The Ambush of Education: 5 Disturbing Ways America Fails Educators Startling information about the trends that are crippling our educators and strategies they can use to take charge Researched.
Download ReportTranscript The Ambush of Education: 5 Disturbing Ways America Fails Educators Startling information about the trends that are crippling our educators and strategies they can use to take charge Researched.
Slide 1
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
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6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
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U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
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9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
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10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
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19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
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1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
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However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
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38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
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40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
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44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
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46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
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47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
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49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
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52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
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54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
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55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
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59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
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60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
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© Copyright - 2010
62
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© Copyright - 2010
63
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© Copyright - 2010
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© Copyright - 2010
68
Slide 2
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 3
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 4
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 5
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 6
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 7
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 8
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
in the United States.
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 9
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 10
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 11
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 12
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 13
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 14
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 15
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 16
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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You provide great inspiration to young minds. These
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you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 17
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 18
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 19
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 20
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
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© Copyright - 2010
68
Slide 21
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
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4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
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6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
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7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
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Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
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10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
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1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
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38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
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Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
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44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
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46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
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47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
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49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
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Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
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60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
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61
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62
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63
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67
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68
Slide 22
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 23
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 24
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 25
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 26
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 27
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 28
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 29
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 30
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 31
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 32
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 33
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 34
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 35
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 36
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
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© Copyright - 2010
67
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through arts and fun
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Or visit
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© Copyright - 2010
68
Slide 37
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 38
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 39
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 40
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 41
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
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The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
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U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
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Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
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Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
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1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
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However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
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Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
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Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
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Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
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Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
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Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
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52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
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54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
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Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
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Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
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60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
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© Copyright - 2010
62
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© Copyright - 2010
63
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© Copyright - 2010
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68
Slide 42
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 43
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 44
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 45
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 46
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 47
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 48
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 49
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
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through arts and fun
CALL NOW
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Or visit
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© Copyright - 2010
68
Slide 50
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 51
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 52
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 53
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 54
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 55
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
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only program of its kind
in the United States.
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 56
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
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© Copyright - 2010
67
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parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 57
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 58
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 59
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 60
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 61
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 62
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 63
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 64
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 65
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 66
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 67
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 68
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
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only program of its kind
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schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
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Or visit
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© Copyright - 2010
68
Slide 2
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 3
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 4
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 5
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 6
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 7
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
Innovative ways to support
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 8
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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You provide great inspiration to young minds. These
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do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 9
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 10
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 11
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 12
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 13
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
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Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
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Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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schools and communities
with our special mix of
fun, arts, exercise and a
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learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 14
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
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© Copyright - 2010
67
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parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 15
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 16
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 17
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 18
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 19
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 20
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
in the United States.
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 21
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
objective look at:
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© Copyright - 2010
67
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through arts and fun
CALL NOW
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Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 22
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 23
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 24
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 25
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 26
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 27
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
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only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
Innovative ways to support
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 28
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 29
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 30
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 31
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 32
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 33
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
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Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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schools and communities
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© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 34
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 35
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 36
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 37
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 38
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 39
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 40
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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schools and communities
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fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 41
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 42
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 43
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 44
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 45
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 46
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 47
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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social skills are raised to a whole new level
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 48
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
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parents and communities
through arts and fun
CALL NOW
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Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 49
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 50
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 51
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 52
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 53
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
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U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
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11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
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The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
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14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
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The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
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NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
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Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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schools and communities
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learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 54
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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General Manager
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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fundraising effectiveness
This report provides an
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© Copyright - 2010
67
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through arts and fun
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Or visit
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© Copyright - 2010
68
Slide 55
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
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You provide great inspiration to young minds. These
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know that it is appreciated and noticed. Thank you!”
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General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
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maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 56
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 57
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 58
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 59
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 60
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 61
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
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© Copyright - 2010
64
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© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 62
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 63
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 64
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 65
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 66
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
Circus of the Kids is the
only program of its kind
in the United States.
Our goal is to connect
children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
Confidence, self-esteem, work-ethic and
social skills are raised to a whole new level
Innovative ways to support
learning and enhance achievement
Communities, families and children connect
through arts and laughter
We are a dynamo fundraiser
© Copyright - 2010
64
Testimonials
“Words cannot express my gratitude for what you do.
