education – Life and Lims

Call me pro-people

We like to think our society in 2015 has made great strides in treating everyone fairly. Too often, however, we’re reminded that just isn’t the case, whether it’s in race or gender issues. And even saying you’re pro-whatever might brand you as something you’re not. For example, I guess I’m a feminist. I’m pro-life (anti-abortion), fairly conservative when it comes to politics or “values,” but I am a feminist. Pretty simple: I believe women should be treated with the same respect as men. Women should vote, hold office, run companies, raise families, … whatever they would like to do. Their opinions should be given the same weight as men’s. They shouldn’t be abused by men, they shouldn’t be raped. These are very basic principles. Goes the other direction, too, of course: women need to treat men with respect and kindness.

Same goes for color. I was raised just believing we’re all alike. Sure, we’re all different where it counts, in our personalities, our talents, our interests, etc., but how we look certainly has no bearing on those real matters of identity. Heck, I married an Asian, we have three half-Asian, half-white kids, and we adopted a black girl. I respect whatever cultures we bring to the table, but they’re not the defining things about who we all are.

I could go on and on. But I hope you get the idea: we’re all people. And all people deserve kindness, respect, civility, hope, opportunities, the chance to pursue happiness, and so on.

I’m always disappointed, however, when I see that other people apparently don’t see others of the human race that way. The latest story in the news is just that an 8th-grade girl’s T-shirt got Photoshopped out of a class picture because it stated that she’s a “feminist.” I’m still not quite sure what about that is offensive: like I said, if you believe women and men should all be treated with respect and have equal opportunities, it’s pretty simple.

It struck home because right now I’m angry (yes, I got angry about this!) because my daughters’ high school allowed sexist (insulting, demeaning) messages on posters at a pep rally a few weeks ago. The student government/leadership group (ASB) led the charge on a “Battle of the Sexes” theme that’s been going on for some years (at least all four years my oldest, who graduated last year, attended). Done right, could be fun. But done wrong: ka-blooey. Here’s what some posters said, according to some students: “Stay in the kitchen,” “Female president? Nah” and “You woke up ugly”. Here’s a photo of one.

Anyone think these are respectful, fun, kind? This school and all the others in this system are always stressing how they are trying to instill character in the students, such as respect. The principal’s official online message even says this: “To help provide a safe and secure learning environment for everyone, staff members require students to treat every person at (our school) with respect, both in and out of the classroom.”

Hm. Curious. So in this situation, where the student “leadership” group’s members actively wrote and posted for the whole school to see messages that were disrespectful (and ridiculously antiquated: what decade IS this?), staff members who are required to be in place as overseers and advisers OK’d these messages.

I complained to the principal about this situation as soon as I could. We had a good conversation. I told him these messages were anything but respectful, and I said it would be a good opportunity for him and other staffers to use this as a learning situation for the students involved. Teach them what kind of messages we do want to send to others, whether it’s of the opposite sex or other races (can you imagine if the posters had been talking about race?!). Then have them take some responsibility for their poor choices and apologize themselves to the student body at the next rally.

Well, the next rally came and went last Friday, and the principal did none of these things. He stood up for three minutes and talked about how great the ASB is, how more students should be involved in it, and that some posters at the previous rally had bothered “some people” and he took “full responsibility.” The ASB teens were, after all, just 15- and 16-year-olds and didn’t really know what they were doing entirely. He pseudo-apologized and that was it.

This isn’t news because it’s unusual, just like the Ohio girl’s “feminist” message being censored from a class photo. It’s news because it reminds us just how much we still accept or gloss over disrespect to others, even when we know in some part of our brains that it’s “wrong” and we even get regular, “packaged” messages about respect. In practice, though, we treat people of other races differently and “less.” We accept all kinds of ridiculous messages in the media about how women should behave and look; we’re all about image, and the vast majority of us who don’t fit a certain image feel less than. Weight shaming is still tolerated. Commenters still somehow feel they’re perfectly entitled to comment online about how fat a certain celebrity is getting (see Pink or Kelly Clarkson, just in the past few weeks). In what universe does this all really seem OK? Ours, apparently.

When is this stuff going to stop? When are we going to put our collective foot down and say, “This is NOT OK!”? It’s not OK to body shame, it’s not OK to call names because of gender or race? It’s not OK to insult. Kindergarteners know this. Why do teens and adults seem to have forgotten?

When will we all just be people: people with all kinds of fascinating diversity of backgrounds and interests and talents and personalities, people who happen to look different because of color, because of disabilities, even?

I was hoping that day would come much sooner. In the meantime, I am putting my foot down, and I am saying loudly that respect to all matters. People matter.

A little can go a long way toward helping others

I’ve written before about how I wish I could do more to give to others, whether it’s money or time. So many worthy charitable organizations exist to address all kinds of needs, and so many individuals and families need all kinds of things. So I was heartened and inspired by a fantastic book I read last week, A Path Appears: Transforming Lives, Creating Opportunity, by husband-and-wife writers Nicholas Kristof and Sheryl WuDunn. In short, this couple wrote that they often long to give and help those in need around the world but have been unsure of the best ways to help and the best organizations to give to or through. So they’ve “done their research” and created a book that shares what they have learned.

Their conclusions: giving not only benefits others, but it is a source of great satisfaction and fulfillment for those who give. And, even better, just a small donation of time or money really can make an impact, more than we imagine. Then the authors give specific tips on finding a charity to hone in on: 1) “Find an issue that draws you in and research it. … Choose one that speaks to you.” Then do some research yourself to find “ratings, reviews, and critiques” of the charity. 2) “Volunteer, get involved, or do something more than just writing checks.” Use your talents and skills in a place where they will fit and can be “put to good use.” 3) “Use your voice to spread the word or advocate for those who are voiceless.” Kristof and WuDunn write that this step is often overlooked or given short shrift, but it is vital to not only “talk up” what we know and do some “PR” but also to “hold governments — our own and others — accountable for doing their share.”

