed povery, some elemenary schools have a high percenage o ec-onomically disadvanaged sudens while oher schools have only a small racion. In-equaliies experienced in he home are compounded in elemenary school because highpovery schools end o have high eacher and suden atriion, lower parenal involve-

men, less experienced eachers, lower per suden expendiures, lower es scores, andmore unreaed healh problems.

Economic desegregaion should be con-sidered in he upcoming review o heBalimore Couny Public Schools disric-ing policy o accomplish posiive changesin school nance, resources and qualiyo eachers available o lower class su-

dens, and school diversiy . A conrolledschool choice plan, in which amilies rankheir school choices and schools are as-signed based on amily preerences, aneconomic diversiy index, ransporaioncoss, and projeced demographic changes, will improve economic inegraion and mii-gae enrollmen balances.

Balimore Couny Public Schools should be redisriced o increase he enrollmen in

he 29 schools ha are a 80 percen capaciy and decrease he enrollmen a he 75overcrowded schools . This is a more nancially sensible plan han he curren policy obuilding new schools and aciliies o accommodae or over enrollmen, especially sincehe suden populaion is expeced o decline. While here is signican opposiion oredisricing, nancial concerns and imbalances in school enrollmens make i a pressingconcern and poliically easible wih proper implemenaion. To minimize disrupion, onlynew sudens enrolling in Balimore Couny Public Schools or he rs ime who do nohave older siblings in he public schools will paricipae in he conrolled school choiceplan. Transporaion will be provided o ensure equal access. Schools will have exensive

orienaion programs or parens and children. Teachers, sa, and adminisraors willparicipae in culural sensiiviy raining.

Oher disrics have successully redisriced o promoe racial and economic diversiy.Lynn, MA adoped a volunary racial desegregaion plan in 1987 ha enabled sudenso ranser schools i he ranser decreased segregaion. The program resuled in in-

Key FactsIn 2006, 5 2 percen o sudens aBalimore Counys Owings Mills El-emenary School received ree or

reduced lunch compared o only 3.7percen a neighboring For GarrisonElemenary School.


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creased atendance, improved school discipline, a sable whie suden enrollmen, andincreased saey. Due o he posiive oucomes enjoyed by all sudens and he wayhe program was implemened, here was limied communiy-wide backlash rom heprogram. Cambridge, MA enaced a conrolled choice plan and a survey o Cambridgeshigh school sudens show ha sudens o each racial group had very posiive experi-ences in school and el hey were well prepared o live and work eecively in verydiverse setings.

The majoriy o research shows ha racial and socioeconomic inegraion yields signi-can gains in achievemen and lie oucomes, leading o higher es scores, increasedgraduaion raes , and greaer college success . Sudens exposed o more diverse educa-ional setings are more likely o live and work in diverse setings . Thereore, a conrolledschool choice plan could resul in academic and social gains or he sudens and subse-quenly reec posiively on he adminisraion, eachers, and sa o Balimore CounyPublic Schools. The coss o he program would include adminisraive coss or schoolassignmens and increased ransporaion coss, which will be minimized since disance

o he school will be considered inschool assignmens.

Next Steps

Communiy meeings wih parens,eachers, sudens, adminisraors,and sa should be held o gauge

ineres, inorm, address concerns,and garner suppor. This shouldesablish a coaliion o supporiveparies which can hen approach Su-perinenden Dr. Joe Hairson andhe School Board o advocae or aconrolled school choice plan. Due ohe pressing concerns o enrollmen

imbalances, a recen legislaive audi charged Balimore Couny Public Schools o re-

evaluae is disricing policy, making his proposal imely.

Talking PointsEconomic desegregaion will accomplishposiive changes in school nance, re-sources and qualiy o eachers availableo lower class sudens, and school diver-siy.Decreasing economic segregaion couldresul in beter perorming schools, equal-ized school unding and resources, grea-er diversiy, and improved lie oucomesor lower income sudens.

