need for change presentation

11

Global trends that force Global trends that force us to rethink education us to rethink education

What our students need to What our students need to compete. compete.

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A global, knowledge-based A global, knowledge-based societysociety

Ubiquitous and ever-opening Ubiquitous and ever-opening access to information creates a access to information creates a need for skilled workers who need for skilled workers who can transform information to can transform information to meaningful, new knowledge. meaningful, new knowledge.

Education Futures Editors

33

What our children need. What our children need.

The job market is continuing to The job market is continuing to evolve, yet we are still teaching evolve, yet we are still teaching students the same subject students the same subject matter that we have presented matter that we have presented for the last 30 years. for the last 30 years.

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The innovation-based society is The innovation-based society is emergingemerging

Successful members of society Successful members of society will create innovative- and will create innovative- and contextually-relevant contextually-relevant applications for new knowledge. applications for new knowledge.


55

What we need to teach.What we need to teach.

The job of today depend on the The job of today depend on the ability of our students to “think ability of our students to “think outside the box.” Students need outside the box.” Students need to learn how to use knowledge to learn how to use knowledge rather than how to memorize rather than how to memorize facts. facts.

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Knowledge and innovation-Knowledge and innovation-based jobs are moving to India based jobs are moving to India and Chinaand China

Western companies have Western companies have already learned that it makes already learned that it makes sense to move industrial jobs sense to move industrial jobs offshore. Today, many offshore. Today, many companies are beginning to companies are beginning to move their creativity and R&D move their creativity and R&D jobs to markets with lower labor jobs to markets with lower labor costs. costs.


77

Our lessons effects our Our lessons effects our economy. economy.

Other countries want our Other countries want our business. Labor unions do not business. Labor unions do not dictate to CEO’s. Production is dictate to CEO’s. Production is simpler and more economic in simpler and more economic in other countries than in the other countries than in the United States. We have gone United States. We have gone from a major producer to a from a major producer to a major consumer. major consumer.

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Personal success in the Personal success in the innovation society will require innovation society will require novelty at the individual levelnovelty at the individual level

Standardization and centralization Standardization and centralization at the workplace will give way to at the workplace will give way to individualization and individualization and decentralization. Employees will be decentralization. Employees will be viewed and rewarded for their viewed and rewarded for their creative inputs as individuals, not creative inputs as individuals, not for the roles they could play as for the roles they could play as proceduralized automatons. proceduralized automatons.


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New ways of production. New ways of production.

Workers need to understand the Workers need to understand the concept of individualization. concept of individualization. Team work is important but the Team work is important but the individual that develops the plan individual that develops the plan for improved production or new for improved production or new efficiency it the one that will efficiency it the one that will move ahead. move ahead.

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Technology changes human Technology changes human relationsrelations

Advances in technology allow Advances in technology allow people to interact in new ways people to interact in new ways that were previously obscured that were previously obscured by geographical, economic or by geographical, economic or social boundaries. social boundaries.


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Our students live in a new Our students live in a new world…do we?world…do we?

People can teleconference, People can teleconference, communicate globally, and work communicate globally, and work from anywhere in the world. from anywhere in the world. There is no limit to interaction There is no limit to interaction with the available technology with the available technology and this will only improve and this will only improve astronomically with time. astronomically with time.

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Jobs that exist today will not Jobs that exist today will not necessarily exist when today’s necessarily exist when today’s students finish schoolstudents finish school

Why do we insist on preparing Why do we insist on preparing students for jobs that existed students for jobs that existed before they were born instead of before they were born instead of for jobs that will exist when they for jobs that will exist when they finish school? finish school?


1313

Our kids are behind!Our kids are behind!

The job market has changed, but the The job market has changed, but the education students receive in high education students receive in high school is stagnant. This is why school is stagnant. This is why students now need at least 2 years students now need at least 2 years of college to compete with their of college to compete with their peers. When they enter college, they peers. When they enter college, they have to take general courses to have to take general courses to catch up with students in other catch up with students in other countries. Our students lack the countries. Our students lack the education to be at the college level in education to be at the college level in the core subjects.the core subjects.