Not only do they give tips on how best to get involved, but they share a list of “useful organizations” that “do strong work in education, crime and violence prevention, family planning, public health, and quite a bit more.” They emphasize that this isn’t a “screened list” but just groups they have seen personally doing “impressive work.” It’s a few pages long and certainly a nice place to start.

I wrote quite a bit about the book on my book review site, Rated Reads, so you can read more details there. I just can’t say enough about how inspiring this book is. The more of us who get inspired to help and figure out the best ways that we can make a difference, the better for the whole world!

Education problems? Families are the solution

If you’ve read my blog much at all, you may have noticed that I have a few passions: I care about and advocate for mental health issues, education, and other issues related to the media (content that’s suitable for families and kids, better accountability on issues like image and portrayals of women).

In the 14 years or so I’ve had kids in school, I’ve been involved in different aspects of education. At times, I’ve attended school board meetings and advisory meetings; at other times, I’ve been involved with specific organizations like the band boosters. I’ve always gone to my kids’ parent-teacher conferences and back-to-school nights and open houses and so on. I’ve helped out in classes sometimes and gone to activities. In all this time, I’ve observed all kinds of problems, some of which I’ve written about.

But in all I’ve done to participate, read, ask questions, and educate myself about education in the United States today, I’ve realized one thing underlies most of the problems and concerns: families aren’t playing the role they should in the development of children and their overall education.

I’ll say that again: Taken on the whole, families (i.e. parents) in this country aren’t teaching, supporting, and nurturing their kids. Why? Lots of reasons. But to be brief and try to get at a core issue, families simply aren’t “whole” anymore. I read a great overview of how there is no “average American family” anymore and it provides a few revealing statistics, taken from a new book: “Take 100 children who are representative of American life, … and 22 live in families where mom stays home and dad earns the income — the ‘typical’ family experience of 65 percent of kids in the 1950s. Another 23 live with a single mother; it’s a 50-50 proposition whether that single mom was ever married. Seven live with a cohabiting single parent and three each are being raised by a single dad or grandparent.”

If many kids are living with just one parent, and that parent has to do the job of two parents, and is necessarily away from the home working to provide for the family, it follows that those kids won’t have the level of involvement in their day-to-day lives and school lives as a household in which there are two parents. And in those households in which both parents are working (because that’s their choice or because of economic necessity), kids will have more involvement in their lives than the families with one parent around, but they simply won’t have the time dedicated to them that a family has with two parents with only one parent working outside the home. I’m not casting blame here at all; I’m simply looking at the realities of time constraints and what kind of actual QUANTITY time kids have with parents, as opposed to the oft-talked-about “quality” time.

The reality is that quality is great, but a certain amount of quantity is vital. As a stay-at-home parent (I do editing work from home on my own schedule, which is a luxury I really appreciate), I get lots of face time with my kids, who are all in formative periods of their lives. They come home from school and have questions or comments or needs, and I’m there for them. They are lucky to have a parent there to help them with needs and to do informal teaching. Kids’ learning really happens during moments they have questions and someone can answer tailored to their interests.

So with the new reality being kids living in homes with single parents who must be absent and with two parents who are both often absent (during those crucial times of afternoon into early evening), kids aren’t getting as much time for informal learning from their parents. That learning includes all kinds of topics: building character, learning to manage finances, learning about interesting topics that schools don’t necessarily provide classes in, getting opportunities for family “field trips.”

Schools are places to learn the sciences, literature, math, writing, history, etc. I was quite good in all the school subjects when I was growing up, but I wouldn’t feel comfortable teaching advanced math or sciences to my kids; I’d rather they have teachers who specialize in each subject and who are particularly adept in those to help them learn about those topics.

I guess I sound rather old-fashioned. But the reality is that it’s not the job of schools to teach character, for instance. Schools can’t take my kids on trips very often at all to learn about different areas of our state or country. Schools can’t teach faith, and they don’t often have time to focus on basic life skills that are more easily learned informally at home.

Character Counts is a nice program, but it isn't enough to replace parents teaching their kids about character 24/7. — Character Counts is a nice program, but it isn’t enough to replace parents teaching their kids about character 24/7.

Time in school is finite, and as I’ve observed at a variety of meetings with other parents and educators, it’s becoming more and more difficult to fit in during a school day all the core subjects, let alone other things schools are having to teach kids because their families aren’t doing it very well or at all. In our town, elementary schools focus on a different character trait every month to teach students: respect, responsibility, caring, trustworthiness, fairness, citizenship. Why? The “Character Counts” program was started to “combat youth violence, irresponsibility and dishonesty” by stressing positive character traits. This means that the community and schools were finding that kids and teens were acting badly and needed to be taught values; families weren’t doing the job.

Over the past dozen-plus years I’ve been actively participating in community education, I’ve seen all the problems that exist. I’ve also seen all the programs school systems have started or turned to to combat the problems. I’ve seen how little time and money exist for schools to be able to surmount all these issues by themselves. And the simple fact of the matter is this: no matter how much schools try to do to “raise” kids into good, contributing members of society, they simply can’t parent kids. Parents parent. And no one else can do that very challenging, intense, nonstop, VITAL job.

I’ll continue to be involved in school meetings and advisory panels and so on. I’ll continue to give ideas on how better to teach and support all kids, mine and everyone else’s. But nothing I or the schools can do will take the place of the home. The solution is to support families and homes. Our nation, our communities, absolutely must find ways to strengthen families. In the article I mentioned earlier, Brad Wilcox, director of the National Marriage Project at the University of Virginia, says this: “Kids raised by their own intact, married parents are more likely to flourish. Given that, public policy should help strengthen both the economic and the married foundations of family life for kids in the United States.”

