Working-class parents often express interest in vouchers. But in Arizona, the nationās school choice capital, these families arenāt using them due to the inaccessibility of private schools and the costs of transportation, meals and uniforms.
Youāre incorrect there. The main limitation for schools k-12 to specialize is funding. To get the equipment and staff necessary takes a lot of money (which is why universities use funding not just from grants that arenāt available to public k-12, like from their research sides that do not exist in public k-12).
The salary is also a huge problem for specialists since they can easily make more with less stress and more validation on the private sector side.
Even if all that got sorted, you would still want to use districting to consolidate some positions in admin, and to make it easier to plan specializations of k-12 schools (so thereās less overlap if itās not needed and you donāt have a bunch of waste expenses).
The main limitation for schools k-12 to specialize is funding
That may be true w/ the current system where specialized programs are add-ons to the regular programs, but if weāre replacing a current class, maybe funding isnāt as much of an issue. If we use your example, universities specialize and students apply to the school that supports their desired specialty. The university I went to had no medical program but had an awesome law program, whereas the school an hour away had the opposite (awesome medical, no law), so if I wanted to go into law or medical, I would choose the school appropriately.
But when I say āspecialize,ā I generally donāt mean things that require more equipment, like IT or trades, I mean teaching style. For primary education, here are some examples:
democratic education - kids choose what to learn, within certain guard-rails
independent learning - kids largely teach themselves, so similar to home-schooling, but with a professional teacher available
traditional learning - teacher-guided education in a traditional classroom setting
None of these really change equipment requirements, but they do require a different type of curriculum and teacher development.
Secondary education could also change, but this gets a lot more into equipment. Iām thinking some schools could stop general education at grade 10, with the last two years preparing kids for the workforce in specific areas (e.g. trades, IT, etc). Theyād still have some traditional classroom instruction, but a significant portion of the day (half?) would be dedicated to whatever their focus is. They would invite local businesses to fund the more expensive programs in return for access to the students as a form of recruitment. Other schools would do the traditional college track and focus more on writing essays, reading literature, etc. All of the tracks would hit base learning standards, I just think kids can learn a lot more effectively if they attend a school that matches their ideal learning style.
I think weāre wasting a lot of kidsā potential by forcing everyone through traditional education. This isnāt the fault of teachers either, and I think most teachers agree that many of their students would do better in another environment, but that other environment doesnāt exist. I think the school bus system is holding us back, and if we had better mobility between schools, we could specialize schools to get better outcomes for all.
What experience do you have to back up any of your ideas? I have a degree, certification, and about a decade of teaching experience and I do not see it working the way you describe.
First off, it seems youāre sampling from the Arbitur system (German system of last two years being work related, which only really works because the school system segregates children based on scores for their elementary and middle schools, and which we do not do here and which you did not mention)
Secondly, you say that the school bus system is holding us back and would allow for schools to specialize but we already have that occurring in school districts with normal school bus systems. The bus system clearly isnāt preventing magnet schools from existing so thatās not the issue.
Thirdly, there are only so many seats at each campus and so how are you going to discriminate as to who gets entry? Will it be based solely on teacher/counselor recommendation, or will there be testing requirements? If you look at private schools which are not in districts and have significantly more funding to specialize, they also do not let the majority of applicants enter. How do we make education accessible without creating these hurdles to allow for specialization that will literally do the opposite for the majority of students (skewing mostly towards lower income/immigrant families who will have issues either with the language or with educational support at home since time has to be allocated towards survival earning instead of spending more time on reinforcement for the student)
Fourth, how do you propose these individual schools get funding to allow for these specializations without tying it to attendance and creating a huge fight over who gets which student (thus going against what might be best for the student)?
With districtās, at least the money can get moved from one school to the next if there is excess or you need to specialize a school in the district. You can also share physical resources between schools in districtās, not so much between individual schools across town.
Fifth, which schools arenāt going to have sports fields? Those are typically district property to be used by multiple schools to cut down on costs.
Thatās just off the top of my head, thereās a lot of moving parts and shared resources that look easy to split from the outside while actually being incredibly interconnected.
What experience do you have to back up any of your ideas?