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An ageing populationAn ageing population

Advances in sanitation, nutrition Advances in sanitation, nutrition and medicine have extended life and medicine have extended life expectancy expectancy in many countries. in many countries. The life The life spanspan, about 127, is now , about 127, is now the object of research and the object of research and development. Should people be development. Should people be helped to live 2,500 years, or even helped to live 2,500 years, or even “forever”? “forever”?


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How medicine will change life How medicine will change life expectancy. expectancy. If we do not learn new skills, there are not If we do not learn new skills, there are not

going to be enough jobs for people of all going to be enough jobs for people of all ages. As we learn more about medicine, ages. As we learn more about medicine, life expectancy will continue to increase. life expectancy will continue to increase. What will we do with the population? Will it What will we do with the population? Will it be possible for people to “buy” a longer be possible for people to “buy” a longer life? What are the moral implications? life? What are the moral implications? What will life be like for those without the What will life be like for those without the means to support themselves as they age? means to support themselves as they age? What will we do with all the people? How What will we do with all the people? How “long” should we choose to allow people to “long” should we choose to allow people to live. live.

1616

GlobalizationGlobalization

Tom Friedman is right. Tom Friedman is right. The world is flatThe world is flat. The . The phenomenon of globalization phenomenon of globalization compels students and schools compels students and schools to compete on a global scale. to compete on a global scale.


1717

ReadinessReadiness

Are our students ready to Are our students ready to compete in a global economy?compete in a global economy?

1818

Where do US students rank in Where do US students rank in college readiness with other college readiness with other countries?countries?

Observe the yellow Observe the yellow bars in the next slide.bars in the next slide.

2020

We are below the midpoint in We are below the midpoint in all but reading. all but reading.

23/30 in math23/30 in math 21/30 in science 21/30 in science 15/30 in reading15/30 in reading 24/30 in problem solving.24/30 in problem solving.

2121

November 14, 2007

2222

Change is acceleratingChange is accelerating

The doubling time of information is The doubling time of information is now under one year. In 20 years or now under one year. In 20 years or less doubling time may drop to a less doubling time may drop to a few weeks. If our cultural few weeks. If our cultural institutions don’t change at least as institutions don’t change at least as fast, what will happen to our senses fast, what will happen to our senses of identity and security? How can of identity and security? How can we become situated in the future as we become situated in the future as much as the present or past? much as the present or past?


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We are obsolete. We are obsolete.

Our education system is not Our education system is not keeping up with the information keeping up with the information students can access on their students can access on their ipods. The information we are ipods. The information we are giving students is already giving students is already obsolete. What we have to do is obsolete. What we have to do is use technology to our use technology to our advantage and challenge advantage and challenge students to find and use new students to find and use new information.information.

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The Singularity is almost hereThe Singularity is almost here

Human-surpassing intelligence Human-surpassing intelligence will guarantee that the future is will guarantee that the future is far more different than we can far more different than we can imagine. Are we supplying imagine. Are we supplying students with the creative skills students with the creative skills required to thrive in a future that required to thrive in a future that demands routine human demands routine human creativity? creativity?


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What intelligence is needed?What intelligence is needed?

The measure of one’s IQ will not The measure of one’s IQ will not be the same as what we be the same as what we measured 10 years ago. measured 10 years ago. Creativity and use of information Creativity and use of information will be the centerpiece and will be the centerpiece and prediction of success. prediction of success.

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Alvin Toffler's School of Alvin Toffler's School of TomorrowTomorrow

These are the fundamentals of the futurist's vision for These are the fundamentals of the futurist's vision for education in the 21st century:education in the 21st century:

Open 24 hours a dayOpen 24 hours a day Customized educational experienceCustomized educational experience Kids arrive at different timesKids arrive at different times Students begin their formalized schooling at different agesStudents begin their formalized schooling at different ages Curriculum is integrated across disciplinesCurriculum is integrated across disciplines Nonteachers work with teachersNonteachers work with teachers Teachers alternate working in schools and in business worldTeachers alternate working in schools and in business world Local businesses have offices in the schoolsLocal businesses have offices in the schools Increased number of charter schoolsIncreased number of charter schools

James DalyJames Daly

Reshaping Learning from the Ground UpReshaping Learning from the Ground Up

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Alternatives to public education.Alternatives to public education.