Until we change our attitudes about marriage and family life, our children (including their education) will continue to suffer.

Financial advice to a kid who’s getting ready to be an adult

In talking about education, and many of public education’s failings, the notion that kids simply aren’t taught about real-world, practical personal finance has come up a few times. I know people who are really great at handling money, regardless of how much they make. They make wise decisions in budgeting, spending, and saving, and they feel secure. Then I know plenty of others who really don’t know how to handle money, and it’s cost them, literally. The problem is usually this: no one ever taught them how to do it right. I don’t think many people really WANT to be “bad” at handling their money, but they just didn’t learn basic skills and rules.

I was blessed to be taught by my parents about wisely using my resources. For instance, I am a really great shopper (just ask me about all the dresses and other clothes I’ve gotten for myself and my kids at top-notch stores for totally cheap!). I also have been very careful going into any situation that might require me to take out a loan. My husband and I are now on our third house, and I think we’ve done pretty well each time we’ve purchased a home (with a mortgage, mind you). I don’t follow Dave Ramsay; I do respect the advice he gives when I read it and am thrilled he is a source of basic information for many who just didn’t know any better up until they came across him.

So I’ve been working over the years to make sure I consistently talk to my girls about money, with appropriate information at appropriate ages. With the oldest in high school, I’ve definitely given her very specific information and directions. I’ve talked to her about how banks work, about how loans and interest work. I’ve shown her how I budget for the month and how I pay bills. I am not sure how much she remembers, so I need to follow up again. But here I’m going to share a few of the top pieces of advice I hammer home to her.

