Can you throw ‘em out if they’re not in school?

 “Take your f…… hands off of me” a young man said to me after I tried lead him out of the hallway from a fight. Think about it.  How many times have you heard people complain about the “bad” kids, the young men and women who are the gold medallion award winners for repeated trips to the office? Have you ever thought about how and why this happens?

Study of religions in high school would build understanding and diversity

Upon discovering that three Biblical excerpts were included in my university’s required “Literature Humanities” seminar, I was shocked. After dropping out of my Confraternity of Christian Doctrine education at a young age, my exposure to the Bible had been nonexistent. “Don’t ask, don’t tell” is the liberal social norm that dominates in Connecticut when it comes to religious beliefs. Consistent with that norm, my public high school education avoided Biblical references. Whenever students mentioned the Bible, my teachers uncomfortably shuffled their feet, awkwardly looked to the side, and quickly changed the subject. Consequently, participating in classroom Bible analysis was an enlightening culture shock.

The value of a young mind — a Hartford case in point

What really makes a difference? At the High Road School of Hartford, we would say teamwork. We saw the power of collaboration in action recently when a new, innovative mobile dental program was piloted at our high school. The program addresses a critical need in the local area by serving underprivileged students who might not otherwise have access to such care. For some, it was the first time they received basic dental exams and cleanings.

Want safer schools? Listen to the kids

For the 18th time in 2018 a school shooting has rocked a community. For the 18th time this year, the 273rd time since Sandy Hook on Dec. 14, 2012, and Columbine on April 20, 1999, a community is in mourning over killings that seem senseless. Over 150,000 students in 170 schools (according to the Washington Post) have been exposed to these shootings. And yet the signs were there, if we listen.

An opportunity to do right by Hartford students

As a Hartford teacher of 28 years, I’ve seen how inequitable state funding deprives our students of true educational opportunity. Shrinking budgets year after year mean students have few, if any, advanced courses to choose from, and elective courses like art and music, designed to catalyze students’ creativity and ingenuity, are often entirely eliminated.

Closing Simpson-Waverly School will do more harm than good

The superintendent of Hartford has proposed to close two schools and consolidate others mostly in the poorest and most segregated areas of the city in order to cut cost and avoid costly building renovations. The vote will take place in the next Board of Education meeting on Tuesday, Jan. 16. As professors who worked in the past several years in partnership with Simpson-Waverly Pre-K-8 school, we would like to suggest that such closure will do more harm than good and will be much more costly in the long run for the city of Hartford.

Connecticut policy discourages potential bilingual teachers

Dozens of bilingual teaching positions go unfilled every year in Connecticut, and the number of bilingual adults choosing the teaching profession has decreased dramatically despite the rise in the number of students who are English Learners. Therefore, even if our new Connecticut outlook is shifting towards embracing globalization and multilingualism, bilingual education will not exist until we understand why we have a bilingual teacher shortage.

What Connecticut can learn from Massachusetts

ConnCAN was pleased to see The Mirror’s recent in-depth comparison of education outcomes between Connecticut and Massachusetts. As Jacqueline Rabe Thomas’ series pointed out, Massachusetts and Connecticut share more than just state boundaries. Our states are similar in many ways, including that our public schools serve similar students with similar learning needs. But our neighbors are doing a better job of educating all students, especially those in poverty and students of color. Massachusetts students also outperformed all other states in math and reading for grades four and eight on the Nation’s Report Card (NAEP).

If education justice is the goal, don’t follow Massachusetts

Massachusetts, like Connecticut, has long boasted top-performing public schools (“Massachusetts Is Like Connecticut, But Does a Better Job Educating the Poor,” Dec. 11, 2017). Students in both states scored at or near the top on national tests before the start of high-stakes testing. But then, as now, there have been huge differences in academic outcomes linked to race, income, language and disability. These gaps mirror the two states’ large (and growing) gaps in wealth and opportunity, as well as glaring inequities in school funding between rich and poor districts. … Rather than follow Massachusetts’ lead and impose more tests, Connecticut should implement an assessment system using projects and portfolios that promote and measure deeper, broader learning.

Massachusetts vs. Connecticut educational success — one man’s experience

Jacqueline Rabe Thomas’s three-part series about spending, education reform and student achievement in Massachusetts and Connecticut provides an outstanding review of the progress of education in both states over the past 25 years.   I see the series from the perspective of having been Associate Commissioner for Finance and Accountability in Massachusetts from 1993 to 1998, Superintendent of the Fall River (MA) Public Schools from 2005 to 2009, and Superintendent of the New London Public Schools in Connecticut from 2009 to 2014.

The constitutional right to education is long overdue

Public school funding has shrunk over the past decade. School discipline rates reached historic highs. Large achievement gaps persist. And the overall performance of our nation’s students falls well below our international peers. These bleak numbers beg the question: Don’t students have a constitutional right to something better? Many Americans assume that federal law protects the right to education. Why wouldn’t it? All 50 state constitutions provide for education. The same is true in 170 other countries. Yet, the word “education” does not appear in the United States Constitution, and federal courts have rejected the idea that education is important enough that it should be protected anyway.

Urban school districts still don’t have equal access to digital tools and education

I teach at Bulkeley High School in Hartford and so often I find students who lack even the most basic digital literacy skills. Asking students to log into an online platform will take 15 minutes. Organizing documents in Google Drive will take even longer. These are the basic skills which a governmental commission has frequently reiterated from the year 2005 to the present. If this objective has stood for 12 years –the standard measure of time for a student to be enrolled in K to 12 education –– why is it that my students are still coming to me without even the most basic skills in digital literacy?