Schools have got to change to meet the Schools have got to change to meet the demands of a student population that is demands of a student population that is learner centered or public education as we learner centered or public education as we know it will be obsolete. Online classrooms know it will be obsolete. Online classrooms education is expanding. Students are able education is expanding. Students are able to interact with others from home while to interact with others from home while taking an array of classes not offered in taking an array of classes not offered in traditional schools. By the year 2014, the traditional schools. By the year 2014, the average time students spend in face to average time students spend in face to face setting will be half the time spent now. face setting will be half the time spent now. Students will learn virtually for at least half Students will learn virtually for at least half of the school day. of the school day.

2828

How are colleges preparing How are colleges preparing students?students?

The labor market is changing The labor market is changing and US colleges are not. This and US colleges are not. This causes a gap in the skills causes a gap in the skills needed in the labor market. US needed in the labor market. US college students are not college students are not equipped for the job market equipped for the job market when they graduate. Further when they graduate. Further training is needed. training is needed.

2929

U.S. Colleges and Labor MarketU.S. Colleges and Labor Market

3030

Rise in Female Drop outsRise in Female Drop outs

3131

Drop out ratesDrop out rates

The drop out rate for teenage The drop out rate for teenage girls is on the rise. girls is on the rise.

3232

Children of Foreign Born Children of Foreign Born ParentsParents

3333

Dropout trendsDropout trends

Dropouts among the children of Dropouts among the children of foreign born parents is foreign born parents is increasing. increasing.

3434

National Dropout National Dropout Comparisons 2008Comparisons 2008

3535

Dropout trendsDropout trends

Dropout rates are increasing Dropout rates are increasing nationally and the dropout rates nationally and the dropout rates for border states is continuing to for border states is continuing to rise. rise.

3636

Consequences of DropoutsConsequences of Dropouts

The fact that so many students never The fact that so many students never complete high school has a deep and wide-complete high school has a deep and wide-ranging impact on the U.S.’s long-term ranging impact on the U.S.’s long-term economic outlook. The stakes have only economic outlook. The stakes have only increased for those who drop out over time; increased for those who drop out over time; the median earnings of families headed by the median earnings of families headed by a high school dropout declined by a third a high school dropout declined by a third between 1974 and 2004.4 At current rates, between 1974 and 2004.4 At current rates, a significant segment of the population will a significant segment of the population will remain entrenched in poverty while on a remain entrenched in poverty while on a global scale the competitiveness of the global scale the competitiveness of the American labor force will continue to lag American labor force will continue to lag behind. behind.

http://www.apa.org/pi/families/resources/school-dropout-prevention.aspxhttp://www.apa.org/pi/families/resources/school-dropout-prevention.aspx

3737

Total Child Population (Number) Texas

Showing most recent 5 years; Show All Years

2003 2004 2005 2006 2007

6,108,755 6,172,624 6,238,177 6,376,714 6,438,744

1998 1999 2000 2001 2002

5,692,222 5,762,614 5,886,759 5,968,378 6,051,933

1993 1994 1995 1996 1997

5,198,203 5,311,112 5,405,550 5,528,757 5,618,202

1990 1991 1992

4,835,839 4,971,769 5,076,061

http://datacenter.kidscount.org/data/bystate/stateprofile.aspx?state=TX&loc=45

From 1990 to 2007, there was an increase of 1,362,683 children in Texas.

3838

Dropouts have a devastating Dropouts have a devastating effect on our economy. effect on our economy. • From 1990 to 2007, there was an

increase of 1,362,683 children in Texas.

This means there are more children This means there are more children in poverty although the percentages in poverty although the percentages seem to be steady. 22.5 % of seem to be steady. 22.5 % of 1,362,682 is 306,604 more children 1,362,682 is 306,604 more children that are in poverty and need that are in poverty and need assistance or free school lunches. It assistance or free school lunches. It costs more to educate this costs more to educate this population or students in poverty. population or students in poverty.