Learn how to make a budget, at least a fairly simple one. First, figure out what you have to spend monthly or yearly or at other regular intervals, and then break those things down to per-month units. If you don’t know how much you spend on food or incidentals or entertainment, keep a little booklet and write down every time you spend in whatever category you want to track. After a month (one that’s an “average” one, ideally, and try two, even, to get a better idea), tally it up. Enter that into your budget. You can use just a list in a Word program; you can use Excel or any other kind of software that makes you happy. You can have a paper list in a file folder. Doesn’t matter the type; just do it, whatever you like the best. And then — ONLY SPEND WHAT’S IN THE BUDGET (or less).
Do not get a loan for anything you don’t absolutely need. Houses, cars, and education qualify. Pretty much everything else does not. Whenever someone gives you the option of paying for something on an installment plan, just firmly say “no, thanks.” If an appliance is more than you can afford with cash you’ve saved for a certain amount of time, for example, buy a simpler one or start with a used one. When I was first in a rental townhouse that provided washer/dryer hookups, for instance, I was thrilled just to not have to go to a laundromat. But I didn’t go and buy a new washer and dryer. I bought used ones at a local store that sold used appliances, and they worked great. In fact, I had used washer/dryers for probably a decade.
Going along with point 2, if you’re buying a big-ticket item, do not allow the salesperson to give you numbers broken down according to “installment thinking.” If you have the money to pay for the item up-front, just say so and buy it. If you do need a loan, negotiate on the full price of the item (let’s think “used car” here, because that’s an acceptable option for something you can buy with a loan) and get the lowest possible interest rate. Shop around for this: there are plenty of options, like local credit unions, your bank, or even sometimes the credit available through the sales place (car dealership, for instance). Don’t let the person sweet-talk you by using monthly payment numbers. Tell him firmly you want interest rate deals and settle on the price of the item. If after all that, you find that the monthly payment is too much, you need to get a different car, one that costs less. Sorry if it has to be kind of a junker.
Used cars are almost always the best deal. Even if you’re far enough along in your adult financial life that you have cash to pay for a car up-front, buying one that’s just a year old will likely be your best bet over the long haul. Homes generally hold their value or go up in value. You can buy one for $100,000 and sell it later for a profit, especially if you’re in it for a long time and there’s no recession. Cars automatically lose their value. New cars lose value the moment you drive them home. You can’t turn around and sell a car you bought new on the lot a month later for the price you paid for it, or even close. You’ll lose a lot.
Don’t feel you have to have the newest of anything, particularly technology. Like cars, which depreciate immediately, brand-new technology immediately is eclipsed by better models. You can shop around and compare and figure out just what you need in a new TV or computer, and a month later you’ll wish you’d waited because technology evolves that quickly. But it’s OK. You don’t NEED those improvements. In fact, you’ll be fine without them for a good number of years. Unless your paid work is in the technology field, you don’t need to have or use the latest stuff at home.
Watching money pile up in savings is a thrill. Spending can certainly be a thrill, too. But consciously socking away money you could have spent on something you didn’t need, for a particular purpose, whether it’s saving for something fun like a vacation or something necessary like a newer, better-running car or a newer appliance, is long-term satisfying. Nowadays, it’s easy to just go online at home and transfer money you were thinking about spending from your checking account into savings. And just enjoy watching your own dollars do a little work for you. That’s where interest comes in. …
Interest can be your worst enemy. Or it can do your bidding. Unfortunately, the sad truth is that today, you don’t get paid much in interest for savings accounts. But at least you’re letting it work for you rather than being its slave. Loans always come with interest attached (unless you’re buying a brand-new car with a deal of 0% interest, which might sometimes be OK, but in general let’s stick with used, shall we?). And that interest keeps building the longer you have the loan, the longer you draw it out by paying the bare minimum or as little as possible. The concept of “compound interest” is essentially this: over time, a $1000 loan (let’s say) accrues interest, which then is added on to the original $1000, and then interest builds again over that sum that’s greater than the original. If you pay the tiniest amount (this is the worst when it comes to credit cards or consumer loans such as those at stores rather than banks), your $1000 will only decrease by that small amount you pay, even while interest is adding back onto it. Then interest is calculated on that. And on that bigger number. And so on. (Note that I am not a financial expert and am not trying to explain this from that kind of viewpoint. This is just basic advice.)
Make sure you learn how to balance a checkbook/checking account/savings account. Whenever you write a check or take money out of the account by debit card (which are linked to checking accounts, by the way, and are not like credit cards except that they are the same size and shape) or transfer (hopefully to savings!!), WRITE IT DOWN and do the math. Subtract right then and there, or do it every evening if you make purchases/pay bills regularly during the day. If you get a deposit, then add! (Even better!) But then every month you need to do the double-checking. Your bank will give you a statement. Make sure you check off your own register, comparing it with the items on the bank’s statement. Sometimes you might have forgotten to write something down, you might have made a math error, or the bank might actually have made a mistake. So check as soon as you get the statement and compare and “balance.” You can avoid a lot of problems this way.
Buy used for big items when you’re getting started. But in certain cases, when you have to buy something new, buy a good-quality (even more expensive) item. Then shop for a deal. Certain items are cheaper over the long run, when you have a little more money available in your budget, if you get a higher quality item now and then you won’t have to spend again to replace the item too soon. Shoes work this way; some kitchen items and technology work this way. It might be worth paying double or at least 50% more to get a really good-quality item that will last and perform better in the meantime than a cheaper one that is less well made and will need to be replaced sooner (and more frequently).
The shopping strategy of buying higher quality goes along with this advice that might shock a lot of people: it is often cheaper to shop at nicer department stores that run regular sales than at cheaper all-purpose stores that don’t run sales. For example, I am a huge fan of Macy’s. It’s long been my go-to store for clothing and shoes. I’ve been able to come out of Macy’s with some nice-quality dresses or shirts for a quarter or less of their original “regular” price. (That leads to another note: most “regular” prices are just listed as a way for people to think they’re getting a great deal when the item is discounted, so don’t go too crazy.) What’s more, the final price is far less than I would have paid for a similar item at a store like Target or even discounters like Marshall’s or Ross. Sure, the latter stores are “always” discounted, but if you pay attention to sales, you can get a nicer item that’s not been run through the mill or was destined for a discounter from the beginning. And you have a much more pleasant shopping environment! 🙂 (Let me also note that I very rarely shop outlet stores for this very reason: the “discounts” aren’t any better than what you’d get by good shopping at the regular store, and often the products have never actually been in the real store; they’ve been made cut-rate specifically to sell at outlets.)
When buying any item, keep track of the regular, everyday prices for things you buy on a regular basis (I just know in my head the usual prices for everything I buy regularly, but if you can’t do this, write it down!). This mostly applies to food and toiletries and cleaning supplies. But it works for clothes (note No. 10 above). This is important because when you’re shopping and see something you use a lot and can stock up on (pantry items, cleaning supplies, for instance) on sale and discounted significantly, you already know it’s a good deal and can buy a bunch and save yourself money in the longer run. I find this is far simpler than keeping track of coupons. Most coupons anymore don’t apply to my regular purchases, so I end up clipping very few coupons from the newspaper and mailed flyers.
Credit cards aren’t necessarily bad. But this really depends on your personality. If you know you’re going to go crazy and just spend because it’s easy when you have “plastic,” then don’t use them. If you are pretty careful, though, they’re a valuable tool. They are (somewhat unfortunately, in reference to those who aren’t careful with their use) a vital part of building credit, which is important if you do need to take out a loan (for house or car or education…) in the future. They are also pretty handy for emergencies, traveling, or other situations where you need to pay for something but didn’t expect to need to do so. But don’t let “exceptions to the rule” become the rule and mess up your budget and/or credit. Make sure you budget a certain amount for the items you get regularly and can use a credit card for. Then pay that balance EVERY MONTH IN FULL. I do this. I have a budget with my couple of main credit cards and know I will buy certain things with them (toiletries and cleaning supplies and some food at places like Target and Wal-Mart; gasoline for the cars; online purchases; gifts, etc.). I know what I need to buy and how much I spend monthly on average, and I stick within that. Then, I get points for my purchases, and I can get cash back. I’m not paying any interest but I get extras. I also can keep my check register from being full. I really like simplicity in there. But that’s just me.

Last, when in doubt, ASK FOR HELP! Ask your parents if they’re good at finances. Ask someone you know from school or a church or community group. If you have enough connections, it’s highly likely you can pretty easily find someone who’s willing to give you some input before you make, particularly, a big decision.

It’s true! ‘College isn’t for everyone.’

Just as I happened to be thinking about education this week, I came across an excellent article on Slate called “College isn’t for everyone.” For me, this wasn’t a new idea or a revelation, though it may be shocking or weird for other readers. My parents have been saying this for years. My father was a college professor and lamented for ages the push to get everyone to college. Here’s what happened from what I remember him saying (and mind you, he’s no longer around to correct me if I’m wrong, so hopefully I’m remembering right): having students at the university level who weren’t prepared for it or weren’t “college material” dumbed down the classes for everyone. A university education isn’t necessarily job training; it’s further education. Many people who ended up being pushed to go to college would have been better off in a good job-training program.

Since this idea is one that my parents have talked about for ages and ages, and I’m just now seeing more about it in the media, maybe it means it will finally get some attention and traction and we can start rethinking what’s turned out to be a bad idea. I’m just going to throw out a few of the bad consequences I’ve seen coming from this push: since college classes have to accommodate many students who are ill prepared or simply not able to handle them, they’ve been “dumbed down” and don’t teach or expect from students as much as they used to. Cumulatively, this means a university degree isn’t worth what it used to be. Interestingly, I just saw an article today talking about a study from CareerBuilder.com: employers want college grads now for jobs that used to just need high school grads. Companies also are requiring more degrees, so master’s are necessary where bachelor’s used to do. I’ve noticed this, ironically perhaps, in the school systems: teachers are more and more required to have master’s degrees. Has this improved education for young students? I think not. So we’re requiring more and more degrees, perhaps because lower degrees mean less. This is simply degree inflation.

