achievement gap

Boosting Michigan’s Literacy: No Time Like the Present

July 29, 2016 – This week, Governor Snyder signed an Executive Order creating the Michigan PreK-12 Literacy Commission. Like many previous efforts, this Commission is charged over the next two years with assisting the K-12 system to improve student literacy skills. The group will be determined through appointments by the Governor, the Superintendent and legislative leadership from both parties.

The focus on literacy is warranted, and clearly not new. It is obviously a gateway skill – that is, the poorer your reading skills, the harder all classes are for you as you progress through the grades. Michigan students don’t test well on literacy compared to their peers in other states; in fact, at the same time that the nation as a whole has improved on 4th grade reading tests, Michigan’s performance worsened, resulting in a national rank on that indicator that places us solidly below 42 other states. And, some specific populations of kids continue to test more poorly than others – Black and Hispanic kids, kids from low-income or homeless families.

It isn’t as if we have not acted at all on this situation. There have been numerous initiatives within our K-12 system and the state Department of Education, including current Top 10 in 10 efforts. In the current legislature there has definitely been increased attention to the problem, and we even saw some investment in the last two state budgets, driven by concerns and efforts around improving our status. This investment was not enough, and some of it could have been better focused, as we’ve talked about before. Now we have yet another effort tasked with pinpointing strategies.

For candidates in this election year, for new legislators in 2017, for the Governor and for the new Commission members, here are some key facts. They are well known, and well researched.

Fact One: Gaps in literacy emerge as early as nine months. Some kids have stronger nutrition and better health, some kids are ready to more often, some kids are spoken to more often, some kids experience more stress and trauma in their early years. All these things impact literacy skill-building, and their impact starts right away. Efforts to support families early are critical to the state’s literacy success.

Fact Two: There is ample evidence (and common sense) that says that the educational success of parents has everything to do with the literacy success of their children. Family literacy efforts targeted toward building the skills of parents and other caregivers are critical to the state’s literacy success.

Fact Three: The 6,000 hour learning gap, experienced between lower income children and their financially more better off peers, contributes to a variety of skill gaps, including literacy, by the time young people are in middle school. As I’ve already stated, starting early and maintaining opportunities that expand learning through elementary, middle and high school are critical to the state’s literacy success.

Fact Four: Kids have to be in school in order to take advantage of even the most effective school-based literacy programming. Making sure barriers to attending school are addressed for families and young people, including unsafe streets, unsupportive school climates and exclusionary school discipline practices are critical to the state’s literacy success.

We have many effective strategies at our disposal inside and outside the school building to improve literacy, and it never hurts to focus efforts on learning more about what can be done. However, we hope that the Governor and Legislature don’t have to wait for this Commission to finish its work to continue to recognize and commit to needed investments in literacy. 2017 will bring shifting legislative leadership and the Governor’s final two years of legacy. There is no time like the present to reiterate what needs to be done, marshal the resources and take action!

– Michele Corey

The ESSA Needs Our Help to Make Every Student Succeed

December 11, 2015 – In previous blogs, we’ve outlined the federal role in education policy falling squarely on promoting quality and innovation and promoting equity – mitigating the impact of students’ learning challenges on eventual educational success. After years of discussion and somewhat rare bi-partisan work in Congress, the Every Student Succeeds Act was signed by the President yesterday, again setting the path for federal policy and investment in K-12 education. So, what do we see?

  1. Proven equity-building strategies remain intact. Investments that provide access to pre-school, integrated student services and expanded learning opportunities will continue. The 21st Century Community Learning Centers program that supports after-school and summer learning programs is well researched and provides evidence for this strategy that requires school-community partnership and goes well beyond just expanding hours in a school day or days in a school year. Newly titled, “Community Support for School Success” continues investment in full service schools and Promise Neighborhood grants. The use of Title I and Title II dollars for early childhood education beginning at birth is more explicit and requirements to improve school stability for young people in foster care are strengthened.
  2. New priorities reflect new evidence and recognition of specific needs. Despite opposition, the law expands requirements to track how different groups of students are doing and on what. Understanding what groups are doing well and which not so well is the first step toward building more equitable practice. States will now, for the first time, be required to consistently track and report outcomes for kids in the foster care system. It has been difficult for advocates to move better educational investments in that population without adequate information that could point to better strategies for practice and investment. States and districts will also have to start tracking critical outcome indicators beyond achievement scores like school climate and safety and student and educator engagement, improving their ability to address student needs.
  3. Some strategies proving ineffective are discontinued. What has been termed a “cookie cutter” approach to improve struggling schools has not served to improve very many of them, and this bill recognizes that there need to be a broader scope of possible strategies that are much more targeted toward local needs. We continue to contend that building investment in equity-promoting strategies have a stronger evidence base than simply removing school leadership and punishing educators for the woes of all systems that serve children, youth and their families.
  4. Additional state and local flexibility in other programs COULD increase equity in Michigan. Read on…

