Why is public education failing too many of its client students? Why does the achievement gap still persist in most of our schools? Taking the macro view I wonder: Is this a systems problem or a human capital problem? Or both? On Friday of last week I attended the professional development seminar sponsored by the Santa Clara County Office of Education and SJ2020. During the morning presentation by nationally renowned researcher Dr. Robert Marzano, the 250 conference attendees learned he believes it is a systems problem not a teacher capital problem.

As a current County Office of Education Trustee and former school principal I am very concerned about our Silicon Valley school preparedness for an earthquake disaster. It’s like the Bay Area is sitting on an explosive device equal to the size of a huge bunker- busting bomb and we do not know when it will detonate. Doesn’t it seem our schools should be ready for the inevitable detonation?

There is a Choice Revolution going on in public education today. Charter schools are at the heart of the increasing number of educational options available to parents—and public-school choice is generally a good outcome of the charter movement.

The federal program Race to the Top, which makes $4.35 billion available to states, requires that they lift caps which now limit the number of new charter schools. Locally, we are likely to see a huge growth in the number of charter schools without the 100-per-year cap imposed by the state of California.

Dear Santa,

I know this is an unusual request from someone far too old to believe, but I truly want to think that you can help. The situation is dire and no one else seems to have the answers. See, Santa, our public school system is vulnerable to collapse if we do nothing to make it brighter. The children you do so much to make cheery this time of year continue to wallow in a school organization stuck in mediocrity. And that is not good enough, especially today.

Whoa! The achievement gap continues to be a very controversial topic to many SJI posters. I was the guest of my wife, Chris, last Wednesday at San Jose’s Downtown Rotary Club. She invited me because County Superintendent Weis was the luncheon speaker presenting about SJ2020 (a City and school district initiative to close the achievement gap), currently in its embryonic stages. When Superintendent Weis participated in the Q & A immediately following his 20-minute talk, the first question from the audience was predictable

It is very difficult with an overwhelmed system of public education for teachers to nurture the needs of children who have experienced a sordid life. Most times these youth who need just one person to “really” care come from homes and neighborhoods filled with crime, drugs, gangs, and ridden with violence.

As I have discussed on this blog before I began my career as a teacher at Osborne School at Santa Clara County Juvenile Hall. I quickly learned that what is essential in order to become an effective teacher for alternative youth is a professional relationship built with trust, care, and genuineness at its core. In a trusting student-teacher relationship there is a strong possibility that real academic learning and increased student achievement will occur.

Tonight it is purported that we will hear the president in front of cadets from West Point tell the nation and the world that we will commit an additional 30,000 US troops to the war in Afghanistan at a cost of $1 million per soldier per year. I don’t profess to know what is best for the world and our ultimate safety as a nation, however I do know our national security is threatened significantly by our failing public schools.

“Thanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow.”
Edward Sandford Martin

In the spirit of Thanksgiving I write this week about appreciation, especially for the teachers making a difference in the lives of the children.

I hope that the various viewpoints expressed on my blog the last few weeks have been instructive to readers and leaders. It is obvious we have a schism of opinion relative to race and the elimination of the achievement gap. The polarity of responses mirrors the divide we have on many issues in this great country.

I trust it is not too presumptuous of me to postulate that we who reside in San Jose want all children, irrespective of gender, race, ethnicity or religion to have pathways to a successful life. Can we all agree on this outcome?

Historically, civil rights issues have been a struggle. Yet solvable they are. My epiphany after last week’s unexpected tsunami of racist comments on SJI in response to my post was, sadly, that we have not come as far as I thought we had as an enlightened community. However, the bright rays of hope that we can still succeed in the goal of eliminating the achievement gap were built into the altruistic beliefs spoken by the students who are engaged in their quest to become teachers for the children in San Jose.

For the number one civil rights issue of our time, there was a distinct lack of passion at the rollout of SJ2020 last Thursday at City Hall. However, the singular goal of the initiative is very bold. Just the fact the event was held at the Council Chambers in the 10th largest city in the United States was significant. Congratulations to San Jose Mayor Chuck Reed and Superintendent Chuck Weis for pulling together the community to embrace the mission of becoming the first large urban region in the United States to eliminate the achievement gap in 10 years.

The monolithic structure of public education is resistant to change. As evidence the system continues to use an antiquated calendar from our agrarian past, and it organizes school districts in historic slices that make no logical sense.

I agree with SJI readers who believe the system of public education is poorly organized. This nonsensical structure causes redundant expenditures and weaker student outcomes than necessary. Reorganizing these districts with more wisdom and thought, I truly believe, would be beneficial to the goal of increasing student achievement

Bottom-up-reform for improving education in Silicon Valley is more effective than top-down-reform efforts, however there is a paucity of examples of the former. In our climate of entrepreneurial know-how one would think there would be a bounty of examples of schools rearranging the apples on the proverbial cart to innovate and improve achievement for all. Yet, school the way we knew it back before the Apple II was introduced is still the norm.

Before I get to the point of this column let me congratulate, Elinor Ostrom, who yesterday became the first woman ever to win a Nobel Prize in economics. Ms. Ostrom, a political scientist at Indiana University, was honored along with Oliver Williamson, an economist at UC Berkeley. This gets me to the topic of this week’s post. The economy and education are inextricably linked.

On March 16, 1964 in a special address to Congress, Pres. Lyndon Johnson said: “Because it is right, because it is wise and because for the first time in our history, it is possible to conquer poverty, I submit, for the consideration of Congress and the country, the Economic Opportunity Act of 1964.” Let me submit to the readers of San Jose Inside that the only means for us to eliminate poverty is to build a first class public education system for all America’s children.

The age of significant life events is trending downward and middle school educators need to pay it more attention. The average age that today’s LGBT teenagers come out to their friends and in some cases parents, according to the Massachusetts Commission on LGBT Youth, is 13.4 years old.  As a middle school principal for 15 years I learned first hand that middle school LGBT students face extreme levels of harassment daily. Words can be very hurtful, leading in some instances to suicide. In fact, some data indicates that 30 percent of teen suicides are related to LGBT harassment.