And think about how much, then, it costs to go to college now, let alone finish a degree, one that is then not worth what it used to be! We have a huge problem with tons of college grads out there holding huge student loans. And many aren’t being able to find jobs. College costs are definitely too high, while at the same time university degrees are worth less. Yeah, that makes sense.

This has all come to pass because of studies that show that college grads on average make more over their lifetimes than those who just graduate high school. OK, so yes, if we want people to be more prosperous, then it seems like a simple solution: send them to college. But the writer of the Slate article makes some excellent points: we’re not doing any favors for those who are just not ready for a university education. As he says:

Imagine that you’re finishing ninth grade at a large comprehensive urban high school. The year hasn’t gone very well; because you are reading and doing math at a sixth-grade level, much of your coursework is a struggle. … A rational system would acknowledge that, with just three years until graduation, the likelihood of you getting to a true “college readiness” level by the end of 12th grade is extremely low. Even if all the pieces come together in dramatic fashion—you get serious help with your basic skills, someone finds you a great mentor, your motivation for hitting the books increases significantly—you probably aren’t going to make it. … To be sure, your long-term earnings will probably be lower than if you squeak out a college degree. But that’s a false choice, because you’re almost surely not going to get that college degree anyway. The decision is whether to follow the college route to almost certain failure, or to follow another route to significant success.

Why don’t we actually give high school students more options for careers, rather than saying, “OK, go to college and you’ll be fine”? We’ve had a French exchange student this year and learned that France gives students more choices when they start high school. The Slate writer references Germany, which seems to be similar (don’t quote me on this; this is an educated guess). Why not provide really useful vocational training, with a true variety of real-world choices, earlier in school? Basically, now all we have is maybe a few very limited choices for voc-tech. And it’s frowned upon because we really want kids to all get to college; we don’t want to discourage any from not going. But why can’t we set kids up with vocations they’ll enjoy, have natural aptitudes for, and will still earn them a good middle-class living? Plumbing, electrical, food service, what-have-you? Our exchange student chose the hotels/hospitality industry and is going to a high school that already is leading her down that path. I think that’s pretty smart, actually. Here, she’s learning English so she’ll be better equipped to deal with foreigners who visit her at work there in France.

I understand why we got where we are today. We were trying to give disadvantaged young people a leg up and options. But we’ve doomed many of them to disappointment, failure, and student loans they won’t have college degrees to go with. As the Slate writer said so well:

But our system isn’t rational, and it doesn’t like to acknowledge long odds. Perhaps it used to, but this sort of realism was judged to be deterministic, racist, and classist. And for sure, when judgments were made on the basis of ZIP code or skin color, the old system was exactly that. Those high school “tracks” were immutable, and those who wound up in “voc-ed” (or, at least as bad, the “general” track) were those for whom secondary schooling, in society’s eyes, was mostly a custodial function.

But making sure that there are real options for our young people—options that include high-quality career and technical education—is a totally different proposition. We shouldn’t force anyone into that route, but we also shouldn’t guilt kids with low odds of college success—regardless of their race or class—to keep trudging through academic coursework as teens.

So here we are, a nation full of college graduates, whose degrees are worth less and less, who will be paying off huge loans for decades, as well as plenty of college dropouts who went, didn’t have success, and who STILL have loans to pay off, with no degree to show for it. How about we really help people find the work that will suit them, that will be cost-effective and will target their skills and interests? Crazy idea. It might just work.

Education system leaves kids behind left and right

I haven’t been a fan of “No Child Left Behind” since it started. It’s clear to me that essentially saying, “We’re going to make education the same for all kids and make them all perform well” isn’t going to work. I have two major gripes, addressing kids on both ends of the spectrum — and I know whereof I speak. I have a child with Down syndrome whose IQ and certain academic abilities are far below normal. Yes, she is a bright, alert and involved girl who’s eager to work and do lots of things, but she will never grasp certain concepts, at least not well enough to pass a test on par with her non-disabled peers. Though I do want to push a little to see where my daughter’s boundaries (and full capacities) lie, that doesn’t mean there aren’t some real limits to what she can do compared with people who don’t have her intellectual disabilities.

On the other end of the spectrum, I have daughters who do not have that genetic limitation, and they are very intelligent and talented. Problem is, though they have been tested and shown to have high capacities (IQ, academic abilities, creativity, what-have-you), there are no active programs to encourage them as they develop those skills. Our school system in this city has what’s called a Gifted and Talented program (GATE), but it’s essentially just a pretty, shiny sticker to put on my girls’ academic folders. It means absolutely nothing because it has no funding and no activities besides maybe a field trip once a year to see colleges or something similar.

I have to chuckle when I think about the contrast here with my experience in the great gifted program I enjoyed in my middle school years. Here’s why: it was in Mississippi, which many basically consider the educational laughing-stock of the country. But despite the truths and/or misconceptions in that assumption, it provided for the gifted students. We spent a good part of one day per week exploring other parts of our brains, creating and thinking differently. It was challenging, interesting, and lots of fun.

My oldest daughter has enjoyed the fun and creative challenge of the Odyssey of the Mind program.

Now I find it extremely frustrating to have children who have the need to explore, create and “think outside of the box” but have no program that addresses those needs. My oldest has been lucky the past two years to get involved with a program called Odyssey of the Mind — but only because she had a friend who was already involved at another school. She was allowed to participate in the program by special arrangement, because she attends a different high school in the district. Thank goodness that was allowed to happen. This is a really neat opportunity for her to create, stretch herself, think outside the box, and so on. Now I would like to see my younger daughters involved. But I’m thinking the only way that’s going to happen is if I pay for the program and take charge of it myself. (I may very well do that.) It fits very nicely into what I envision as being a perfect GATE program. Why doesn’t our district use it?