You provide great inspiration to young minds. These
kids, and so many others, need to learn that they CAN
do more than what they think their limits are. All of
you do that every day. I hope that you and the staff
know that it is appreciated and noticed. Thank you!”
Alex Hicks
General Manager
Evercare Medical Solutions, Inc.
© Copyright - 2010
65
Testimonials
© Copyright - 2010
66
Our offer
A no-cost assessment of your
fundraising effectiveness
This report provides an
objective look at:
– Areas of increased impact
– Positive steps to help you
maximize fundraising
© Copyright - 2010
67
Connecting children,
parents and communities
through arts and fun
CALL NOW
866-Circus-5
Or visit
www.circusofthekids.com
© Copyright - 2010
68
Slide 67
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
© Copyright - 2010
21
Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
© Copyright - 2010
22
What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
© Copyright - 2010
23
Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
© Copyright - 2010
1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
© Copyright - 2010
26
Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
© Copyright - 2010
27
Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
© Copyright - 2010
29
Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
© Copyright - 2010
30
Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
© Copyright - 2010
31
Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
© Copyright - 2010
32
Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
© Copyright - 2010
34
Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
35
To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
© Copyright - 2010
36
However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
© Copyright - 2010
38
Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
© Copyright - 2010
40
Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
© Copyright - 2010
41
Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
© Copyright - 2010
42
Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
© Copyright - 2010
44
What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
© Copyright - 2010
45
Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
© Copyright - 2010
46
Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
© Copyright - 2010
47
Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
© Copyright - 2010
49
Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
50
Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
© Copyright - 2010
51
Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
© Copyright - 2010
52
Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
© Copyright - 2010
54
Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
© Copyright - 2010
55
Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
56
Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
© Copyright - 2010
57
Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
© Copyright - 2010
59
Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
© Copyright - 2010
60
Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
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only program of its kind
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children, parents,
schools and communities
with our special mix of
fun, arts, exercise and a
character building
learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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social skills are raised to a whole new level
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
66
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© Copyright - 2010
67
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© Copyright - 2010
68
Slide 68
The Ambush of
Education:
5 Disturbing Ways
America Fails Educators
Startling information
about the trends that are
crippling our educators
and strategies they can
use to take charge
Researched and
produced by EMPIRE
RESEARCH GROUP
Sponsored by:
© Copyright - 2010
2
Why did we commission a study?
•
We understand the
overwhelming challenges
facing educators today
•
We engaged an independent
research firm to investigate
critical impact trends and
identify solutions steps that
can help educators rise to
the challenge
© Copyright - 2010
3
Areas Covered
•
The education landscape
•
The 5 Disturbing ways America
fails educators
•
Practical strategies and actions
that educators can use to cut
through the complexity and
reach their goals
© Copyright - 2010
4
The Current
Landscape
How does education in the U.S. compare
• U.S. students are the “C”
students of the world,
neither leading nor trailing
in reading, math, or science
• Consistent “A” students in
international assessments
include Finland, Korea
and Singapore
• Are these comparisons
accurate indicators?
Source: National Center for Education Statistics, PISA Results
© Copyright - 2010
6
The U.S. spends more per child
• The U.S. spent $8,750 vs. $7,500 in
Finland, for example—but the figures can
be misleading
• Finland's government provides equal perpupil funding, unlike disparities between
Beverly Hills public schools, for example,
and schools in poorer districts
• How far a dollar actually goes is another
issue. Average 2 bedroom apartment:
• Helsinki: $800
• Washington D.C.: $3,298
• New York/SoHo: $6,983
• New York/Harlem: $2,331
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008; REIS; Rental Report 2010, Real Estate Group NY, March 2010
© Copyright - 2010
7
U.S. compared to Finland
•
Finland is largely homogeneous,
and has a strong national culture
•
In U.S. schools 9.7 million
children speak another language
at home
•
Finland gives teachers and school
administrators complete control
and does not mandate
standardized testing, unlike
NCLB woes in the U.S.
Source: Finland: What’s the Secret to Its Success? PBS, September, 2008
© Copyright - 2010
8
U.S. compared to Finland
•
"In most countries, education feels
like a car factory. In Finland, the
teachers are the entrepreneurs,”—
Schleicher, OECD
•
Teachers in Finland must hold a
masters degree, but since college is
free, this is not a barrier
•
Unlike the U.S., the profession is
among the most respected, parents
are highly supportive and discipline
problems are rare
Source: What Makes Finnish Kids so Smart? Wall Street Journal, February 29, 2008
© Copyright - 2010
9
Violence is not the same
•
75 percent of public schools
recorded violent incidents of
crime at school in the U.S.