Chrisopher B. Swanson, Skeching a Porrai o Public High School Graduaion: Who Graduaes? Who

Doesn, in Gary Oreld, ed., Dropous in America: Conroning he Graduaion Rae Crisis, Cambridge:

Harvard Educaion Press, 2004, pp. 29-30.

Comor v. Lynn School Commitee, 283 F. Supp. 2d 328 (D. Mass. 2003), a 376.

Enrollmen Imbalance. The Balimore Sun. November 3, 2008. 27, Nov. 2008.

Haurin, Donald and Brasingon, David. School Qualiy and Real House Prices: Iner- and Inrameropolian

Eecs. Journal o Housing Economics. Vol 5 (4). December 1996. 351-368.

Kurlaender, Michal and Yun, John T, The Impac o Racial and Ehnic Diversiy on EducaionalOucomes: Cambridge, MA School Disric, The Civil Righs Projec, Harvard Universiy, January 2002.

Oreld, Gary and Lee, Chungmei, Why Segregaion Maters: Povery and Educaional Inequaliy, The Civil

Righs Projec, Harvard Universiy, January 2005.

Ryan, Rebecca, Fauh Rebecca, and Brooks-Gunn, Jeanne. Childhood Povery: Implicaions or School Readi

ness and Early Childhood Educaion. Handbook o Research on he Educaion o Young Children, Second

Ediion. Ed. Spodek, Bernard and Saracho, Olivia. Rouledge, 2006. 323-346. 325.

School Maters. Compare Schools Tool. Sandard & Poors. November 28, 2008.

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Optional Child Care CertiicationGabriel A. Buzinski, Michigan Sae Universiy

Michigan should implemen a minimum se o requiremens ha childcare provid-ers mus ulll in order o receive paymen rom he Michigan childcare sipend.

Alhough recognized by he ederal governmen, preschoolpre-kindergaren, kindercare, Head Sar, and oher orms o childcareis no regulaed in he same way ha k-12educaion is; saes deermine how hey will address preschool.

In Michigan, preschool allocaions are le up o disrics: some have a preschool programha is incorporaed ino he public school sysem; ohers rely on privae enerprise andsome uilize a combinaion. Disrics ha have preschools in he public sysem are mak-ing educaion-ocused preschool programs available; bu many privae preschools only

provide non-educaive preschool, or childcare. These programs do no ocus on anyype o educaional maerial.

Research shows ha educa-ive preschool programs areimperaive o he successo he children who atendhemsudens no in educa-ive preschool quickly all be-

hind, as hese rs concepualseps are criical in a childseducaion. Research showsha educaive preschool pro-grams can provide an increasein reading and mah skills haresul in an esimaed $7,600 increase o lielong earnings.1 Paricipans o hese pro-grams have 50% ewer lieime arress han non-paricipans, and are 15-20% more likelyo graduae rom high school han non-paricipans.3 When he Carolina Abecedarian

Projec, a model educaive preschool, esed alumni a ages 8, 15 and 21, hese sudens,a every age group, were more advanced academically and socially han heir peers whoatended a preschool wihou a ocus on educaion.4

Unorunaely, in Michigan, many non-educaional preschool programs, or childcare pro-grams, are direcly unded by he sae. Michigan provides a childcare sipend o srug-gling amilies so ha hey can send heir child o he childcare provider o heir choicewhile hey work.5 The majoriy o hese childcare programs provide childcare ha lacksan educaional ocus.

Michigan should 1) dene a minimum se o qualicaions ha preschool and childcareproviders mus mee in order o receive paymen rom he Michigan childcare sipendand 2) creae opporuniies or program providers o mee hese qualicaions. Begin-ning in he year 2015, Michigan should only dispense paymen rom he Michigan child-care sipend o educaionally ceried preschool and childcare providers. Alhough pro-

Key FactsThe sae sav es an average o $3,143 per personin welare coss or paricipans o educaion-based preschool programs.1

The sae saves an average o $5,320 per person

in crime and delinquency coss or paricipanso educaion based preschool programs.1

Paricipans o educaion based preschool pro-grams are 15-20% more likely o graduae romhigh school.2


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viders will, aer his poin, sill have he opion o provide care wihou cericaion, heywill no qualiy or he sipend.

