Education Week - September 7, 2016 - 18

COMMENTARY

Don't Fix High Schools, Transform Them

P

ublic education abounds
with excitement as schools,
districts, and communities
work together to rethink the
ways in which teaching and
learning can better suit the
needs and abilities of today's
youths.
They do so for good reason. By 2020, 65
percent of all jobs will require some level of
postsecondary education and training, according to a 2013 projection from Georgetown University's Center on Education and
the Workforce.
It is easy to point to peak national high
school graduation rates and say that we are
making great strides. Yet, when we look at
whether these graduates are ready to succeed after high school, the picture is not as
rosy. In April, a national study by Education Reform Now found that one in four students requires remedial coursework before
beginning actual college classes, costing the
student on average $3,000 in additional
tuition and making them 74 percent more
likely to drop out of college than their peers
who do not need remediation.
The notion that we can "fix" our schools
to create more-equitable outcomes for these
students only moves us backward. It implies
that our education system is broken. In reality, the system is working exactly as it was intended when public education was designed
over 100 years ago. It is culling and sorting
the more elite students and leaving the rest
to work the factories or the farms.
We can no longer afford winners and losers
in our schools. Instead, we need to redesign
education in high schools to move it forward

Getty

By Nicholas C. Donohue

and away from that 19th-century model.
Today, schools and communities across the
country are advancing a framework known
as student-centered learning, which questions traditional concepts of where, when,
and how learning happens. This innovative approach is not restricted to the traditional classroom. Rather than simply sitting
through lectures, students use class time for
interactive projects and thoughtful discourse.

How ESSA
May Help
Homeless
Students

F
Getty

By Barbara Duffield
or many children, the beginning of the school year is a
time of anticipation to rejoin
old friends, meet new teachers, and find new classes. But
for the nation's identified 1.3
million preschool and K-12
homeless children and youth
who attend public schools, the return to
school also means a reliable meal, shelter for
at least six hours a day, a stable routine, and
a chance for a better life.
This is a historic school year for homeless
students, as new requirements for education
under the McKinney-Vento Homeless Assistance Act-which passed nearly 30 years
ago and was reauthorized with the passage of
the Every Student Succeeds Act in 2015-go
into effect Oct. 1. The new requirements are
designed to help schools better identify and
support homeless students.
But to translate the promise of the law into
meaningful changes, schools will need robust
community partnerships; leadership from
state and local education officials; and accurate measurements of progress that include
not only academic performance for these students, but also how well schools are identifying homeless young people.
I've worked with homeless children and
youth for over 20 years-as a tutor for such
children in Washington; at the National Coalition for the Homeless; and as the current

18 | EDUCATION WEEK | September 7, 2016 | www.edweek.org/go/commentary

Learners complete internships for credit
and run their own parent-teacher conferences. They advance by demonstrating understanding of material at their own pace,
rather than by accruing credits based on the
"seat time" they've endured at a desk.
Student-centered approaches are transforming the learning experience for American high schoolers. Among the districts that
receive grant support from the Nellie Mae

director of policy and programs at the National Association for the Education of Homeless Children and Youth.
Homeless students face many challenges.
They move from place to place and never
know when they might be forced to leave.
They lack food, clothing, and health care, as
well as a quiet place to do homework. They
struggle with trauma and loss and, sometimes, abuse and neglect.
But perhaps the greatest barrier to the education of homeless students is their invisibil-

"

Until we improve the
identification of homeless
children and youth, we will
not be able to provide the
support necessary for school
access and success."
ity to the educators and leaders around them.
Most homeless children and youth do not
stay in readily accessible places like homeless shelters. In fact, less than 15 percent of
the homeless children and youth enrolled by
public schools nationally stay in shelters or
transitional housing. As a result, most home-

Education Foundation (which I lead), two different high schools offer shining examples
of how student-centered approaches can be
tailored to a school's distinct needs.
With a population comprising 60 percent
students of color and 80 percent students
who receive free or reduced-price lunches,
Revere High School in Revere, Mass., has
increased achievement among students
historically marginalized in our education

less students stay on couches and floors, or in
motels, cars, and other hidden places.
At the same time, the school district personnel who are specifically designated under federal law to assist homeless students-school
district homeless liaisons-often wear many
hats and may not receive essential training
on how to identify and support those students.
A recent report about America's homeless
students, released in June by the GradNation
campaign, found that over 90 percent of liaisons also have other official duties; in fact, 89
percent say they spend half their time or less
on their responsibilities as liaisons. Additionally, one-third of liaisons report they are the
only person within their school district who
receives training to help identify and intervene with homeless children and youth. As a
consequence, too many homeless students go
unseen and unserved.
The new requirements address these challenges by requiring that liaisons carry out
their duties and participate in professional
development. The U.S. Department of Education recently issued guidance for specific
strategies to help districts implement these
new requirements. The guidance includes
suggestions for how to determine the amount
of time liaisons should dedicate to these students and how to identify some of the most
hidden homeless students, from preschoolage children to older youth, who may be
homeless and possibly living without a parent
or legal guardian.


http://www.edweek.org/go/commentary

Education Week - September 7, 2016

Table of Contents for the Digital Edition of Education Week - September 7, 2016

Education Week - September 7, 2016
Contents
Are Dual-Enrollment Programs Being Oversold?
Inclusive Classes Have Downsides, Researchers Find
For New Kindergartners, a Whirlwind Introduction
Report Roundup
Tax Boosts to Aid K-12 Up for Vote
News in Brief
Amid Shortage Fears, States Ease Teacher-Licensing Rules
Rating Materials for Reading
Longer Day, Year Required for Many Head Start Programs
DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Draft ESSA Funding Rules Unveiled
Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Amid School-Closure Worries, Mich. Lists Low-Performers
NICHOLAS C. DONOHUE: Don’t Fix High Schools, Transform Them
BARBARA DUFFIELD: How ESSA May Help Homeless Students
NITA LOWEY: ‘Books, Not Bullets’
Letters
T opSchoolJobs Recruitment Marketplace
ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - Tax Boosts to Aid K-12 Up for Vote
Education Week - September 7, 2016 - 2
Education Week - September 7, 2016 - Contents
Education Week - September 7, 2016 - News in Brief
Education Week - September 7, 2016 - 5
Education Week - September 7, 2016 - Rating Materials for Reading
Education Week - September 7, 2016 - Longer Day, Year Required for Many Head Start Programs
Education Week - September 7, 2016 - DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Education Week - September 7, 2016 - 9
Education Week - September 7, 2016 - 10
Education Week - September 7, 2016 - 11
Education Week - September 7, 2016 - 12
Education Week - September 7, 2016 - 13
Education Week - September 7, 2016 - 14
Education Week - September 7, 2016 - Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Education Week - September 7, 2016 - Amid School-Closure Worries, Mich. Lists Low-Performers
Education Week - September 7, 2016 - 17
Education Week - September 7, 2016 - BARBARA DUFFIELD: How ESSA May Help Homeless Students
Education Week - September 7, 2016 - NITA LOWEY: ‘Books, Not Bullets’
Education Week - September 7, 2016 - Letters
Education Week - September 7, 2016 - 21
Education Week - September 7, 2016 - T opSchoolJobs Recruitment Marketplace
Education Week - September 7, 2016 - 23
Education Week - September 7, 2016 - ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - CT1
Education Week - September 7, 2016 - CT2
Education Week - September 7, 2016 - CT3
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