So this has been on my mind for years, literally, and for the past few weeks I’ve been thinking about how to improve things a bit just here in my younger girls’ schools (middle school, elementary). But, again, this is a much bigger problem that’s not affecting just my kids; it’s affecting all the high achievers throughout the country. I read a great piece in the Boston Globe on the topic today, and I sat here nodding my head, shaking with frustration. Why can’t we actually tailor education to different kinds of students with differing natural abilities? Why do we have to act as if students all can be equal if we just say it’s so or should be so? (That’s another topic as well….)

Here’s a great excerpt from the article:

In 2002, President George W. Bush signed the No Child Left Behind Act, which penalizes public schools that don’t bring the lowest-performing students up to grade level. The federal Individuals with Disabilities Education Act regulates special education and provides schools with more than $11 billion annually. A provision of federal education law called Title I allocates some $14 billion to schools that have a higher proportion of students from low-income families, to pay for programs designed to keep them from falling behind.

The smartest kid in class, by contrast, is not an expensive problem. A boy or girl who finishes an assignment early can be handed a book and told to read quietly while the teacher works on getting other children caught up. What would clearly be neglect if it happened to a special-needs child tends to look different if the child is gifted: Being left alone might even feel like a reward, an acknowledgment of being a fast learner.

Not surprisingly, programs oriented toward gifted children get barely any federal funding.

Once again, we see a problem that affects kids from varying economic and social backgrounds. There are bright, capable kids from immigrant families, from families that are poor, from families that aren’t well educated. But they could really over-achieve and give back to society in a big way if given extra attention. Problem in our current climate is this: if they were underachieving, they’d get more attention. ISN’T THAT INSANE?

I am lucky to be able to give my daughters lots of enrichment because I’m college educated and well-to-do enough to have the funds to introduce them to museums, good classic films, art, books, etc. I also have time to spend with them. That’s great for my girls. But, as I said in my previous post, it would sure be nice if I didn’t feel I HAD to provide all their enrichment because the schools are shorting them. Given these issues, again, Why can’t education be tailored to kids with different abilities? Why can’t we say, Yes, these kids could use some enrichment and encouragement in their naturally gifted ways? And other kids who have disabilities need special help and concessions, and we need to help them reach their highest potential, but not expect that potential to necessarily be the same as kids who don’t have those intellectual disabilities?

Gah! It’s enough to make a mom and concerned citizen scream.

Safety nets and support systems

A few weeks ago, an outspoken acquaintance was ranting about public education, among other social issues. The married man in his mid-30s (who has no children, mind you) said, “Anyone who sends their kids to public school is a neglectful parent.” Bold — but undeniably hyperbolic — words. And while I appreciated the kernels of insight (far) below them, with many frustrations of my own about public education, I had to disagree for a number of reasons, aside from the obvious point that there are plenty of us very good parents who still are sending our kids to public schools.

Then I was talking with my mom about my grandma, who’s 97 and in probably better health than I’m in, and living in a nice retirement community. She recently fell a couple of times and got an infection, so she spent a few days in the hospital and now is in transitional care and needing a bit more attention, rather than being pretty much independent. My mom has been with her there (visiting from the town she lives in about a 6-hour drive away) and has been outraged at the lack of attentive care she’s been witnessing — and this is with my mom there near her, at a highly ranked facility, and my grandma has very good insurance and financing. We’re not even talking about a not-so-great facility paid for by Medicare.

I won’t go into all my concerns about public education, about health care, about elder care. They’re each deserving of thousands and thousands of words. What strikes me, though, is that as a 40-something woman who has children at home, one daughter about to attend college, and a mother who’s retired and a grandma who’s quite old, I am in that spot of life where there are plenty of people to worry about and take care of on some level. And as much as I’d love to be the kind of person who could home-school my kids, I’m just not. Plus, I still want them to have the opportunities for learning about the world that exist outside my home. And I wish my mom and grandma could live with (or nearer to) me and I could help watch out for them.

Here’s the thing: none of us in our society today is capable of doing it all. In fact, no one ever has been able to “do it all” as we see it in our contemporary society. We have so many opportunities for self-actualization and fulfillment (which can be “bad” or “good,” depending on to what lengths we go to achieve them) and for involvement in the world around us today. But we depend on our public-sector system to provide certain services to take care of our wide and varied needs, like education and health care. Decades ago, extended families lived either in one home or very close by, and they worked together, sharing all the duties. Communities were truly communal; everyone did something to take care of someone else, essentially. Today, extended families are often distant. My mother is 2000 miles away from me, as well as most of my siblings. It’s my job and my husband’s to take care of my children; he provides most of the money from his 40-hour-a-week job to buy what we need, and I carry out many of the functions at home (another blog post entirely, too…). I feel we’re actually blessed to be able to have that setup (I am pleased with it, let’s make a note of that, too); I have flexibility to be able to be there for my girls when they need me throughout the day and to be involved in educational and extracurricular activities. I also am able to pursue some of my own interests, which makes me feel “me” and better able to take care of my family.

“It takes a village” has now become a bit of a trope, but it’s still true. Individuals need systems around them to allow them to live and thrive. Nuclear families best provide individuals with what they need, and extended families best support nuclear families.

So what’s wrong now? I am positive much of it is the breakdown of nuclear families; we have so many single-parent families today. Extended families are just as broken in many respects; some aren’t broken, just distant because of necessity. The basic solution is twofold: do all we can as a society to support the nuclear family, helping and encouraging the formation and permanency of families, and then to make sure the public-sector services are good and dependable. Everyone, every family, needs to know that education is well funded and well run. And families who are responsible for their elder members need to know they will be supported in those vital endeavors as well.