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Poverty -- Child Population (Number)

2004 2005 2006 2007 2008

1,431,931 1,537,475 1,520,101 1,508,771 1,492,668

1999 2000 2001 2002 2003

1,189,935 1,237,626 1,294,807 1,325,620 1,425,8281989 1993 1995 1997 1998

1,159,710 1,539,249 1,502,026 1,350,837 1,298,486

Percent2004 2005 2006 2007 2008

22.7% 24.7% 23.8% 23.1% 22.5%

1999 2000 2001 2002 2003

20.5% 20.7% 21.2% 21.3% 22.8%

1989 1993 1995 1997 1998

24.3% 28.6% 26.9% 23.6% 22.4%


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Economic effects for Texas.Economic effects for Texas.

There is an increasing number There is an increasing number of Texas children on food of Texas children on food stamps. These numbers were stamps. These numbers were taken in 2007, the recession taken in 2007, the recession was not yet impacting our was not yet impacting our economy. 20.5% means that out economy. 20.5% means that out of 100 children, 20.5 are of 100 children, 20.5 are receiving food stamps.receiving food stamps.

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Children receiving food stampsChildren receiving food stampsChildren Receiving Food Stamps (Number)

2003 2004 2005 2006 2007

727,930 1,158,212 1,292,354 1,535,953 1,317,029

1998 1999 2000 2001 2002

755,771 570,920 539,696 553,634 657,333

1995 1996 1997

1,059,976 1,004,176 938,537

Children Receiving Food Stamps (Percent)

2003200

42005

2006

2007

15.7%18.8%

20.7%24.1%

20.5%

1998 1999 2000 2001 2002

13.3% 9.9% 9.2% 9.3% 10.9%

1995 1996 1997

19.6% 18.2% 16.7%


4242

Uninsured ChildrenUninsured Children

Uninsured Children (Number)

2005

1,435,683

Uninsured Children (Percent)

2005

23.3%


4343

Texas uninsured childrenTexas uninsured children

In 2005, the number of In 2005, the number of uninsured children was 23.3%.uninsured children was 23.3%.

In 2005, there were 385,537 live In 2005, there were 385,537 live births. This means that births. This means that approximately 89,830 of these approximately 89,830 of these children will potentially be children will potentially be uninsured. uninsured.

4444

Live BirthsLive Births

Total Live Births (Number)

2002 2003 2004 2005 2006

376,977 371,915 381,441 385,537 399,309


4545

More birthsMore births

22,332 more children were born 22,332 more children were born in 2006 than in 2002.in 2006 than in 2002.

This means that there are This means that there are 22,332 more children in school 22,332 more children in school in Texas this year entering in Texas this year entering KindergartenKindergarten

Of those students, 23% or more Of those students, 23% or more will be in poverty. will be in poverty.

4646

Babies Born at Low Birthweight (<2,500 grams) out of all Live Births (Number)

2002 2003 2004 2005 2006

28,657 29,727 30,647 32,006 33,749

1997 1998 1999 2000 2001

24,374 25,549 25,836 26,927 27,728

1992 1993 1994 1995 1996

22,413 22,968 22,531 22,943 23,797

1990 1991

21,979 22,430


4747

Health of newborns in TexasHealth of newborns in Texas

Due to poor prenatal care and Due to poor prenatal care and nutrition, there were more nutrition, there were more children born with a low birth children born with a low birth weight in 2006 than in 1990. weight in 2006 than in 1990. There has been a 35% increase There has been a 35% increase in children born in Texas was a in children born in Texas was a low birth weight. Think about low birth weight. Think about how many were and are still how many were and are still uninsured. uninsured.

4848

No Prenatal CareNo Prenatal Care

Births to Women Receiving Late or No Prenatal Care - New Birth Certificate in 2005 (Number)

2005 2006

136,021 151,500

Births to Women Receiving Late or No Prenatal Care - New Birth Certificate in 2005 (Percent)

2005 2006

35% 38%


4949

Lack of prenatal careLack of prenatal care

In 2006, 38% of the Live Births In 2006, 38% of the Live Births in Texas were to mothers that in Texas were to mothers that had no prenatal care.had no prenatal care.