Mostly a handful of books Iāve read, documentaries Iāve watched, and discussions with teachers in my family. For democratic learning, I cite Sir Ken Robinsonās You, Your Child, and School (I think, I read a few books around that time), and for independent learning, I cite myself and my friends, who were perennially bored and much preferred to just teach ourselves throughout K-12 school (college was great because I could skip classes if I knew it was going to be a waste of time). The main saving grace for me was a concurrent enrollment program at the local community college, so I got my AA a couple months before my high school diploma.
And yes, the Arbitur system in Germany (I never remember what itās called). I see so many kids drop out here around 10-12th grade because they feel like school is pointless, and some years later they end up in the trades. My school opened up a machine shop, and I think that reduced high school dropouts some (not sure, Iāve since moved and never bothered checking before/after stats).
My current district doesnāt offer as many of those programs, though they do have a few classes here and there (e.g. a programming class as an elective). My current school district is considering a split (weāre the largest in the state, by a lot) largely to ākeep costs local,ā and my main concern is that weād have even less opportunity for specialized programs because each school needs to be a complete unit. We also have charter schools, but those are only available for privileged kids, which doesnāt really solve the wider problem of poor test scores (privileged kids would likely succeed regardless due to parental support. We do have concurrent enrollment at a local university, which is nice, but that only helps college-bound kids.
the school system segregates children based on scores for their elementary and middle schools
We kind of do. Iām in the US (Utah specifically, grew up in WA), and we absolutely do a form of segregation. My kids go to a charter school (so not sure how public school works), and they split kids roughly by ability, and have them learn independently if theyāre ahead of the class (both my kids are). They have a separate class as well for kids who are at the top (we call it ācompass club,ā which both my kids attend). Where I grew up, we had a special program called āSTEPā for āhighly capableā K-5 students (my friend was invited, I wasnāt) where kids are bussed from around the district to a single school, and we had āhonorsā classes in 6-12, which basically taught material a year ahead for math, and went more in depth for humanities classes (english and history). We also did and do state testing pretty much every year to determine outcomes, which impacts funding for schools.
I think we should take that a step further and split schools based on teaching style. I have three elementary schools and a charter school within 3 miles of my house, but they all offer basically the same approach to education, each being a little silo. We chose the charter school (enrollment is based on a lottery) because our assigned school had a crappy principle who seemed to scare away teachers (most teachers stayed for 1-2 years and moved on), whereas other parents moved their kids to one of the other schools in the area. So at least in my neighborhood, only about 30% stayed with the assigned school, and the other 70% have to take their kids themselves, which is incredibly wasteful. And Iām in a very privileged neighborhood, the less privileged kids in the boundaries are basically stuck where theyāre at.
The bus system clearly isnāt preventing magnet schools from existing so thatās not the issue.
No, but itās preventing access to those magnet schools. Given the choice between a free bus and having to drop off and pick up your kid every day, which do you think a busy family is going to choose? What ends up happening, at least in my area, is that privileged kids get to take advantage of those programs, while poorer kids donāt. Some areas will bus between those schools, but thatās hardly an efficient system.
there are only so many seats at each campus
If a certain program is popular, your options are:
expand the school/add teachers
transition other schools in the area to that system
increase class sizes
lottery system
Denying kids is a temporary problem and probably only relevant in the first couple years itās offered while teachers skill up to teach whatever that program is. So I recommend doing the last two as much as possible before the first two. If the program is successful, the other two will happen naturally as schools rebalance to meet shifting needs.
how do you propose these individual schools get funding
Funding is always an issue. In general, funding should be applied based on need, and teachers reallocated and paid based on ability. So if youāre teaching disadvantaged kids in broken homes, that teacher should get paid a lot more than a teacher largely teaching independent learners, and perhaps school hours should be extended for the former and reduced for the latter (the latter probably has support at home). Teachers would fight for the role theyād prefer (i.e. lower pay and easier students, or higher pay and more challenging students/longer hours).
which schools arenāt going to have sports fields?
Honestly, most schools wouldnāt have sports fields. Ideally, most of these would be remitted to the cities as parks, and after school sports would fall under the cityās purview (most cities already do this anyway). I really liked after-school sports, but itās hardly required for schools to fund and only really benefits a relatively small percentage of the student body. They could be subsidized for lower-income kids as well, and transportation for competition w/ other teams would be handled through mass transit.