I’m not “for” government running everything. I am “for” programs that will provide help to families, who are the backbone of our society. I am “for” making sure there are safety nets and support systems in place, not to replace the work of families, but to help them do their work better. Because if our families are struggling, our whole society is in a real pickle.

Hair-raising school policies

So I saw this Yahoo news item about a little black girl whose parents withdrew her from a charter school whose dress and grooming policy forbids dreadlocks. Here’s what happened: Tiana, age 7, sometimes wears her hair styled in short, skinny dreadlocks. The school told her she didn’t look “presentable.” She cried on camera about it. The parents chose to take her out of the school and send her to a different neighborhood school, where there is no policy against dreads.

Of course, as the parent of a little 6-year-old black girl, I had some immediate knee-jerk reactions: “How dare they?!” “They must not know how difficult it can be to style black hair.” “That poor little girl!”

But here are the facts: the school is a charter school, which can set whatever policies it feels are best. The policies have been in place for a while, and parents have read them and are aware of them. According to comments from other readers, the school has mostly black students, as well as an “all-black” school board.

So that rules out racism, as well as school leaders not understanding what it’s like to style black hair. What this boils down to now is a parent knowing full well what the policies are (ludicrous as some seem to many of us, including me), ignoring them, and throwing his child to the wolves. When he sent his daughter to school in violation of the rules, he was the one who exposed her to school leadership telling her that she couldn’t wear that hairdo and it wasn’t “presentable.” His actions led to her crying.

Also to note: the school didn’t toss her out; her parents chose to withdraw her because of that hair policy.

Honestly, I don’t quite understand what the school board’s problem is with that particular way of styling hair; it seems neat and not “faddish” to me (a big “fro,” however, I can see as being faddish and more likely to attract attention and therefore distract from schoolwork). But the board must have some reasons for the decision they made. If Tiana’s parents disagreed with the policy, their first responsibility was to go discuss it with the board and even rally support to possibly have that particular part of the policy changed. Then, if the board still stood its ground, the parents would have had a decision to make: either follow the policy, disobey it, or leave the school. In this case, they just went straight to disobeying it.

Schools can be crazy, and school policies can seem completely random. And so many things about rules and school leadership can make ME crazy. But the only thing we as parents can do is to address the policies we disagree with with school leadership and try to make change. If the problems are bigger, we can address those with political leaders. We can then try to raise awareness in the community, in part by bringing the item to the attention of news outlets.

I think in this case, the parents went straight to disobedience of a policy and then whining to the media. I definitely understand their concerns, but they didn’t handle them well.

Everyone can give something

Whew! It has been quite a week in this country. The election seems to have brought out the worst in everyone, just before the vote and since the results were announced. I’ve been pondering on several topics connected to what has gone on and what people have talked about (or yelled about or written about in scathing words), and one has been the great divide in how people see wealth, or the lack of it. I have observed a lot of heated discussions about the rich, the poor, and what it means for individuals and the government to provide aid to the poor (thereby “taking” from the rich or even the middle class in the form of higher taxes).

What I’ve thought about is that everyone can give of their time and talents, whether they have money to spare or not. Money is not the only resource we all have. Even the poor can give of who they are and what they’re good at.

I live in California, where there are particularly bad problems with the economy, the state budget, and social programs, particularly education. I’ve observed in just the past four years while I’ve lived here most recently just how much education has suffered. Class sizes have gotten larger and larger, and schools’ budgets have gotten smaller. At the same time, I’ve been encouraged to see individuals doing all they can to help schools by just giving of their time. I have four children, one in high school, one in middle school, and two in elementary. My youngest is in half-day kindergarten. The teacher, as most do, asked through notes home if any parents could help out in the classroom. Given that I volunteer in a variety of capacities and write and do editing (part time, the only thing for which I earn any money) out of my home, I can’t give a lot of time to one area, but I can try to do something. So I told the teacher I could help out once a month. I did that the first time a few weeks ago, sitting in the back of the class and helping students with some projects. I watched the teacher manage a huge class of 30 5-year-olds. THAT is a huge job, let me tell you. I also watched one other parent sit at a table and go through all of the children’s daily folders and check that homework was done and everything was in order. She relayed the necessary information to the teacher. I was amazed to learn that this parent is there EVERY DAY, for the whole 3 1/2 hours the students are in the classroom. She volunteers that much of her time. And believe me, it definitely looked as if the teacher would have a hard time doing without her. She was pretty busy with that class FULL of little kids.

Not everyone can give that much of their time. But everyone can do something. Giving of ourselves makes us truly human, in all the best ways, I think. And it brings such a sense of satisfaction to us, while we’re providing needed help to others. It’s important for each of us to give of ourselves voluntarily and from the heart. At the same time, however, I think some people can sometimes use a little nudge. This is the only place in this post I’m going to really write about my “political” view, but here goes: I firmly believe that if people are being given assistance, from the government or from a faith-based organization or other group, then they can give something back for that aid. I love how Habitat for Humanity works: it requires that people give “sweat equity” to help build their own homes. They are provided a wonderful new home of their own, and they put in hours to build it and others’ homes. That’s part of why I like to donate money to that organization; I like its philosophy. I don’t think that requiring this kind of “payment” is all about “fairness,” though that is a part of it (if you’re going to get something, you should work for it in some way); it’s also about helping people to feel that they are valuable and able to give, able to work somehow. Those who are just given things without earning them tend to not feel as confident about themselves. So… I’m not against there being a government-sponsored safety net. Everyone ends up in a rough patch at one time or another, so it’s vital to have something available. But I would like to see that those who use that net for a while give back. Hunt for a new job, perhaps, for half of your day and spend the other half volunteering somewhere. This is just a general idea.