So, what are some of the early takeaways?

  1. Evidence and advocacy matter. Some positive shifts were the result of coordinated, strong advocacy efforts in Michigan and around the nation, like the coordinated efforts to maintain the 21st CCLC program and supports for integrated student services, as well as expanding initiatives before kindergarten. Some negative shifts were too, but those who were talking with their elected officials had definite impact on the final negotiations.
  2. Funding will obviously matter – this law outlines what COULD be funded by Congress. We still don’t have an actual federal funding bill for the current fiscal year, and continue to operate under resolutions that maintain FY2015 spending levels. This has avoided the disinvestment proposed by some conservative members of Congress, but also avoids any conversation about shifting or increasing investment strategies.
  3. Engagement at the state and local levels will matter more than ever before. For example, Congress increased the ability to address learning challenges early by allowing a variety of funding to be used for activities before kindergarten. Additional flexibility was added for the Title 1 program, which provides consistent and significant investment in the most challenged schools. There is always risk and opportunity in this flexibility to avoid taking resource from evidenced programming for one group of students to pay for expanded programming for others.

At this moment, Michigan’s Children and others are engaged in the Superintendent’s call for suggestions on how to move educational success in our state over the next decade. With more flexibility in federal education spending, being a part of state priority conversations becomes more important than ever. And, of course, we have already begun another state budget conversation where we will need to continue to fight to keep and build critical state investments while still not seeing education funding levels return to where they were before the recession in 2008. And with other budget pressures resulting from continued disinvestment in our most challenged school systems and spending decisions mandated by road funding compromises, our voices are critically important to ensure that our state is providing equitable educational opportunities for all students.

– Michele Corey

Additional Resources

More on Early Learning: Every Student Succeeds Act and Early Learning
More on Expanded Learning: Senate Passes ESEA, 21stCCLC: Sends to President for Signature 
More On Foster Care: President Obama Reauthorizes ESEA, Affording Groundbreaking Provisions for Children in the Foster Care and Juvenile Justice Systems 
More On Integrated Student Services: Community School Prominent in Every Student Succeeds Act 
More on Equity Building Strategies: ESEA Reauthorization Shows Promise
More on Accountability: The president just signed a new ed law that teaches the naysayers a thing or two
More on Local Decision Making: President Signs ESEA Rewrite, Giving States, Districts Bigger Say on Policy 

What Does It Take To Make A Great Teacher?

November 13, 2015 – What does it take to make a great teacher? An expert group of educators, policymakers and others had been working for quite some time to answer that question and came up with a better, more consistent system in Michigan for making sure that our teaching force is the best it can be, for our most advantaged and most challenged students alike. One of the takeaways from that process demonstrated in the teacher evaluation legislation recently signed by the Governor is that better training and support is necessary so that teachers can use their talents to the best of their abilities.

What supports a great teacher? Certainly the ability to have time in the classroom to use what they have spent years learning – to help students build knowledge and skills. For some, that is in specific topic areas; for some, that is about fostering and supporting a love of learning for younger kids; for some, it is about getting kids who are struggling back on track; and for some it is about making sure we continue to challenge the imagination and creativity of those who excel. Not surprisingly, teachers report that they can better utilize their skills when kids come to school ready to learn. Unfortunately, there are a host of things that prevent kids from optimal learning in the classroom that are impossible for teachers to address on their own. Teachers are better able to teach and students are better able to learn when:

  • – kids don’t come into the classroom hungry, or when they don’t come in with a toothache as supported by integrating nutrition and health services in the schools;
  • – kids are not feeling intimidated by other kids or school staff, or feeling unsafe at home and on the way to school, which is improved by utilizing positive behavior supports and other evidenced discipline strategies;
  • – older students have a manageable job after school that they want and need, and when students have had the opportunity to catch up when they fall behind and stay motivated after school and in the summer, made possible through investment in community partnerships and expanded learning;
  • – young people have been able to manage their addictions, mental health or other special needs and other members of their family have been able to do the same through access to those services in school buildings and in the community;
  • – student behaviors are managed well in the school system by recognizing behaviors borne of trauma and addressing them through that lens; and
  • – their parents are able to build their own skills to help and encourage them at home and have the time together at home to use those skills, as supported through adult and community education programs and family friendly work supports.

Everyone knows that educational, career and life success are not built in the classroom alone. Because all of our systems, not just the K-12 system, don’t work as well as they should and often don’t work together, disparities in literacy emerge as early as nine months of age.  Those gaps can continue to grow throughout educational careers without appropriate attention and intervention. In addition, future state budgets will be stressed by recent road funding decisions and inadequate revenue putting other critical state investments at risk.

Despite these challenges, Michigan must find a way to commit investments for teachers and the children, youth, families and communities they serve. To do otherwise would fail to move ahead in the work started by this teacher evaluation legislation. As we better evaluate teachers, we must also ensure that they have the support they need to succeed.

– Michele Corey

September is a Time to Tackle Root Causes of School Absenteeism

September 10, 2015 – While working as a student teacher in a local high school some years ago, I was introduced to the mind-numbing business of taking attendance before each class hour. The routine process, involving some quick key board clicks on a digital report across 156 student names and six class hours, wasn’t itself time-consuming except for assembling lesson materials that needed to be set aside for absent students each day. Doing so gave them and their families some sense of what took place in the classroom that day. But in reality, it didn’t entirely replicate the learning process, the active exchange of questions, discussions, ideas and those wonderful unexpected ah-ha moments that come from the daily teacher-student experience. And not everyone was able to take advantage of take-home material.

Even though I frequently shared the importance of keeping up by coming to class with the teens and parents I worked with, I knew the problems some kids faced attending regularly were varied and complicated by their personal challenges. Chronic asthma; sick parents at home; early morning jobs teens took to support their families; struggles with mental illness and family trauma. Rarely could skipping school be explained by teen obstinacy alone. But absences did cause them to struggle in school and ultimately put roadblocks to their post secondary schooling and career training. Now, new information from Attendance Works and the Healthy Schools Campaign this month gives a deeper look into chronic school absences – an issue gaining priority in education as a national crisis.

Released this September during Attendance Awareness Month, the report, “Mapping the Early Attendance Gap: Charting a Course for Student Success,” spotlights a problem bigger than many people would expect with 7.5 million students missing nearly a month of school a year. It’s a problem that can be tracked to preschool and kindergarten whose absentee rates are nearly as high as teen’s rates, according to the report. The life-long consequences are serious, too. Children who are repeatedly absent in kindergarten and first grade are less likely to read proficiency by third grade. In middle school, students with chronic absences are more likely to drop out in high school. School testing and performance measures are negatively impacted, resulting in limited opportunities for success as students move on.

Using survey data taken during national testing of 4th and 8th graders, the report also pinpoints who is missing school, and in Michigan it doesn’t bode well for children of color, children with disabilities and children from low-income families. Once again, a national educational issue is hitting our vulnerable populations hardest and the numbers are compelling.

  1. The report found 32 percent of Michigan’s African-American 4th graders missed three or more days in a given month compared to 22 percent nationally. The rate was the same for Michigan 8th graders, 32 percent, compared to 23 percent across the country.
  2. Michigan’s Hispanic children also missed more school than the national average: In 4th grade, the Michigan rate was 28 percent compared to 21 percent nationally and in 8th grade, 26 percent compared to 22 percent.
  3. And Michigan children with disabilities also missed more school then peers nationally: 31 versus 25 percent in 4th grade, and 34 vs. 28 percent among 8th graders.

Attendance and truancy have gotten attention from political leaders in Michigan in recent years. Gov. Snyder’s Pathways to Potential program launched in 2012 as a means to reduce truancy by co-locating Department of Health and Human Services staff in schools. Some communities have developed successful strategies that are seeing progress in attendance, like the Kent School Services Network and others. Michigan needs to learn from success and build whole-community approaches statewide.