• In 2007, rates of violent crime
victimization at school were
higher than away from school
• Finland and other leading
countries in international
assessments do not track serious
crime at school because the
incidence is so low
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education 2009; Center for
Disease Control, Understanding School Violence, 2008
© Copyright - 2010
10
Bullying comparison
• Comparisons of moderate to
frequent bullying underscore
the difference:
•
•
•
Finland: 11%
Korea: 17%
U.S. bullying: 59%
• In the U.S., 160,000 students
go home early on any given day
because they are afraid of
being bullied
Source: U.S. Department of Education, National Center for Education Statistics, The nature and Extent of bullying at school,
Drake, Journal of School Health, 2003
© Copyright - 2010
11
Comparisons within the U.S.—easier?
• One study created a fictional school that
researchers called “Mayberry”
• Based on test scores, achievement gaps
and yearly progress, they found that
“Mayberry’s” status would be very
different from state to state:
• In some states, “Mayberry” would be high
performing school held up as a role model
• In other states, "Mayberry” would be a
crisis school in danger of being closed!
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
12
“Mayberry”—superstar & miserable failure
•
The conclusion: “Simply put, NCLB makes it impossible to determine
whether schools are actually making any progress”
Source: Achievement Gaps and the Proficiency Trap, Michael Dahlin and John Cronin, Kingsbury Center at NWEA
© Copyright - 2010
13
The 5 Ways America Fails Educators
1. Shrinking budgets,
expanding expectations
2. The 3R’s: Ridiculous
Role Reversal
3. Lack of support
4. Political ambush
5. The only thing in
abundance: Criticism
© Copyright - 2010
14
Failure #1:
Shrinking
budgets…
—expanding
expectations
American Recovery & Reinvestment Act
•
The ARRA increased federal
funding to schools by 235%
•
Cumulative funding shortfall is
still estimated at $85.6 billion
•
91% of the average district’s
funding is state and local
•
87% of superintendents receiving
ARRA funds noted that federal
dollars were offset by state and
local cuts
Source: U.S. Department of Education, American Recovery and Reinvestment Act Impacts; One Year Later: How the Economic Downturn
Continues to Impact School Districts, AASA, October 27, 2009
© Copyright - 2010
16
The funding equation is more complex
•
93% of districts report budget
cuts at state or local levels
•
Unemployment is at its highest
level since 1948, creating stress
and poverty among families
•
Homelessness among families
rose by 42% in 2009
•
It costs 50% more to educate a
child in poverty than a child of
middle-income
Source: Homelessness Up in Suburban U.S., NewsMax, Feb. 18, 2010; Economic Snapshot for February 2010, Center for American Progress,
February 24, 2010; Poverty in America, United States Government Office of Accountability, January, 2007
© Copyright - 2010
17
NCLB increases expectations
•
The NCLB mandates have increased
expectations to levels that many
experts label ‘impossible’
•
Impossible tasks prompt desperate
action: Mass firing of hundreds of
teachers and principals in efforts
to avoid sanctions and preserve
federal funds
•
The mass-firing tactic is used to
‘turn around’ 20-30 schools annually
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
© Copyright - 2010
18
Can we retain “highly qualified teachers”?
•
Two thirds of schools eliminated
teachers for the 2009/10 year
•
83% expected further jobs to be
eliminated in 2010/11
• Teacher attrition is up by 50% over
the last decade
• 1/3 of new teachers leave the
field after 3 years
• 46% are gone within 5 years
Source: U.S. Department of Education, National Center for Education Statistics, How
the Economic Downturn Continues to Impact School Districts, AASA, October 2009
© Copyright - 2010
19
Failure #2:
3R’s—
Ridiculous
Role Reversal
Remember when educators…educated?
•
“Accountability has promoted a
profoundly anti-intellectual definition
of education” –Diane Ravitch
•
Increased ‘accountability’ and pressure
to “run more like a business” thrusts new
roles onto educators:
•
Marketing, Customer Service, Fundraising
and even Chief of Security:
•
•
•
55% of schools have security cameras
85% record crimes at school
87% have violence prevention practices
Source: 'The Death and Life of the Great American School System' by Diane Ravitch
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Mandate: Run like a failing business?
