Innovators and early adapters of competency education want to do right by kids. The vision of personalized education is that every student will be able to engage in meaningful and highly engaging learning experiences – with the right mix of instructional supports when they need it – so that everyone is successful. Failure is not an option; it’s just part of the learning process.
However, my stomach turns when I hear these very same incredible education leaders dismiss equity because “every student is getting what they need.” In the same ways the police and criminal justice systems have betrayed African-Americans for decades, so too have our schools betrayed low-income communities, African-American communities, Hispanic communities and Native American communities. People may not be in the streets because of their schools, but the distrust is there.
So here are five equity issues I think we are going to need to tackle. They aren’t new or created by competency education. They just get raised in competency education because of the transparency system and our need to constantly nurture respect and trust so that educators can partners with students, families, and communities to resolve issues as they develop.
Keeping Students in School: Policies regarding the graduation crisis have improved greatly over the past decade. Uniform ways of measuring graduation and dropout rates are helping us to be more honest. There have been investments in credit recovery to try and find a way to improve the probability of kids who get off to a rough start in high school still reaching graduation. As a result, graduation rates are increasing…except when they aren’t. Our African-American students, specifically young men, and Native American/Alaskan Native students aren’t seeing much of an increase. Students in ELL and special education hover around 61 percent.
There have been efforts to re-engage students into school (some call it multiple pathways to graduation; some refer to it as serving over-age, undercredited students; others use the terms re-engagement or recuperation). No matter what you call it, these are all efforts designed to help students get back into school and stay there. Competency education must take into account the structures needed to make sure students can climb back on board the college/career track, picking up where they left off.
The Christensen Institute highlights areas of non-consumption as a place to derive the benefits of disruptive innovation. Indeed, online learning can be beneficial, but only in the context of high-quality blended learning that draws on the best of face-to-face instruction for older youth who may have experienced substantial challenges and trauma in their lives. Too many districts are focusing solely on online credit recovery when they should be developing schools such Apex, Schools for the Future, Our Piece of the Pie, and Bronx Arena.
Addressing Inequity in Educational/Social Capital: How much of a child’s learning takes place in school compared to that of their community and family? What type of learning is happening in families and communities, and how does it impact students’ abilities to succeed in school? (more…)