The State Board of Education and School Superintendent Brian Whiston are taking a serious look at what’s needed to make Michigan a top 10 state in education. Addressing the causes of school absenteeism should be a part of those conversations as we set our sights on helping all kids learn and achieve in Michigan.

– Teri Banas is a communications consultant working for Michigan’s Children.

Helping vulnerable children early is key to closing achievement gaps

September 9, 2015 – No longer a top tier state for education, Michigan today has larger gaps in student outcomes among its diverse populations than many other states, jettisoning our state to 37th in the nation according to the National Kids Count project. These learning gaps start early and persist and grow throughout educational careers without appropriate intervention and support, threatening our state’s future and the futures of thousands of our children.

New State School Superintendent Brian Whiston has begun his tenure focused on asking groups (many with competing interests) to talk with the State Board of Education about fixing that, and restoring Michigan to a top 10 state in education within 10 years.

At Michigan’s Children, we believe the answers lie in shrinking these achievement gaps and reducing student disparities through known evidence and practices that works best for children, youth and families, and their schools and communities. Positive change can happen even as state decision makers face unique pressures to fund costly road fixes while determining investments in the most struggling schools and districts.

We shared our recommendations that support students within and beyond the classroom to assist with their eventual success in a presentation to State Board of Education and School Superintendent Brian Whiston this week, outlining a strategy that includes several specific areas for attention.

Start early. Education is a lifelong process beginning at birth with differences among children becoming evident as early as 9 months. By 6th grade, children from low-income families have 6,000 fewer hours of learning than their peers due to fewer opportunities for early, consistent and expanded learning. The education system must continue to focus early to head off future problems by increasing parent coaching and supports through voluntary home visiting options, building state investment and maximize federal investment in Early On, and continuing to improve our child care subsidy system.

Because children succeed when their parents do well, the education system must support parents’ role in children’s learning. The evidence on this is clear, particularly for early literacy skills and retention in the early grades. Today, four out of 10 Michigan schoolchildren aren’t reading proficiently by third grade, and the rates are much higher for children of color. The education system must expand support to help parents reach their educational and career goals through investments in Adult Education, workforce supports and family literacy options, and promote effective two-generation programming where families can learn together.

Trauma from family stress, mental and behavioral health issues, violence and loss, abuse or other social or emotional issues can undermine a child’s ability to learn and grow academically. Yet, we don’t fully recognize its impact on learning gaps and educational achievement in our policy and practice. The education system must implement good practices in schools and provide educators with the necessary tools to deal with symptoms of student and family trauma. Improving connections with community partners who can help is vital.

When schools are able to unite families with other community resources, there are more chances to find and address the causes of school absence, behavioral issues and academic problems be they caused by health issues, unstable housing, bullying or disengagement by parents or students. There is ample evidence that after-school and summer learning programs help to integrating community services for students and families, and support their academic progress by getting students motivated and engaged with their learning, helping them get caught up when they get behind and keeping them on a successful trajectory.

Finally, there is no one-size-fits-all for student success. Because children are inherently different and come with an array of challenges, young people need multiple pathways to success beyond the traditional, arbitrary four years of high school. Therefore, we must invest in second-, third- and fourth-chance programs for high school completion. In addition, we must prevent unnecessary expulsions that leave too many students adrift from college and career by promoting school attendance and adjusting school discipline policies.

It is clear that the Superintendent and School Board are uniquely positioned to provide needed robust leadership for this difficult work by taking into account the expertise of many sectors of work, including family and community resources. To do so recognizes a universal truth: A child’s ability to succeed in school and life relies on multiple factors, most that aren’t exclusive to what happens inside the classroom, but extend far beyond that learning environment. Improving the state’s ability to build success in more students is possible and essential, will require a commitment from many partners. We encourage our educational leadership to join Michigan’s Children and many others to put all of our children and families at the forefront of what it takes to make Michigan’s education great again.

– Matt Gillard

This blog first appeared as an opinion piece in Bridge Magazine on September 8, 2015.