The qualicaions ha Michigan denes should ocus on he implemenaion o socialdevelopmen aciviies and he creaion o lessons ha provide inroducion o academicconceps. Michigan should creae a programa hree week, sae-unded and regulaedcourseor preschool providers o atain hese qualicaions. For programs ha arealready educaion ocused, his course can be waived. By creaing clear sandards anda corresponding pahway by which preschool and childcare providers become educa-ionally ceried, Michigan will increase he number o qualiy preschool and childcareopions or amilies wih a low annual income.

Oher han economic cos, an obsacle o his proposal is ha many exising non-edu-caional childcare providers are elderly, less educaed, and live on a xed and/or low

income. This means ha heymay be less able o easily rans-por hemselves o he quali-caion course and may ndi harder o absorb new andunamiliar raining. However,he cericaion is opional andhese individuals can choose oprovide care wihou he ceri-caion. The paymen resric-ion on he childcare sipenddoes no ake eec unil 2015.Thereore many o he careproviders ha choose no o

ge ceried due o age will have reired and will no be aeced by he resricions ohe sipend paymen.

No only is his program an invesmen in Michigans sudens, i is also an economicinvesmen ha will evenually save he sae money in areas such as crime and welare.Ensuring he qualiy o educaion or Michigans youh will ensure he qualiy o Michi-gans uure.

Talking PointsIn Michigan, preschool is no unded by hesae, and hus all preschool programs come aa cos o he childs amily.Preschool uiion limis choices or srugglingamilies.The creaion o a minimum se o childcare qual-

icaions will allow sruggling amilies he opiono atending childcare programs ha have somesandard o educaional ocus.

1. Barnet, Seven W., Bene-Cos Analysis o he Perry Preschool Program and Is Policy Implicaions.

American Educaional Research Associaion. Vol. 7, No. 4. 333-342.

2. Magnuson, Kaherine A.; Meyers, Marcia K.; Ruhm, Chrisopher J.; Jane Waldogel. Inequaliy in Pre

school Educaion and School Readiness. American Educaionl Research Journal, Vol. 41, No. 1. 115-157.3. Barnet, Seven W. and Clive R. Beleld. Early Childhood Developmen and Social Mobiliy. The Fuure o

Children, Vol. 16, No. 2, 73-98.

4. Magnuson, Kaherine A.; Meyers, Marcia K.; Ruhm, Chrisopher J.; Jane Waldogel. Inequaliy in Preschool

Educaion and School Readiness. American Educaionl Research Journal, Vol. 41, No. 1. 115-157.

5. Udow, Marianne. Child care and Developmen Fund Plan or Michigan. Sae o Michigan, Deparmen

o Human Services. Lansing, Michigan. www.michigan.gov/documens/dhs/DHS-CDC-SaePlan2007-09-

DRAFT_197688_7.pd

Sources

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Closing the Education Gap

For Special Needs Students in PrisonRaymond Xi, Nabeem Hashem, Tyler He, Mingoy Taylor, Anya van Wagendonk,Sarah Krinsky, Shira Perack, Brian Bills, Krisia Wanchekon, Bryan Kam, Samuel

Schoenburg - Yale Universiy Cener on Educaion

As many as 7 in 10 incarceraed youhs may suer rom disabiliies ha impedeheir abiliy o learn (Burrell and Warboys 1). In order o enhance he rehabilia-ion and educaional process or hese youhs, we propose greaer sae unding

or a hree-pronged iniiaive addressing he process o ideniying special needssudens, individualized curriculums or special needs sudens, and eacherraining o deal wih special needs sudens.