At any rate, I salute those in our society who work hard to take care of themselves (that’s SO many of you!), and then still spend more time working hard to help others. Whether you give money or time or any other of your particular resources, you are helping to build and maintain civilization.

Mama bears unite

Classroom — Education nowadays is topsy-turvy.

I ran into a friend in a Wal-Mart parking lot yesterday after dropping off my youngest at kindergarten. She asked how I liked the teacher, and we ended up launching into a fiery discussion about the schools. Issue after issue arose, and we resolved to get more involved and have a say by going to school board meetings.

This isn’t the first time the education of my little ones has caused me to rise up in righteous indignation. Before we moved to California, we lived in a small town in the South in which there were a number of problems with the school system in town. One big problem was that of “white flight,” quite honestly. Even though the town was maybe half and half whites and blacks, with a very small sprinkling of other minorities thrown in (which included our family since my husband is Filipino), a huge percentage of the students in the system were black. Now I had no problem with that at all except that things basically had split along economic lines. Many whites and the more educated and better-off-economically blacks had moved to different neighboring towns or the county (which all had separate school systems: don’t get me started on the craziness of that: what a waste of resources), and most families left behind were poor. Again, not a problem in terms of how I viewed them, but it definitely had an impact on the system and how things ran. Before I end up having to write a lengthy discourse on all the issues, let me just cut it short here by saying there were many issues, and I started going to school board meetings and speaking up. I didn’t want to just join in the “white flight”; I wanted to see if I could stay and make things better.

Needless to say, I realized that it was a fight I simply couldn’t fight alone. We ended up moving to California, where we found a great neighborhood to live in and in which the school setup is a much better one, with small neighborhood elementaries that seem to work well. But that doesn’t mean that all is great.

First off, the economy is bad. Like THAT’S a piece of news for everyone. But it certainly has affected our schools. In California, the economy and the schools have been hit particularly hard. What once was a wonderful, thriving system is now scraping by.

I could write a whole doctoral thesis on each of the facets of the larger issue here, but let me just say a few things as I see them.

First, there is no question that the breakdown of the nuclear family has contributed to the difficulties we face in schools today. Divorced and single parents have it harder in terms of trying to parent their kids and be available for them when it comes to schools. The economy has made it incredibly challenging as well. When every parent out there is working and no one is able to stay home even part-time, it makes it difficult to have the parental support needed for great education (volunteering, fund-raising, time just spent teaching children at home casually). Collapse of family structures has led to children not being taught or modeled all the things they need to help them be secure, (somewhat) well-behaved citizens of society. What has happened is that schools (and teachers) are now expected to teach young people EVERYTHING they need to know to be good members of our society. And that is impossible. Historically, families have nurtured and taught children, and schools have simply focused on making sure they know how to read, write, do math, know history and science. Now the schools have to teach citizenship and get kids to learn to behave, when that should have been a priority at home. Again, simplifying here tremendously, but this is the Cliff’s Notes version. Suffice it to say I have heard so many stories from teachers about the issues they have to deal with and what they are expected to do to, basically, parent children. Teachers have never been paid enough for the work they do, and they certainly aren’t paid enough to parent 30 or 100 kids.

Second, I have had to conclude that the more the federal government has tried to get involved, the worse schools’ situations have become. It’s been well-intentioned, I’m sure. But as more and more laws and guidelines have been created and passed down (with badly needed federal dollars attached by a thousand strings), the more hamstrung districts, individual schools, and teachers have become. They’ll do anything to qualify for those federal monies. What infuriated me yesterday was learning that our school system had instituted a new teacher-inservice time that’s incredibly inconvenient for just about anyone (parents and teachers alike, as far as I can tell, and any parents, whether working or stay-at-home) just because having the meeting every Monday morning from 8 to 9 a.m. would allow fewer kids to arrive late to school. Yes, they’d had such problems with students arriving late that the district then could not count the students as present. And an absent child means no money that day from the government. So the district thought, “Hey, we’ll have this meeting at this precise time so kids won’t be late and we’ll get the money.” I can appreciate that in some way, but it just riles me up that 1) the district had to inconvenience everyone with this new stupid plan and 2) the district is in such dire straits and in such desperate need of every penny from the government that they’d have to do this. Again, the government should not have such power over the schools as to cause this kind of stuff to happen.

I could write pages here. But what makes me angry is that as a parent who cares deeply about my children’s education, I have had to put in a ton of time and effort to make sure that it’s a decent one and they’re getting all they need. I shouldn’t have to check up on every little thing or be mightily inconvenienced. Education should be something that I can trust in. But I have to figure out how to squeeze in yet another thing in my already heavily-loaded schedule (which, might I add, is not full because of trips to the spa; it’s loaded with things that benefit my four children, who range in age from high school junior down to kindergartener) to just be sure that crazy things aren’t going on.

Sure, there are definitely places and people who have it worse. Sure, I’m grateful that we have a free country and one in which it’s a priority to provide a free education to all citizens (and non-citizens…). I’m generally glad to participate in the process and do my part to volunteer. But my mama-bear instincts sometimes make my claws come out when I find out about all the problems that exist.

I don’t know for sure how to solve the problems. I know one solution would be to strengthen families. But that’s certainly a big one, isn’t it? Another is to get the federal government less involved in education and cut a lot of the strings tying funding to a ton of regulations. I’ve learned that No Child Left Behind has flopped. There are still tons of children being left behind. More testing of students, more teachers being judged by frankly meaningless numbers, and more oversight by big government isn’t going to fix anything. It’s just made things worse.

Yep, this mama bear is super-busy already. But now I’m going to figure out how to find some time to get even more involved. I wish it were possible for more people to do the same.