Moving Toward the Top

August 20, 2015 – Trying to get better at things is good, particularly trying to get better at things that are in the best interest of children, youth and families in our state. New leadership in the Department of Education has come with new opportunities to get better, and Superintendent Whiston has already shown that he is committed to setting goals and working with others to achieve them. In a state where we ranked 37th of the 50 states in education in the last National Kids Count Data Book, this is essential. The Superintendent and the State Board of Education are spending some time over the next couple of months getting feedback about what it would really take to move Michigan to a top 10 education state.

Michigan’s Children is weighing in on that conversation with what we’ve talked about consistently for years – a focus on shrinking achievement gaps by investing in what works for children, youth and families, and their schools and communities. Six specific areas rise to the top, each with a myriad of strategies that can and must be forwarded:

Take responsibility for early strategies beyond pre-school by increasing parent coaching and supports through voluntary home visiting options, building state investment and maximizing federal investment in Early On and continuing to improve our child care subsidy system.

Support parents’ role in their children’s literacy by expanding initial efforts to help parents in their role of first and best teachers and to help them reach their own educational and career goals by better investments in Adult Education, workforce supports, and family literacy options so that parents can fully support their children’s literacy journeys.

Change school practice related to student and family trauma by providing school personnel the tools they need to recognize and deal with symptoms of trauma in their students and families and evaluating their ability to do so. It also includes building better connections with community partners who can assist.

Close equity gaps by integrating services and expanding learning opportunities. This includes building assurance that state and federal resources for service integration would go to the best models of service and that supporting services needed by children, youth and families would be available throughout the state. It also includes investing in after-school and summer learning at the state level, in addition to maintaining federal investment.

Give young people multiple chances to succeed by promoting attendance through adjustments in school discipline policies and investment in programs beyond the traditional, arbitrary four-years of high school. The effectiveness of these programs is increased when young people themselves are involved in planning and are clearly connected to a pathway leading toward college or career.

And finally, we suggested that the Superintendent and the State Board provide real leadership in this difficult work that often requires the efforts of many areas of expertise and many sectors of work, including the family and community resources. With so many things impacting a child’s ability to succeed in school and life – many of which are not within the walls of a school and the purview of education pedagogy – it is essential to bring efforts together.

As we’ve said many times before, our educational leaders have their work cut out for them, and as public and private partners available to help, we have our work cut out for us as well.

– Michele Corey

The Federal Role In Education Policy, ESEA Update

July 22, 2015 – We have heard a lot about the fact that for the first time since 2001, both chambers in Congress have passed their recommendations to reauthorize the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB.) This is monumental, particularly since the kids who were starting kindergarten in 2001 are now 19- and 20-year olds, some still making their way through high school and others in post-secondary or career. 2001 was a long time ago in education years, and much has changed in homes and communities that should be reflected in schools and education policy.

What hasn’t changed is the primary role of the federal government in education. Because K-12 and post-secondary education are primarily resourced by states and localities, the federal role and investment emerged for one reason only: to ensure that everybody has equitable access to educational opportunity. That access takes several important forms:

Assistance for students, families, schools and communities facing the most challenges. We have to best support students who need special help and accommodation for learning, of which many of their needs are primarily addressed within the Individuals with Disabilities Education Act. Beyond that, research has shown for decades that the most under-resourced students tend to go to the most under-resourced schools. Many students face multiple personal, family and community challenges that begin early, go beyond the school walls and impact education outcomes. However, schools alone cannot and should not be responsible for addressing those challenges but can be a great access point for critical services. Current cradle to career investments are not enough, and much more can and should be done to support evidenced programming.

Accountability requirements for our education investment. We know who we are supposed to be helping with additional assistance, so it is essential to understand how different populations of students are doing to evaluate how well we are doing it. This has been and will continue to be done by looking at student outcomes (test scores, graduation rates) and the reporting of those outcomes specifically for targeted population groups by race, income and other individual or family circumstances like disability, homelessness, participation in the foster care system, English Language Learners, etc. This is essential to continue to understand our successes and challenges with reducing achievement gaps.

Incentives for innovation.  We don’t always have all of the answers, and the times do change, so it is always important to encourage best practice and shifts in teaching and learning based on the specific needs of certain populations, or emerging research and practice. Recent federal efforts like Race to the Top, Investment in Innovation and Early Learning Challenge grants are examples of how federal investment can help states and districts make big, innovative changes in their education systems.