•
50% of businesses fail
within their 1st year and
lack of capital is a
leading reason
•
76% of districts describe
themselves as
‘inadequately funded’
•
21% face short-term
borrowing to meet
payroll and accounts
payable in 2010
Source: Why Small Businesses Fail, U.S. Small Business Administration
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What does ‘the customer’ think?
•
45% of districts reported that even
with federal monies, they were
unable to save art, music and
physical education programs
•
When asked how important it is that
students get exposure to arts, drama
and athletics, 72% of parents
considered it very important
•
What kind of business could possibly
cut ‘services’ that 72% of its
customers consider ‘very important’?
Source: State House News Poll, Parent Attitudes, September 2007
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Failure #3:
Lack of
Support
The gap in parent involvement
• Parent involvement is linked to better
grades, test scores, attendance,
behavior and graduation rates
• Only 20% of schools have PTA units
• From 12.1 million active parents in
1962, PTA membership plummeted to
5.8 million in 2008
• Gaps in parent involvement mirror
achievement gaps with up to a 50%
difference in participation rates across
ethnic and socio-economic groups
PTA Membership in Millions
14
12
10
8
6
4
2
0
Source: PTO Today, February 2008; U.S. Department of Education, National Center for Education Statistics, 2009
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1965
2009
25
What do teachers say?
•
78% say that lack of parental support is
an ever-present concern
•
52% do not believe they can count on
parents to support discipline efforts
•
77% would be “substantially more
effective” if they didn’t have to spend
so much time on disruptive behavior
•
HELP
1 in 3 have considered quitting the
profession because student discipline
and behavior have become intolerable
Source: Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?, Public Agenda, 2004
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Outreach efforts don’t get an “A”
•
A national study of schools in
35 states found:
Only 3% described results
of their parent outreach
efforts as “excellent”
Less than 15% described
them as “very good”
40% reported “inadequate”
or “no funds” for outreach
or partnership development
Source: Special Report, 2009 School Update, Johns Hopkins University
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Failure #4:
Political
Ambush
Education lobby information
•
Political influence spending on
education has risen alarmingly over
the last decade
•
Lobby spending increased over 500%
between 1998 and 2008 (federal only)
•
There were 1,471 education lobbyists
to the federal government in 2009
•
State lobbying efforts are even more
fierce, but not as transparent because
many states do not require disclosure
Source: Education: Long-Term Lobby and Contribution Trends, Open Secrets, April, 2010; Center for Responsive Politics
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Business influence on education policy
• Big business is influencing policy through their
foundations, but not always responsibly:
•
"With so much money and power aligned
against the neighborhood school, public
education itself is at risk”—Diane Ratvitch
• Example: Bill & Melinda Gates Foundation:
— Spent $2 billion on a program to break
up large schools into small ones
— Changed their minds, concluding small
schools couldn’t provide enough
resources and opportunities
— Abandoned the project, leaving the
schools in complete disarray
Source: 'The Death and Life of the Great American School System' by Diane Ravitch, Professor of education at New York
University with more than 35 years of research in education
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Has the take-over of education helped?
Source: U.S. Department of Education, National Center for Education Statistics
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Why isn’t anyone listening to the experts?
