Efforts to improve education, led by New Mexico PED, lobbyists, and teachers’ unions — “the trifecta overseers of failure”— have resulted in ineffective learning. It is time to consider other possibilities. Those who created and promoted this educational failure are the wrong ones to fix it. We must look elsewhere for creative and bold ideas—beyond the state educationalists to community school district educators. Oh no, we can’t do that? It will not be allowed! Kool-Aid?
Schools must return to a neutral position of focusing on education instead of peripheral agendas. Every student should be respected, but decorating classrooms with symbolic posters is NOT INCLUSIVE. How does one justify subjecting non-consenting students to a conscripted classroom-themed agenda?
NM PED has tried for many years to improve educational outcomes and failed; perhaps it is open to outside suggestions, like pilot programs. What’s the harm? The bottom is the bottom! Remember, if you do not ask, you are not likely to receive.
According to the New Mexico Vistas proficiency scores, Math scores show 23%, Reading scores 39%, and Science scores 38%. Those are the numbers for students at grade level proficiency or above. Let’s look at it another way as well. The percentage of New Mexico students BELOW grade level in Math is 77%. Sixty-one percent (61%) are below grade level in Reading, and 62% are below in Science. Out of 311,284 students in the state of New Mexico, 239,687 are BELOW grade level. Students with BELOW grade level Math scores are 189,883; for Science in New Mexico, 192,996 are BELOW grade level. Looking at the numbers from both proficient and non-proficient perspectives gives a better understanding of the state of education and places a spotlight on the base issues. These numbers cannot be explained away.
Sadly, NM PED attempts to hide the numbers by classifying scores, giving them softened names, and grouping these abysmal results into larger blocks, making Alamogordo’s proficiency numbers appear closer to others. However, proficiency is not guaranteed, and PED fails to explain how it will be achieved. New Mexico schools are in bad shape. The raw numbers MUST be dealt with to recognize schools and improve learning. The ongoing path is only HOPIUM.
New Mexico has been throwing money at the problems, and it has yet to help. Increased teacher pay also failed. Curriculum? Computers? It appears it is throwing good money after bad. Nothing of substance has changed or improved. Some schools are increasing practical career paths and teaching usable skills such as construction, welding, and cuisine.
Pilot Schools and Perspectives
The first action needed is thinking of possibilities. According to Indeed.com, “The phrase to think out of the box entails taking a creative approach to problems compared to using a more conventional style of thinking. It involves viewing a problem from a different perspective and can help you create effective solutions.” In other words, if “the sky is the limit” – no restrictions- what could you do? Create a wish list addressing the problems that need to be fixed and the different approaches that could be utilized. Do not automatically think it cannot be accomplished; otherwise, defeat is near. Start fresh. How would it be designed if you could do anything to create an effective educational system that benefited students, parents, educators, and school districts? Keep this in mind as situations are discussed.
Math
According to proficiency scores, the Common Core math approach needs to be fixed in New Mexico. According to information from worldpopulationreview.com, other states are abandoning it. Not all 50 states adopted the “program.”
“In 2010, New Mexico joined more than 40 other states in adopting the Common Core State Standards for English Language Arts (ELA) and mathematics. In adopting these standards, New Mexico also added state-specific ELA standards that emphasize texts reflecting local culture,” as stated by study.com. “All standards outline what students should learn in each grade but are not a specific curriculum. Rather, they serve as a guide from which local school districts may develop appropriate curricula.”
In other words, school districts are not trapped in a specific curriculum, and following PED’s delivery proposals will not work. For example, PED has been working since 2005 on improving math education and provides training to set up outdoor equity-based learning methods for improving proficiency.
Districts must look for other beneficial and effective options.
Common Core States Leaving the Program
According to worldpopulationreview.com, at the initiation of Common Core, four states never participated in the Common Core Standards: Virginia, Texas, Alaska, and Nebraska. Arizona, Oklahoma, Indiana, and South Carolina have withdrawn from Common Core. Twelve states are in the process of repealing Common Core: Alabama, Colorado, Florida, Georgia, Kansas, New Hampshire, North Carolina, Ohio, Pennsylvania, Tennessee, West Virginia, and Maryland. Common Core was not the answer, but it took 14 years to realize it?