A signican proporion o youh in he juvenile jusice sysem have educaion-relaeddisabiliies. While some sudies show ha beween 25% and 40% o sudens in cor-recional aciliies are aiced wihlearning disabiliies (Coey andGemignani 85), his may in realiy beas high as 70% (Burrell and Warboys1). Prison schools have an obligaionunder he Individuals wih Disabili-ies Educaion Ac (IDEA) o provide

disabled youhs wih a ree, appropri-ae public educaion. IDEA mandaesha school disrics have a child ndobligaion o seek ou all youhs wih disabiliies, and ha when idenied, hese youhshave individualized educaion programs (IEPs) in eec a he beginning o every schoolyear (Burrell and Warboys 3).

Proposal

To close he educaion gap or special needs sudens in youh prisons, we propose und-

ing or a hree-pronged iniiaive:

1.I: A horough evaluaion and idenicaion sysem mus be-come par o he sandard operaing procedure or all youhs as soon as heyener he juvenile jusice sysem. This idenicaion process should involve anumber o eaures. Firsly, juvenile jusice proessionals should acively col-lec inormaion on incoming sudens, including gahering previous schoolrecords on perormance or hisory o special need, and inerviewing hesudens parens. Secondly, eachers should be aler in he classroom rom

he earlies momens or clues abou he exisence o learning disabiliies,including previously unidenied ones. Thirdly, juvenile jusice sa shouldalso spend ime accuraely diagnosing he source o he sudens disabiliy,as hese may vary rom specic learning disabiliies o emoional disurbance(Coey and Gemignani 86).

Key FactsAs man y as 7 in 10 incarceraed youhsmay suer rom a learning disabiliy.These sudens ace signican disadvan-ages in he classroom, causing higher de-

linquency and recidivism.


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2. Iz m: IDEA already mandaes ha eachyouh who can be idenied as having special needs have an individualizededucaion program (IEP) ormulaed or him or her. The IEP includes mea-sures o assessmen o disabiliy, goals o reach hrough educaion, ways omeasure progress o hose goals, a basic imeline in which o achieve hegoals, and a deerminaion o he exen o which he suden will ineracwih sudens in mainsream classrooms (Burrell and Warboys 3). However,especially or incarceraed youh, here mus be an emphasis on engagingsudens in challenging classroom aciviies, moving away rom he basicmodel o drill insrucion and moving ino more ineresing and simulaingcriical hinking insrucion (Coey and Gemignani 81). I we assume ha in-carceraed youh can achieve more, we will be giving hem he ools o acu-ally atain meaningul rehabiliaion. Curriculums should reec ha willing-ness o keep as many sudens as possible in more challenging, mainsream,and appropriae classes.

3.Sf: One o he common problems acing prison schools is helack o rained and ceried sa o deal wih special needs sudens (Coeyand Gemignani 87). Successul raining programs should address he legalmandaes o IDEA, ideniying or various disabiliies and he kind o se-

ings mos conducive oreducaional success, heeec o an insiuionalseting on such a disabil-iy in he developmen oIEPs, and how o creaeconinuiy or releasedinmaes. In paricular,we propose a model oraining similar o ha in-siued by he Balimore

School Sysem in Maryland, which parners wih universiies such as JohnHopkins, Loyola College and Towson Universiy o provide cos-eecive,comprehensive raining programs or eachers in correcional sysems. Theseprograms oen provide specic, up-o-dae inormaion raining on specialneeds educaion or incarceraed youhs.

Talking PointsThe Indiv iduals wih Disabiliies Ac man-daes a child nd obligaion and indi-vidualized educaion programs.Many prison schools do no have herained sa, aciliies or unding o caero special needs sudens.

Burrell, Sue and Loren Warboys, Special Educaion and he Juvenile Jusice Sysem. US Deparmen oJusice Oce o Juvenile Jusince and Delinquency Prevenion, Juvenile Jusice Bullein, July 2000.

Coey, Osa and Maia Gemignani, Eecive Pracices in Juvenile Correcional Educaion: A Sudy o he

Lieraure and Research 1980-1992. US Deparmen o Jusice Oce o Juvenile Jusice and Delinquen

Prevenion, Augus 1994.