Thatās how it worked where my SO grew up (E. Asia), so I donāt see why we couldnāt do that here.
thereās a lot of moving parts and shared resources
Certainly, and as an outsider, I donāt have that larger context. My aim here is to propose an alternative to our current system that better serves the needs of kids instead of trying to force them all into the same mold. Oh, and also gives more control to teachers, as well as offers more opportunities for experimentation.
Things like āno child left behindā and ācommon coreā push hard on that āone-size fits allā approach, which I really think does our kids a disservice. We should have a āone size fits mostā approach by default, with different options available for the rest of the kids.
Your kids are not actively in the public system and you yourself admit you donāt know what itās like in your area
You have no understanding of the current teacher shortage by saying that people will just train up to fill new roles (we already have a shortage in stem, with overloaded classes, but sure there will magically be people who want to train to enter this low income career that youāre suggesting take on either lower pay for small classes or more pay for even larger classes in another sectionā¦)
Youāre advocating for a charter model while talking about the public system despite there being a huge gap between the two in terms of responsibility towards the entire student population in their area (charters donāt have to follow all the rules that are tied to federal funds thanks to the Supreme Court, so they can deny the difficult to teach students, not even talking about behavior or grades but disability, which I guess is fine by you as long as itās not your kid getting excluded)
Common core is simply the idea that there needs to be a standard set of knowledge taught to everyone as a baseline for well educated citizens. Thatās not a bad idea conceptually though it does get messed with a lot because there isnāt enough funding to actually follow through on it vis a vis teaching staff and support.
Iād be happy to keep going with this but youāre missing a lot and I already am overworked with my current students.
correct - though I do consider myself more well-read on the topic than the average person
they technically are, though testing is different (we have entrance and exit tests, whereas public schools only have exit tests); but charter schools are privately run, publicly funded schools that must meet the same standards as public schools (and canāt discriminate on applications)
I certainly do, seeing as I have family members in the school system; i think teacher salaries should be dramatically increased to encourage more applications, and this is especially acute in my area where teachers are paid particularly poorly; so this shift comes with the assumption of increasing teacher salaries at the expense of spending on buses and admin staff
yes, basically a charter system, but I donāt think it necessarily needs to work that way; I think school admin should be allowed to specialize their school in any way they see fit, and if it doesnāt work, theyāll be replaced by someone with different ideas; whether thatās offered as a public school or charter school is irrelevant, but the current model would support that as a charter school thing
I think itās too granular, I honestly donāt care if my kid is falling behind in English but excelling in Math in a given year, I just care that they exit the school system meeting certain expectations; and thatās what a democratic classroom system would do, it could delay certain subjects until kids are interested, and then go hard once they are (so kids could be 2 years ahead in one area, and a year behind in others); this can work well for some kids, but really poorly for others (as Sir Ken Robinson describes)
they can deny the difficult to teach students
I honestly donāt know much about this, but I do know they are required to use a simple lottery, with priority only allowed for family of existing students (i.e. my second kid was accepted because my first kid attends there). Itās not a private school that has an application process, you simply fill out some details (mostly name and age) and students are randomly selected. We applied to two, and were accepted to one. If we werenāt accepted to either, we would have appealed to the district to allow us to move to a different public school (two of three in the area are acceptable to us, we just really didnāt like our local principle, nor did the teachers in my neighborhood).
youāre missing a lot
If you have some good resources (e.g. books), Iād love to educate myself better. But just saying, āyouāre wrong because you donāt have experienceā isnāt particularly helpful. I understand youāre busy, and I am grateful that youāve responded as much as you have, but surely thereās something you could point me at so I could correct whatever mistaken assumptions I have.
Youāre incorrect there. The main limitation for schools k-12 to specialize is funding. To get the equipment and staff necessary takes a lot of money (which is why universities use funding not just from grants that arenāt available to public k-12, like from their research sides that do not exist in public k-12). The salary is also a huge problem for specialists since they can easily make more with less stress and more validation on the private sector side.
Even if all that got sorted, you would still want to use districting to consolidate some positions in admin, and to make it easier to plan specializations of k-12 schools (so thereās less overlap if itās not needed and you donāt have a bunch of waste expenses).