Source: How Principals and Superintendents See Schools Today, Education Insights, 2006
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Failure #5:
The only thing
in abundance:
Criticism
The only thing in abundance: Criticism
— “Education leaders are under
attack. We are the marks
when society has failed our young
people and the news media needs a
target. We are easy scapegoats”
—The School Administrator Editorial
—
"The job is impossible, the
expectations are inappropriate,
the training is inadequate, and
the pipeline is inverted”
—Paul Houston, AASA
Source: Leadership’s Time is Now, The School Administrator, November 2005 Number 10, Vol. 62
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Blamed for a system that cripples them
•
A multi-year study found that the
majority of superintendents agree—
they believe the job to be “undoable”
•
The study concluded:
—
“What we hear in the voices of these
superintendents is their frustration that their
commitment to teaching is over whelmed by
political demands. They are set up to fail
and then condemned depending on the
community’s mood”
Source: An Impossible Job? The View from the Urban Superintendent’s Chair; Wallace Foundation, July 2003
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To summarize, America fails educators by:
— Reducing budgets while constantly
expanding expectations and roles
— Putting the weight of society’s
problems on their shoulders while
undercutting their support
— Allowing politicians control instead
of education experts
— Blaming educators for a system they
didn’t design that cripples their
ability to educate
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However, there
are steps that
educators can
take to cut
through the
complexity and
take charge
5 Steps to Success
1. Strategic thinking
2. Maximize fundraising
3. Improving test scores—foundation
over technique
4. Effective parent engagement
5. Catalyze alliances
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Step #1:
Strategic thinking
Strategic thinking: not an event
•
‘Strategic planning’ is an
event—strategic thinking is a
daily mindset
•
When problems are legion and
time is at a premium, strategic
thinking is critical to success
•
Strategic thinkers seek
multiple impacts from each
tactical action
•
The first step is to change
focus from ‘action’ to ‘impact’
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Impact, not just action
•
For example, the ‘action’ of holding a
fundraising event can be strategically
designed to create ‘impact’ on:
• Student skills and behavior,
• Parent engagement
• Community support
• Raising money
•
Every simple, routine action can be
modified for impact on larger goals
•
Rethinking routine actions/interactions
to maximize impact opportunity has a
powerful cumulative effect
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Simple actions, cumulative impact
•
For example, sending out the lunch
menu may be informative to parents
and students. Can it also be made to:
•
Improve health and attendance
by highlighting foods that
improve skin, hair, muscles
•
Advertise events and goals to
raise awareness/participation
•
Contain a link to a “How you
can help us reach our goals”
section of your website
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Step #2:
Maximize
Fundraising
Maximum impact, minimum time
•
Time expenditures to
organize lower-return
fundraisers can be the
same or more than options
that produce higher return
and higher impact
•
Fundraising events
designed to be novel
and fun generate wider
participation, as well as
favorable publicity
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What types of events bring people out?
•
•
•
•
Studies show that Arts events have
the largest turnout outside of
sporting events
45
40
35
They also offer the widest
30
opportunity for expanded impact:
25
More than 65 distinct relationships 20
between arts and desired outcomes 15
10
(both academic & social) have
5
been documented
0
Surprising links have been found in
Music Fair or
Play
Dance
increasing student motivation,
Festival
persistence and ability to accept
Music Fair or Festival Play Dance
constructive criticism
Source: Building Participation, The Urban Institute, July 2004; Deasy, Don’t Axe the Arts!, National Association of Elementary School
Principals, Volume 82, Number 3 , January/February 2003; Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006
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Why do they come?
• You know why you want them to
come—but understanding their
motivation is critical
• Interestingly, although ‘support the
community’ scored high for all
groups, it scored highest for low
income and minority groups
48% higher
•
Your messaging about events
should correspond with the
motivations of the target
audience for maximum impact
60
50
40
30
20
10
0
Socialize
Socialize
Support Community
Support
Community
Emotional Experience
Low Cost
Source: Building Participation, The Urban Institute, July 2004,
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Make it strategic, ‘special’ and personal
•
Research indicates that the most
promising strategies involved:
Programming in which children had
fun and were helped in making
academic and social progress
Scheduling ‘special’ events that
promoted high attendance
Providing food
Offering performances and exhibits
of youth’s work
Source: Special Report, 2009 School Update, National Network of Partnership Schools, Johns Hopkins University
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Step #3:
Effective
Engagement
First: Access before engagement
• “Parent involvement encompasses a
multitude of complex phenomena—family
structure, culture, ethnic background,
social class, age and gender represent only
a few of the factors” –Boethel
• There is no ‘one-size-fits-all’ engagement
playbook—but, all strategies must start
with access. The key question is:
• How can we create access to positive
interactions with parents?