There are two different bills on the table to reauthorize the ESEA — the Senate Every Child Achieves Act (S. 1177) and the House Student Success Act (H.R. 5) . Michigan’s Children favors the Senate version, which keeps intact many essential programs supporting evidenced practice to best support struggling students. This includes supports like the 21st Century Community Learning Centers program, investments long before kindergarten and connections for students and their families to resources and services beyond the traditional K-12 system to support their learning and development. The House version intentionally combines many critical programs into block grants to the states. This approach would limit the ability of the federal funding to target proven equity-building strategies. I won’t belabor the details here, but you can find them all in all of the media coverage, from many of our advocacy partners and from the Congressional Research Office in great detail here.

Concerned with how all of this plays out? We are too. The good news is that this conversation is far from over, and we all have an opportunity this summer to get involved. A conference committee made up of legislators from both parties and chambers will be working into the fall to come to a resolution of the differences, and there is still time to influence them. Members of the U.S. House and Senate will be home in their districts next month. Use that time to let them know what you see challenging or helping with the success of students and families in your community. Help your elected leaders think about how best to address educational needs to build career and college ready kids in 2015 and beyond. If you run a summer program, invite them to join you to talk directly with young people, parents and staff.

While it is unlikely that members of our Michigan delegation will be sitting on the conference committee, it is critical that you encourage your members to talk with their conferee colleagues. And if you want help, Michigan’s Children is here to support your efforts. Now is the time.

– Michele Corey

Reverse the Lost Days of Summer and Help Build Education Equity

Join in and Celebrate #KeepKidsLearning on Wednesday

June 15, 2015 – Schools are out for the summer but should learning take a break? To prevent “summer slide” and the achievement gap, students struggling in the classroom need more time to master skills needed for college and career including summertime opportunities to catch up and stay on track.

To that end, advocates for children and families should be aware of a new advocacy opportunity on Friday, June 19. Sponsored by the National Summer Learning Association, it spotlights the need to reverse summer learning loss and close the achievement gap. Everyone is invited to join in – schools, parents, educators, policymakers, businesses – by visiting the Association’s website and making a pledge to #KeepKidsLearning. Won’t you?

For social media users, a simple thing we can all do to advocate for expanded learning and summer learning programs, including those that keep kids safe and nutritionally healthy, is to raise our voices in a loud chorus in the Association’s Thunderclap starting at 1 p.m. on Wednesday, June 17.

From an equity standpoint, access to high quality summer programs are particularly critical for students from low-income families, student of color, and students experiencing significant challenges that subsequently struggle in the classroom. For children at-risk of falling behind during the summer, the “summer slide” can cost as much as two months in grade level equivalency in both math and reading. Meanwhile, more affluent children who do have access to summer enrichment tend to make gains during these months.

By the time a child from a low‐income family reaches sixth grade, he or she has spent an estimated 6,000 fewer hours learning than a peer from a wealthy household, including 4,385 fewer hours in after‐school, summer and other extracurricular activities.

Research has shown us that expanded learning opportunities including summer programs are important strategies for reducing the achievement gap among our state and nation’s children.

Recognizing the importance of summer learning opportunities, many state and community coalitions around the country have prioritized summer learning to erase gaps in early literacy, boost 3rd grade reading proficiency, and improve high school graduation rates – all which are essential for children’s long-term success. Grade level reading proficiency has gained renewed importance in education reform in our state, too, where half of low-income students are not reading proficiently by the end of 3rd grade. And the statistics are worse for African American and Latino students. The Michigan Legislature earlier this month approved a FY2016 spending plan that includes new investments in early literacy.

Of course, summer learning is part of a bigger picture of expanded learning – a term that incorporates high-quality before- and after-school programs that expand the school day and summer opportunities to expand learning beyond the traditional school year. Together, these programs work to close achievement gaps by driving competency in STEM (Science, Technology, Engineering and Math) areas, supporting reading skills across the K-12 spectrum, and ultimately improve high school graduation rates.