That may be true w/ the current system where specialized programs are add-ons to the regular programs, but if weāre replacing a current class, maybe funding isnāt as much of an issue. If we use your example, universities specialize and students apply to the school that supports their desired specialty. The university I went to had no medical program but had an awesome law program, whereas the school an hour away had the opposite (awesome medical, no law), so if I wanted to go into law or medical, I would choose the school appropriately.
But when I say āspecialize,ā I generally donāt mean things that require more equipment, like IT or trades, I mean teaching style. For primary education, here are some examples:
None of these really change equipment requirements, but they do require a different type of curriculum and teacher development.
Secondary education could also change, but this gets a lot more into equipment. Iām thinking some schools could stop general education at grade 10, with the last two years preparing kids for the workforce in specific areas (e.g. trades, IT, etc). Theyād still have some traditional classroom instruction, but a significant portion of the day (half?) would be dedicated to whatever their focus is. They would invite local businesses to fund the more expensive programs in return for access to the students as a form of recruitment. Other schools would do the traditional college track and focus more on writing essays, reading literature, etc. All of the tracks would hit base learning standards, I just think kids can learn a lot more effectively if they attend a school that matches their ideal learning style.
I think weāre wasting a lot of kidsā potential by forcing everyone through traditional education. This isnāt the fault of teachers either, and I think most teachers agree that many of their students would do better in another environment, but that other environment doesnāt exist. I think the school bus system is holding us back, and if we had better mobility between schools, we could specialize schools to get better outcomes for all.
What experience do you have to back up any of your ideas? I have a degree, certification, and about a decade of teaching experience and I do not see it working the way you describe.
First off, it seems youāre sampling from the Arbitur system (German system of last two years being work related, which only really works because the school system segregates children based on scores for their elementary and middle schools, and which we do not do here and which you did not mention)
Secondly, you say that the school bus system is holding us back and would allow for schools to specialize but we already have that occurring in school districts with normal school bus systems. The bus system clearly isnāt preventing magnet schools from existing so thatās not the issue.
Thirdly, there are only so many seats at each campus and so how are you going to discriminate as to who gets entry? Will it be based solely on teacher/counselor recommendation, or will there be testing requirements? If you look at private schools which are not in districts and have significantly more funding to specialize, they also do not let the majority of applicants enter. How do we make education accessible without creating these hurdles to allow for specialization that will literally do the opposite for the majority of students (skewing mostly towards lower income/immigrant families who will have issues either with the language or with educational support at home since time has to be allocated towards survival earning instead of spending more time on reinforcement for the student)
Fourth, how do you propose these individual schools get funding to allow for these specializations without tying it to attendance and creating a huge fight over who gets which student (thus going against what might be best for the student)? With districtās, at least the money can get moved from one school to the next if there is excess or you need to specialize a school in the district. You can also share physical resources between schools in districtās, not so much between individual schools across town.
Fifth, which schools arenāt going to have sports fields? Those are typically district property to be used by multiple schools to cut down on costs.
Thatās just off the top of my head, thereās a lot of moving parts and shared resources that look easy to split from the outside while actually being incredibly interconnected.
Mostly a handful of books Iāve read, documentaries Iāve watched, and discussions with teachers in my family. For democratic learning, I cite Sir Ken Robinsonās You, Your Child, and School (I think, I read a few books around that time), and for independent learning, I cite myself and my friends, who were perennially bored and much preferred to just teach ourselves throughout K-12 school (college was great because I could skip classes if I knew it was going to be a waste of time). The main saving grace for me was a concurrent enrollment program at the local community college, so I got my AA a couple months before my high school diploma.
And yes, the Arbitur system in Germany (I never remember what itās called). I see so many kids drop out here around 10-12th grade because they feel like school is pointless, and some years later they end up in the trades. My school opened up a machine shop, and I think that reduced high school dropouts some (not sure, Iāve since moved and never bothered checking before/after stats).
My current district doesnāt offer as many of those programs, though they do have a few classes here and there (e.g. a programming class as an elective). My current school district is considering a split (weāre the largest in the state, by a lot) largely to ākeep costs local,ā and my main concern is that weād have even less opportunity for specialized programs because each school needs to be a complete unit. We also have charter schools, but those are only available for privileged kids, which doesnāt really solve the wider problem of poor test scores (privileged kids would likely succeed regardless due to parental support. We do have concurrent enrollment at a local university, which is nice, but that only helps college-bound kids.