• Experts say that novel and non-traditional
avenues can increase your access
Source: Scribner and Scribner (2001); 2003 synthesis, Diversity: Family and Community Connections with Schools, Boethel
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Second: They MUST feel welcome
• Non-traditional interactions can
create a key success component—
the feeling of “welcome”:
• Invite families in to eat lunch
with children
• Host special events and activities
that include the whole family
• Meet on ‘their turf’ by hosting
events or meetings in community
forums like churches, youth
organizations and libraries
• Add multi-cultural components
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, A Strategy Brief of the National
Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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Third: Follow-up—it’s not a one-time-event
• Initial Access: A fun event gets many attendees
• Handouts/parent literature disseminated
• Upcoming desired interactions advertised
• Teachers/principals use informal setting to
begin relationships with targeted people
• Follow up to create ongoing engagement
• Homework assignments that require
parent/child interaction tied to event
• Photos, prize winners, ‘shout-outs’ posted on
school website (next to ‘reminders’ or key info)
• New relationships followed by personal note or
email to further the bond
Source: High-performing schools serving Mexican American students: What they can teach us, ERIC Digest, Scribner & Scribner,
2001; Diversity: Family and Community Connections with Schools, Boethel, 2003; A Strategy Brief of the National Center for
Family and Community Connections with Schools, Southwest Educational Development Laboratory, September 2005
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Understand belief systems to expand impact
•
86% of parents agree that arts
education improves a child’s
attitude toward school
•
54% rate the importance of the
arts a “10” on a 1-10 scale
•
79% of parent believe that it’s
important enough for them to
get personally involved in
increasing the amount and
quality of arts education
Source: Critical Evidence: How the ARTS Benefit Student Achievement, NASAA, 2006; Critical
Links: Learning in the Arts and Student Academic and Social Development, AEP 2002
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Step #4:
Improving
Test Scores
Beyond the ‘techniques’: connect motivators
•
Regardless of ‘programs’,
‘techniques’ or ‘instructional
plans’ one fundamental
truth applies:
•
Test scores cannot be raised
without motivated students
and teachers
•
Increasing the foundational
building block of motivation
is critical to success
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Research shows key student motivators:
Teacher enthusiasm
Perceived relevance and importance of material
Self-motivation and perception of control
• Emphasizing personal responsibility and
collaboration over teacher power
• Changing "you must," to "I think you will
find. .." or "I will be interested in your
conclusions about…”
Belief: "Students who believe that they can do
well are much more likely to be motivated in
terms of effort, persistence, and behavior than
students who do not expect to succeed"
Source: Pintrich, P.R. (2003), A motivational science perspective on the role of student motivation in learning and teaching contexts,
Journal of Educational Psychology, 95 (4), 667-686; What Motivates Students, Maryellen Weimer, Ph.D. , July 2009; Lowman, 1990
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Teacher motivation: connecting the dots
•
When asked: “Given a choice between two schools in
otherwise identical districts, which would you prefer”
Paid
significantly
higher
23%
19%
Administrator
backing &
support
76%
81%
0
50
Secondary
Elementary
100
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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Teacher motivation: Respect and Support
15%
Paid significantly
higher
Student
behavior/parent
support
83%
0
20
Elementary
40
60
80
100
Secondary
More than anything else, teachers want respect and
support from administration, parents and students
Source: Lessons Learned: The Special Challenges of Teachers; The National Comprehensive Center for Teacher Quality, 2007
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Step #5:
Form Success
Alliances
Critical alliances: families and community
•
“Partnerships among schools,
families, and community groups
are not a luxury—they are a
necessity” –Henderson, Mapp and Davis
•
The value of strong, reliable,
productive relationships in the
local community are clear but
how are they developed?
•
One factor is often overlooked
and underutilized
Source: School-Family -Community Connection: Looking at the Larger Picture, A Review of Current Literature,
National Center for Family and Community Connections with Schools at SEDL
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Long term alliances through catalysts
•
Catalyst relationships can help
access or solidify parent and
community relationships
•
Short-term, one-time or
intermittent relationships that
provide access to other
relationships or networks
•
Consider the size of the
network being accessed or the
amount of people you can gain
access to and influence with to
determine priority
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Catalyst relationships, what to look for
Reliable, sterling reputation
Help you innovate
Able to draw many people that you can
then create or solidify relationships with
Multi-dimensional impact areas, such as:
Fundraising
Parent engagement
Learning and academic goals
Building work ethic, self-esteem
and social skills in kids
© Copyright - 2010
61
And now a word from our sponsor
© Copyright - 2010
62
Our Mission
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schools and communities
with our special mix of
fun, arts, exercise and a
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learning opportunity
© Copyright - 2010
63
Benefits We Bring to You
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Innovative ways to support
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Communities, families and children connect
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© Copyright - 2010
64
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© Copyright - 2010
65
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© Copyright - 2010
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© Copyright - 2010
67
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© Copyright - 2010
68