Michigan’s Children has been at the forefront on this issue, fighting to improve public policies and funding for expanded learning for kids who struggle in school. Recognition by the Governor and Legislature that expanded learning should be part of the strategy to improve 3rd grade reading was an important development this year, particularly because it came with an added $17.5 million investment for fiscal year 2016. Michigan’s Children is glad for this investment, and hopes to see this funding further targeted in the future to high-quality, evidenced programs through the 21st Century Community Learning Centers model. These programs have been funded under the federal Elementary and Secondary Education Act. Coincidentally, a bill with bipartisan support to reauthorize the ESEA, which is long overdue, is expected to be debated on the Senate floor starting June 22.

One important way you can speak up in support of expanded learning is to contact your members of Congress to urge greater federal investment through the 21st Century Community Learning Centers. Another valuable thing to do is to talk to your state legislators about the importance of expanded learning. Thank them for supporting additional instruction time in the FY2016 state budget for K-3rd students, but also remind them that it doesn’t go far enough to ensure the students with the most challenges receive the types of high-quality programs – programs through the 21st Century Community Learning Centers – that we know can help them catch up, stay-on-track, and succeed.

Fortunately, specialized events such as Summer Learning Day encourage and educate all of us to push on for positive change – federally and in Michigan – to make a real difference in the educational success of all of our children.

Therefore on Wednesday, send a Tweet in support of #KeepKidsLearning and then come back on Friday to take the pledge to #KeepKidsLearning.

Here are some Sample Tweets for the Thunderclap:

#SummerLearning programs critical to reduce the #AchievementGap #KeepKidsLearning tinyurl.com/q92dfp4  bit.ly/SLDPledge

#SummerLearning loss is a significant contributor to the #AchievementGap. #KeepKidsLearning bit.ly/SLDPledge

Kids from low-income families can lose 2 mos reading while higher-income make gains in the summer. #KeepKidsLearning bit.ly/SLDPledge

Kids in low-income communities struggle to access high quality learning during the summer. #KeepKidsLearning bit.ly/SLDPledge

Teri Banas

Teri is a communications consultant working for Michigan’s Children.

Learn more:

Expanded Learning Opportunities are Critical to Improve 3rd Grade Reading,” a Michigan’s Children Issues brief.

Expanded Learning Opportunities for Michigan’s Most Challenged Children and Youth,” by Michigan’s Children.

Read the latest Michigan-specific data on summer learning from America After 3 pm.

 

 

 

Addressing the Risk and Taking the Opportunity

The following blog was originally posted by the Michigan After-School Partnership.

March 23, 2015 – It is such an exciting time in Michigan for expanded learning. The recent recognition from the Governor’s Office that expanded learning is part of the answer to our 3rd grade reading dilemma was step one (and a result of many discussions and great partners.) In his budget proposal being discussed now by the Legislature, he included $10 million to expand learning opportunity for kids in K-3. In addition, the Governor proposed some serious increases in At-Risk funding for local districts to help them serve their most challenged students – specifically those who are having trouble reading by the 3rd grade and those eventually either not graduating at all, or graduating with limited college and career readiness, which could also open the door for more resource for evidenced expanded learning programming.

Unfortunately, this good news is seriously tempered by the challenge before us in Congress. Michigan has relied almost entirely on federal funds to support our expanded learning efforts through the 21st Century Community Learning Centers (CCLC) program. This has been invaluable, in that it has allowed us to do a whole bunch of research, so we know a lot about what works in expanded learning. One thing that works is to make sure that there is a consistent level of quality for programs that are funded, and that those programs have access to technical assistance and support. That happens because CCLC funding is specifically targeted toward that program – it comes with some strings attached, and that’s a good thing. Those strings have allowed our expanded learning programs to grow their evidence and improve their practice. At this point, Congress is talking about eliminating specific funding for CCLC, and best case scenario, rolling it back into grants that would go to local educational agencies to spend on any number of priorities. Not pulling out that money specifically for CCLC, which results in quality, evaluated, supported before- and after school and summer learning programs is the wrong approach.

We need a strong CCLC program to help grow stronger state investment for expanded learning – both depend on the other. Join Michigan’s Children, others in the Michigan After-School Partnership (MASP) and many advocates across the country in talking with your U.S. Representative and our U.S. Senators. Let them know that there is value to the CCLC program the way that it is, and if you are a CCLC grantee, invite them over and show them why. OR, if you aren’t a grantee, invite them over and show them what could be done if there was more funding for that program to go around.