Sources

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Modernizing Lighting in Schools:

Learning, Health, and Fiscal BeneitsKahleen Henning and Daniel Hessel, Norhwesern Universiy

The insallaion o ull-specrum lighing has benes or sudens, schools andhe environmen.

Currenly, many schools rely on a combinaion o magneic ballass and T-12 lighs. Theselighs are energy inecien and icker due o volage ucuaions, causing headaches andeye srain. Replacing hese wih elecronic ballass and T-8 lighs will grealy improve su-dens perormance in he classroom. A combinaion o elecronic ballass and T-8 lighsprovides a ull-specrum ha is similar o he ligh provided by he sun. A 2000 class-room sudy in hree saes idenied 20 percen higher mah scores, 26 percen higher

reading scores or sudens wih he mos dayligh in heir classrooms. Full-specrumlighing is he mos advanced way o aricially achieve he eec o dayligh. A 1996 sudyshowed ha sudens in schools wihull-specrum lighing atend school3.2 o 3.8 more days per school year,have a beter disposiion, and engagein less o-ask behavior. Sudens arealso healhier. The same sudy, con-duced over a wo-year period, indi-

caed ha, due o increased ViaminD inake, sudens who atendedschools wih ull-specrum lighinghad 9 imes less denal decay andgrew an average o 2.1 cenimeersmore han sudens who atendedschools wihou such lighing.

Addiionally, ull-specrum lighing

has environmenal benes. Com-pared o oher lighing, i emis less carbon dioxide and is a more ecien ype o lighing,as one ull-specrum bulb can replace wo uorescen bulbs. A recen review o hiryschools in Massachusets showed ha green schools using ull-specrum lighing on av-erage used 33 percen less energy han schools wih convenional lighing. The New YorkTimes building recenly insalled ull-specrum lighing and has reduced is carbon diox-ide emissions by 1250 meric ons, and reduced energy use rom lighing by 70 percen.Beyond is posiive eecs on sudens and he environmen, ull-specrum lighing pro-vides benes or schools hemselves. Because he ligh rom one ull-specrum bulb can

replace wo uorescen bulbs, such lighing provides long-erm savings or schools. Sinceis buildings ransiion o ull-specrum lighing, he New York Times saves $315,000 peryear. ETHSs aciliies manager esimaes ha a ransiion o ull-specrum lighing, in con-

juncion wih oher eciency upgrades, would save he school approximaely $500,000annually. Such long-erm savings rom he use o ull-specrum lighing will help schoolsnancial sabiliy. These unds will allow schools o use he savings o reinves in oher

Key FactsOve r 25 percen o all sudens atendschools ha are considered below san-dard or dangerous.Many schools do no mee cur-

ren lighing sandards o 50oo sandard candle brighness.Nearly wo-hirds o schools have build-ing eaures ha are in need o exensiverepair or replacemen. Inrasrucureproblems, such as oudaed lighing cre-ae unnecessarily high operaional cossor schools.


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aspecs o sudens educaion such as new supplies, upgraded academic and ahleicaciliies, ec.

Opposition

Undoubedly, he bigges barrier o approval o ull-specrum lighing insallaion is he

immediae cos o such upgrades. Replacing all o he magneic ballass and T-12 lighs ina building does involve signican unding. An upgrade o his sysem wih he more desir-able elecronic ballass and T-8 lighs coss abou $100 per lighing xure. As a rame oreerence, ETHS has abou 5,000 bulbs; o complee is upgrade o lighing, he schoolneeds o inves an addiional $350,000. While he iniial invesmen is subsanial, helong-erm savings will pay or he cos and provide schools wih more capial or reinves-men.

