Building Champions for Education and Life Success
January 28, 2014 – Bridge Magazine released their ranked list of Academic State Champions – the Michigan schools considered to be over-achievers, that is that their students have better test scores than other schools with similar student and family demographics. We applaud the Bridge and Public Sector Consultants in their efforts to examine student achievement a little bit differently, acknowledging that different schools serve different families and students, and that success for schools with higher educational resources available to them and higher resources available to their families needs to be measured differently from that of schools and families with fewer resources available. And beyond resource and demographics, we also need to listen to young people themselves on the challenges they face and how well their schools and communities assist them in overcoming those challenges.
I just emceed a YouthSpeak event yesterday at the Washtenaw County Chambers. Michigan’s Children, the Washtenaw Alliance for Children and Youth, the Washtenaw Intermediate School District and State Representative David Rutledge brought together State Representatives, County Commissioners, School Board members and administrators from several school systems in the area, and 18 young people from a variety of geographies and circumstances together to talk about building more educational success in their communities. As always, the young people articulately expressed their concerns and recommendations.
Based on this and many other conversations with young people, in addition to the Bridge’s evaluation of success, we would like to see Michigan evaluate and congratulate school systems on several other essential components:[bulletlist]
- On their ability to provide alternatives to disciplinary practices that cause young people to miss educational opportunity and access community resources to assist.
- On their ability to reconnect with young people who have disconnected – through support of programs for the 5th and 6th year of a diploma path, and through support of GED and other alternatives for students with extremely challenging circumstances to continue on their post-secondary paths.
- On their ability to individualize educational strategies to accommodate life challenges, and their ability to support real and consistent supportive relationships between adults and students inside the classroom and beyond.
- On their ability to connect their students with extended learning opportunities beyond the school day that help young people better see their own strengths and build on their own successes and leadership potential.
- On their ability to assess early issues outside the school walls that impact educational success like mental or behavioral health needs, homelessness and mobility challenges and intervene with the help of community partners.
- Finally, and maybe most importantly, on their ability to consistently involve the voices of the most challenged young people in policy decisions and priority setting.
None of these suggestions are new. They come up every time we allow young people to tell us about strategies that matter to them and to their success. Let’s listen and act. Policy conversations are happening right now about the state budget, about teacher evaluation, school discipline and “any time, any way, any pace” learning opportunities. Michigan can prioritize resources and options for the most challenged children, youth, families, schools and communities in proven effective ways that can make a difference in our state’s success. We will continue to work with policymakers to help them see those policy options and we need your help to show policymakers that you support those decisions.