We kind of do. Iām in the US (Utah specifically, grew up in WA), and we absolutely do a form of segregation. My kids go to a charter school (so not sure how public school works), and they split kids roughly by ability, and have them learn independently if theyāre ahead of the class (both my kids are). They have a separate class as well for kids who are at the top (we call it ācompass club,ā which both my kids attend). Where I grew up, we had a special program called āSTEPā for āhighly capableā K-5 students (my friend was invited, I wasnāt) where kids are bussed from around the district to a single school, and we had āhonorsā classes in 6-12, which basically taught material a year ahead for math, and went more in depth for humanities classes (english and history). We also did and do state testing pretty much every year to determine outcomes, which impacts funding for schools.
I think we should take that a step further and split schools based on teaching style. I have three elementary schools and a charter school within 3 miles of my house, but they all offer basically the same approach to education, each being a little silo. We chose the charter school (enrollment is based on a lottery) because our assigned school had a crappy principle who seemed to scare away teachers (most teachers stayed for 1-2 years and moved on), whereas other parents moved their kids to one of the other schools in the area. So at least in my neighborhood, only about 30% stayed with the assigned school, and the other 70% have to take their kids themselves, which is incredibly wasteful. And Iām in a very privileged neighborhood, the less privileged kids in the boundaries are basically stuck where theyāre at.
No, but itās preventing access to those magnet schools. Given the choice between a free bus and having to drop off and pick up your kid every day, which do you think a busy family is going to choose? What ends up happening, at least in my area, is that privileged kids get to take advantage of those programs, while poorer kids donāt. Some areas will bus between those schools, but thatās hardly an efficient system.
If a certain program is popular, your options are:
Denying kids is a temporary problem and probably only relevant in the first couple years itās offered while teachers skill up to teach whatever that program is. So I recommend doing the last two as much as possible before the first two. If the program is successful, the other two will happen naturally as schools rebalance to meet shifting needs.
Funding is always an issue. In general, funding should be applied based on need, and teachers reallocated and paid based on ability. So if youāre teaching disadvantaged kids in broken homes, that teacher should get paid a lot more than a teacher largely teaching independent learners, and perhaps school hours should be extended for the former and reduced for the latter (the latter probably has support at home). Teachers would fight for the role theyād prefer (i.e. lower pay and easier students, or higher pay and more challenging students/longer hours).
Honestly, most schools wouldnāt have sports fields. Ideally, most of these would be remitted to the cities as parks, and after school sports would fall under the cityās purview (most cities already do this anyway). I really liked after-school sports, but itās hardly required for schools to fund and only really benefits a relatively small percentage of the student body. They could be subsidized for lower-income kids as well, and transportation for competition w/ other teams would be handled through mass transit.
Thatās how it worked where my SO grew up (E. Asia), so I donāt see why we couldnāt do that here.
Certainly, and as an outsider, I donāt have that larger context. My aim here is to propose an alternative to our current system that better serves the needs of kids instead of trying to force them all into the same mold. Oh, and also gives more control to teachers, as well as offers more opportunities for experimentation.
Things like āno child left behindā and ācommon coreā push hard on that āone-size fits allā approach, which I really think does our kids a disservice. We should have a āone size fits mostā approach by default, with different options available for the rest of the kids.
So you are coming from a place that has:
Iād be happy to keep going with this but youāre missing a lot and I already am overworked with my current students.
I honestly donāt know much about this, but I do know they are required to use a simple lottery, with priority only allowed for family of existing students (i.e. my second kid was accepted because my first kid attends there). Itās not a private school that has an application process, you simply fill out some details (mostly name and age) and students are randomly selected. We applied to two, and were accepted to one. If we werenāt accepted to either, we would have appealed to the district to allow us to move to a different public school (two of three in the area are acceptable to us, we just really didnāt like our local principle, nor did the teachers in my neighborhood).
If you have some good resources (e.g. books), Iād love to educate myself better. But just saying, āyouāre wrong because you donāt have experienceā isnāt particularly helpful. I understand youāre busy, and I am grateful that youāve responded as much as you have, but surely thereās something you could point me at so I could correct whatever mistaken assumptions I have.