Next Steps

Despie curren economic condiions, i is imperaive or schools o inves in upgrades oull-specrum lighing. The process has demonsrable benes or educaion, and creaesgreen jobs, wo prioriies o Presiden Obama and he Democraic Congress. These

prioriies are eviden in heAmerican Recovery andReinvesmen Ac (ARRA),which provides $44.5 bil-lion in aid o school dis-rics o inves in inra-

srucural modernizaion.Consequenly, here is nobeter ime or schools ouse available ederal aid oimprove heir lighing sys-ems, creaing subsequenlong-erm savings and im-proving overall educaionalqualiy.

Talking PointsFull-specrum lighing is he bes way or schools omee brighness sandards or heir classrooms.Full-specrum lighing is correlaed wih beter es

scores, higher atendance, and less o-ask behav-ior by sudens.Full-specrum lighs emi less carbon dioxide anduse less energy han radiional uorescen bulbs.Full-specrum lighing is approximaely wice as e-cien as uorescen lighing, meaning is insallaionand use saves schools money.

Heschong Mahone Group. Daylighing in Schools: An Invesigaion ino he Relaionship Beween Daylighingand Human Perormance, Augus 1999.

Nicklas, Michael H. and Gary B. Bailey. Suden Perormance in Dayli Schools, 1996.

Kas, Greg, Je Perlman and Sachin Jamadagni. Naional Review o Green Schools: Coss, Benes and Impli

caions or Massachusets: A Repor or he Massachusets Technology Collaboraive, November 2005.

NY Times Building Cus Lighing Energy Needs 70%, Environmenal Leader, November 13, 2008.

American Recovery and Reinvesmen Ac o 2009 (Public Law No. 111-5).

Sources

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Airmative Action Centered

Around Economic StatusKareem Kalil, Universiy o Maryland - College Park

By resrucuring heir afrmaive acion policies o increase opporuniies or alllow-income sudens, colleges and universiies can enhance diversiy on heircampuses and provide aid o sudens ha need i he mos.

Armaive acion policies were rs implemened wih he goal o promoing equalopporuniy o groups ha had been subjeced o discriminaion. As a resul o hesepolicies, minoriies have increased economic opporuniy and access o jobs ha wereunavailable in he pas. Indeed, average income or minoriies has approached hose oheir counerpars, and civil righs laws and oher legislaion have improved employmen

and oher economic opporuniies or individuals rom minoriy backgrounds.On he oher hand, armaive acion has done litle o arge prospecive sudens whohave been hindered by anoher crippling disadvanagebeing born ino low-incomeamilies. Sudens o lower socioeconomic saus are subjec o similar discriminaiono which minoriies have been accusomed. They are more likely o experience abuse,domesic and gang violence, anddo no have equal access o qualiyeducaion.

Given ha he major reason or heiniiaion o armaive acion waso level he economic playing eldor minoriies, many criics o cur-ren policies poin o he ac hahe chronically poor are excludedrom receiving any benes. Manysudens rom signicanly lower

economic sanding coninue o su-er wih no insiuional means oovercoming heir disadvanage.

Analysis

Universiies perennially ake seps o cu coss. To avoid spending heir endowmens,many universiies increasingly admi sudens who do no need nancial aid. This exacer-baes condiions or sudens who are unable o und heir own educaion. Sudens ableo overcome pervading diculies such as gang violence, poor elemenary and second-ary educaion, and a lack o resources o be admited o college oen require nancialaid. Deans o some colleges have compounded his problem, saying ha budge cus willorce heir colleges o make decisions derimenal o urhering socio-economic diversiyon campus. Alhough sudens are unable o inuence heir own socio-economic sand-ing, here is no policy in place o proec he equal righs o educaion o sudens in badnancial siuaions.

Key Facts

Curre n armaive acion policies resulin benes o Arican-American and His-panic sudens equal o an exra 230 and185 poins on he SAT, respecively. Low-income sudens receive no benes.A he 146 mos selecive colleges and uni-versiies, 74% o sudens come rom hewealhies socio-economic quarer o hepopulaion, and jus 3% come rom he

poores quarer.