Also join us in talking with your Michigan Representative and Senator. Let them know that it is high time that Michigan put some state investment in evidenced practice, like yours. Invite them over and show them how your program helps kids read by the 3rd grade, and helps families help their own children learn. Have them talk with students who can tell them directly how your programs are working with their schools so they will be more college and career ready.

– Matt Gillard

Read our recent Issues for Michigan’s Children: Expanded Learning Opportunities are Critical to Improve 3rd Grade Reading.

What Children, Youth and Families Need in the New State Superintendent

March 10, 2015 – The search for the new Superintendent of Schools is in the homestretch. Six candidates have been identified.  All but one have led local and intermediate school district work in Michigan, the other is a deputy in Massachusetts’s education department.

This choice has enormous implications for Michigan, particularly in how we build educational success with the most challenged among us. Clearly, we can assume that the candidates are steeped in education pedagogy expertise, and know what they are doing running a classroom and a school building during the school day. The job requires that expertise and more as they face Michigan’s big challenges – some of the largest achievement gaps in the nation; consistently poor showing compared to other states on education measures; and limited improvement on state assessments.

Current Superintendent Flanagan is certainly leaving a legacy. He helped to facilitate the enormous expansion of 4-year old preschool, and has been an outspoken advocate for the importance of the early years for later educational success. Under his watch, the state committed to closing gaps in educational outcomes for African American boys, resulting in shifts in Department practice, and support for local system efforts. In addition, he helped to facilitate several public/private task forces that looked closely at some of the critical issues feeding these gaps including truancy and school discipline practices.

There also have been enormous strides to broaden our methods of attaining, measuring and documenting college and career readiness skills. Partnerships have begun to form with employers, post-secondary institutions and community partners who provide learning opportunities outside the school day. This work points to the need for significant changes in our system that will not only benefit all kids in K-12 schools, but would be a game changer in skill building and credit accumulation for the most challenged young people in this state.

The new Superintendent will need to redouble all of that work. And to be successful, they will need to skillfully collaborate – not only with the Governor and the Legislature (both of whom hold the purse strings), but with the leaders of other state departments, with the rest of the education and workforce continuum, and with other community resources. They will need to capitalize on the broad recognition that what happens beyond the school doors impacts educational success, and call on resources beyond their own purview to help.

Beyond continuing support for current initiatives, what are some specifics priorities for the new Superintendent?

  1. Better address the educational needs of parents. The most consistent predictor of educational success for children remains the educational success of their parents – the research couldn’t be clearer on that. If we want to improve 3rd grade reading and college and career readiness, we not only have to look earlier than kindergarten and bolster children’s experiences beyond the school doors, we also have to look at our support of adult literacy through our adult education system. This system has not successfully served the most challenged adults for quite a while, many of whom are the parents of the most struggling learners.
  2. Focus investment on expanding learning options for children, youth and families beyond the traditional school day. At this point, Michigan relies almost entirely on uncertain federal funds to support before- and after-school and summer programming evidenced to cut equity gaps. In addition, fully coordinating community services through evidenced integrated student services models needs to be given priority.
  3. Extend leadership in improving care for young children beyond pre-school. While Michigan has taken and made strides in improving the quality of our child care system, we’ve done that with fixed federal rather than state investment, limiting our ability to drastically improve access to high quality care. Our subsidy system for the poorest working families consistently ranks us at the very bottom in the nation.  A few years ago, Michigan brought the state’s child care system under the auspices of the Office of Great Start, and additional strides to improve that system are needed.
  4. Develop consistent ways to engage young people in reform strategies and priority development – particularly those experiencing the most challenging educational and life circumstances. This is not easy, but could be done with the help of partners, including Michigan’s Children.
  5. Lead cross-department efforts.  Early on in his 1st term in office, the Governor developed a strategy to connect the dots between state departments by establishing what he termed, the “People Group.” This group is comprised of the directors of the Departments of Human Services, Community Health, Civil Rights and Education. The new State Superintendent is ideally suited to lead that group, in light of the transitions occurring with the merger of DHS and DCH, and the space to focus the group’s work on building college and career success.

Whew!  They have their work cut out for them and we have our work cut out for us.  We realize that this is a lot to ask of the next state Superintendent, but there are a lot of public and private partners available to help, if they can take advantage of them.

– Michele Corey

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