5050

Births to teens (number)Births to teens (number)

Births to Teens Ages 13-19 out of all live births (Number)

2002 2003 2004 2005 2006

53,105 51,961 52,363 52,019 53,954

1997 1998 1999 2000 2001

54,049 55,298 55,644 55,578 53,927

1992 1993 1994 1995 1996

50,969 51,678 52,829 53,472 53,531

1990 1991

49,241 50,758


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Babies having babiesBabies having babies

Of the live births in 2006, 53,954 Of the live births in 2006, 53,954 were to mothers between the ages of were to mothers between the ages of 13-19. These are the children in 13-19. These are the children in poverty having more children that poverty having more children that are born in poverty. Not only is there are born in poverty. Not only is there an alarming number without proper an alarming number without proper care during pregnancy, the quality of care during pregnancy, the quality of care and nutrition continue to plague care and nutrition continue to plague these children during developmental these children during developmental years. years.

5252

Closing the gap???Closing the gap???

TAKS scores are not really TAKS scores are not really giving us an adequate picture f giving us an adequate picture f the number of children passing the number of children passing TAKS. TAKS scores are TAKS. TAKS scores are determine by the TLI each year. determine by the TLI each year. Texas still ranks 49Texas still ranks 49thth in college in college entrance scores.entrance scores.

5353

TAKS Scores for Eco TAKS Scores for Eco Disadvantaged (ELA)Disadvantaged (ELA)

Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA Number and percent

2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

883,909 995,173 1,053,428 1,140,056 1,208,270

2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

73.0% 78.0% 80.0% 80.0% 82.0%

2002 - 2003 2003 - 2004

60.0% 69.0%


5454

Misusing statisticsMisusing statistics

Although the number seem to show the gap Although the number seem to show the gap is closing for non eco and eco is closing for non eco and eco disadvantaged groups, the truth is students disadvantaged groups, the truth is students from socioeconomic advantaged homes from socioeconomic advantaged homes score higher than do their low score higher than do their low socioeconomic counterparts. The number of socioeconomic counterparts. The number of low socioeconomic students in our public low socioeconomic students in our public schools is on the rise. The gap is still there schools is on the rise. The gap is still there and for more students. The math behind and for more students. The math behind percents is the more students there are, the percents is the more students there are, the more are needed to impact percent. In other more are needed to impact percent. In other words, if there are more low socioeconomic words, if there are more low socioeconomic students than there were 10 years ago, students than there were 10 years ago, then more students can score lower on then more students can score lower on tests without impacting the percent. tests without impacting the percent.

5555

TAKS Non Eco Disadvantaged TAKS Non Eco Disadvantaged (ELA)(ELA)

Non-Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA (Number)

2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009

1,147,345 1,196,467 1,227,088 1,276,717 1,278,245

2002 - 2003 2003 - 2004

1,035,700 1,145,340

Non-Economically Disadvantaged Students Passing TAKS Across Grades- Reading/ELA (Percent)

2004 - 2005 2005 - 20062006 - 2007

2007 - 2008 2008 - 2009

89.0% 92.0% 93.0% 93.0% 94.0%

2002 - 2003 2003 - 2004

81.0% 87.0%


5656

Why change?Why change?

http://fora.tv/2007/03/29/Challenhttp://fora.tv/2007/03/29/Challenges_to_America_s_Education_ges_to_America_s_Education_SystemSystem

http://www.edutopia.org/project-lhttp://www.edutopia.org/project-learning-social-emotional-landry-earning-social-emotional-landry-videovideo

http://http://www.edutopia.orgwww.edutopia.org/yes-prep-schools-that-work/yes-prep-schools-that-work

5757

Virtual SolutionsVirtual Solutions

http://http://www.edutopia.orgwww.edutopia.org/online-learning-video/online-learning-video

need for change presentation

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