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Wihou a policy in place, colleges canno be held accounable or making decisionsha provide an addiional hurdle o low-income sudens college aspiraions. Moreover,hese policies lead o a lack o diversiy in insiuions o higher educaion. Having sucha homogenous communiy hinders he educaion o all sudens by prevening academicineracion wih an inegraed suden body. By segregaing socieys economic groups, ahrea is posed o he uure o our counry, which may come o see wo disinc groupso ciizens rying o collaborae despie no hisory o ineracion. The repercussions ohis would be vas.

Next Steps

Public universiies should be ederally required o give sudens rom low-income amiliessimilar advanages and preerences ha hey currenly give o minoriies. These universi-ies will see an increase in a previously unapped source o diversiy. Funding o over-come dispariies beween income and uiion coss can be produced hrough work-sudy

programs implemened by he governmen and universiies during he summer and heschool year. While he governmen will have o incur some o hese coss, his policywill bene our naion by ensuring equal access o higher educaion based solely on

meri. Also, admiting more lower in-come sudens will play a major rolein limiing he growing gap beweenhe rich and he poor. I sudenshave perormed hrough adversiyand wish o atend an insiue o

higher educaion, dicul economiccircumsances should no be a bar-rier o hem.

Talking PointsAmericans rejec curren armaive ac-ion policies by a 2 o 1 raio, while heysuppor policies supporive o low in-come applicans o all races by his samemargin.Universiies are beginning o make admis-sion decisions based on a sudens abil-iy o pay wihou nancial aid in order ocompensae or shrinking endowmens.

Kahlenberg, Richard D. Sill Forgoten: Low Income Sudens A Selecive Colleges. Minding The Campus:Reorming Our Universiies. 8 May 2008. The Manhatan Insiue. 2 Apr. 2009.

Laer, Jared. Reorming armaive acion. Ediorial. Brown Daily Herald [Providence, RI] 30 Oc. 2008. 21

Mar. 2009 .

Zernike, Kae. Paying in Full as he Ticke Ino Colleges. The New York Times 30 Mar. 2009.

Sources

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Universal Counseling:

A Post-Secondary Guidance ProgramDavid Weinberger, CUNY Huner College

In an eor o maximize suden achievemen and college urnover raes, heNew York Ciy Deparmen o Educaion (DOE) should mandae a Possecond-ary Guidance Program (PGP) ha would require each school o adhere o heAmerican School Counselor Associaion (ASCA)-suggesed raio o 250 sudenso each guidance counselor.

In ligh o Mayor Michael Bloombergs 2002 cenralizaion o NYC public schooling, acenralized college readiness program has become easible. Though broad in scale, heproposed program is no enirely unprecedened. College admission guidance programs

in high schools have been implemened in he privae secor or a number o years. Theuniversalized sysem o guidance across Ciy schools would simply ap ino a marke haalready possesses basic inrasrucure,and rained specialiss (i.e., guidancecounselors and admissions ocers).

Analysis

To accoun or he $108.8 million in newcoss o he DOE ha his new pro-gram would incur, here would need obe an addiion o he budge allocaionor each school ouside o he exisingFair Suden Funding (FSF). FSF und-ing, an iemized and weighed sysemo budgeing, would be insucien omee he needs o a sandardized guidance program. Because he guidance program iscomprehensive and should no be judged solely by he progress o paricular and iem-ized groups o sudens, he FSF weighing sysem would no be appropriae. Insead,PGP counselors and heir local school ocials should work ogeher o creae an annualPGP budge reques or DOE approval. This addiional unding will increa he schoolsysems overall budge.

In order o incenivize eecive implemenaion o his proposal, here should be a sys-em o rewards: high schools ha have experienced a growh in he number o seniorsgoing on o higher educaion will be eligible or increased unding, as will be specied ineach PGP budge reques or approval. The new sysem o rewards would ac as incen-ive or schools o send more sudens on o college, and would pu subsanial pressureon schools o complee a higher budge reques or he guidance deparmen. The PGPis he mos easible way o increase he qualiy o New York Ciy sudens educaionwhile sill mainaining he sysems curren pedagogical and hierarchical srucure. TheDOE would no suer srucurally as a resul o his plan, and would no require anyundamenal or uncional shis. This proposal will creae a angible produc yieldingsuccess ha is measurable by curren DOE sandards (i.e., ime each counselor spends

Key FactsThe NYC DOE has abou 2700 guid-ance counselors and abou 1.1 millionsudens.The raio is abou 400 sudens o every

New York Ciy guidance counselor150more sudens per counselor han heASCA recommend.The average suden spends 20 minuesper year alking o a counselor.


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wih each suden per academic year, number o sudens going on o higher educaion,and he saisacion o sudens wih he degree o which hey are being represened inheir governance).

Next Steps

1. In he year preceding he rs budge review ollowing he implemenaiono he program, he DOE should hire a leas one hal o he 1,700 counselorsneeded or he ciywide program, and disribue hem ciywide. Early prioriyshould be given o schools wih he highes suden-o-counselor raios, ando hose wih he lowes amoun o seniors going on o higher educaion.

2. Prior o he ling o he schools FSF, PGP and school ocials should re-view he needs o he new college guidance program and complee he PGPbudge reques or DOE approval. The PGP budge should be reviewed by

he DOE independenly o he FSF. Following DOE review o every schoolsPGP budge reques, he counselors should be required o mee wih heChancellor o Schools, as per he proposed PGPs provisions.

3. Following he rs budge review, he DOE should hire and disribue heremainder o he 1,700 counselors, bringing he ciywide suden-o-counsel-or raio o roughly 250-o-1, he ASCA recommended raio.

Talking PointsA lower suden-o- counselor raio would resul in more sudens rom New YorkCiy going on o wo or our-year insiuions, and more atenion would be paido college-eligible sudens.An essenial ace o he program would be air counselor represenaion in heDeparmen o Educaion. As per he provisions se orh in he UFTs 2007-2009Guidance Counselor Conrac, Counselors will be involved in he planning o heschools guidance program.Guidance deparmen represenaives, who mainain consan proximiy o su-

dens, would serve as an unprecedened insrumen or suden advocacy in heNew York Ciy Deparmen o Educaion.

Naional College Advising Corps, The Need or an Advising Corps, Abou he Corps, htp://www.advisingcorps.org/page/he-need-or-an-

advising-corps, Accessed 6 March 2009.

UFT, An essenial job, The Unied Federaion o Teachers, htp://www.u.org/news/eacher/ediorial/essenial_job/, Accessed 11 February 2009.

Naional College Advising Corps, The Need or an Advising Corps, Abou he Corps, htp://www.advisingcorps.org/page/he-need-or-an-

advising-corps, Accessed 6 March 2009.

Laura W. Perna, e. al., The Role o College Counseling in Shaping College Opporuniy: Variaions across High Schools, The Review o Higher

Educaion (Winer 2008, Vol. 31, No. 2), 131-159.

Joel Klein, Guidance Counselors Conrac (2007 2009), The Unied Federaion o Teachers, htp://www.u.org/member/conracs/guidance_

counselor/guide_coun2007-2009.pd, Accessed 11 February 2009.

David J. Weinberger, Decreasing he Suden-o-Guidance Counselor Raio in New York Ciy High Schools Through he Universal Implemenaion

o a Ciywide Possecondary Guidance Program (PGP), The Progressive Perspecive: Soluions or NYC, 2009

Noe: This measure should be considered sopgap, and is no a permanen paradigm o which he policy mus adhere upon urher implemena

ion.

Elizabeh M. Almaier and Frederick T.L. Leong, Encyclopedia o Counseling: Changes and Challenges or Counseling in he 21s Cenury (Los

Angeles: Sage, 2008), 381.

Sources

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your ideas. your leadership. your issues.its the new student activism.

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10 ideas for education, 2009

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