Switching to Common Core math and solving math problems with an “unusual” method has not been successful. There are many explanations for this issue. The simplest is that teachers don’t know how to teach it, students find it challenging, and parents struggle to assist their children with homework. That separates the parental involvement in the student’s education and school relationship.
Roadblocks to Education – Could These Issues Have Been Identified Sooner?
Businesses, manufacturing, and academia have used data for most of our lives to make decisions. Examples include the use of data on product safety, medical treatments, company product purchases, research papers, and even Yelp reviews. We need data to guide our directions and choices. Without that information, we are making decisions blindly. That is negligent, costly, and dangerous. So, why does this happen in our school districts that affect our students’ foundational education? It sounds like malpractice, or is there an agenda? According to proficiency scores, the only thing consistent in New Mexico education is failure. Those are harsh words, but it is time to make drastic yet effective changes. People in New Mexico are not stupid; they have been conditioned to accept and be satisfied with the crumbs of “success.” It’s time to end that.
What to Do When Nothing Helps to Make REAL Improvements
As stated previously, data, information, and details are the foundation of a teaching/learning program. Without the foundation of reading, math, science, and history, there is nothing to build on. Without foundational learning, there is nothing to combine or relate to applying that information. At that point, the process stops.
New Mexico has insisted on Common Core Standards since 2010. Has learning improved? According to the proficiency tests – NO! Fourteen years is a long time to admit failure. Common Core math is a serious problem. Why is that? Furthermore, why hasn’t it been discontinued yet? It has not benefited the students, who are more confused than ever.
Reading scores are almost as bad as math scores. Suddenly, a new discovery occurred in how the brain learns to read. Wow! Students need to be able to read quickly by third or fourth grade, if not sooner. If they do not grasp reading by then, advancing to the next grades becomes very difficult. At some point, the student becomes totally lost and is more likely to drop out.
What is wrong with the curriculum or approach to teaching these two major, necessary skills? There are many things, but first, why were things not changed to improve the situation? Teachers knew there were problems. Students knew they could not read or do math. Where is the data other than the yearly tests? School Districts should be tracking data multiple times a year and analyzing the information and not just looking at the dreary results. If the information had been analyzed, then there would have been some changes made.
There is data for everything, but it is neither compiled nor tracked. Why? Reports detailing absences, fights/disruptions, bullying, and other issues should be published weekly. This information will keep parents and the community informed about improvements in these areas. Currently, gossip is the primary mode of communication, and that is unacceptable.
Go Back to When Things Worked
If a problem arises or data shows problems with the curriculum, disruptions in classes, or lessons not completed by teachers, it is best to return to the point when the end result was successful. Whether you are knitting or constructing something, if it starts going awry, the first step is to return to the point where things are correct and effective.
In the late 1800s, there were many one-room schoolhouses with no computers or phones. The teacher was responsible for each student learning all of the subjects. They knew how to read from the Bible since they did not have other books. History and math were foundational. There were no studies on how to read. The students learned anyway. They learned vocabulary because of the big words they read. The whole approach was different. Everyone learned at the same time, no matter what “grade” they were in, because of necessity. Have you seen the tests given to students during that period? They were not easy tests. It’s possible not many current students could come close to passing. Tests from 1912. Look at the tests from the 1950’s. It’s the same situation. Why have we allowed ignorance to excel in the current education process?
THE SCHOOL DISTRICT PILOT PROGRAM
Considering the failure of the schools in New Mexico, the Public Education Department should allow school districts to design a plan and new approach to teaching and learning. What do you have to lose? NM PED should allow these specific pilot programs to go forward. The only stipulation would be the necessary subjects. Schools could integrate a different curriculum with increased student expectations. Try combining grades. Incorporate art or music education with history. There are so many things that could be done. It just takes new thinking and possibilities. Examine Special Education. Are those students being taught things that will benefit them? Higher expectations for K-3 during their “brain sponge years”? Class behavior? Require more reading of books? Different teaching methods? Interesting curriculum? Use of another curriculum from online schools? The possibilities are endless.
Go past the obvious. For example, students won’t read books, so ask yourselves why. They don’t enjoy it. Why? Every time an answer becomes a roadblock or impossibility, then ask WHY? Dig deeper. Dealing with the symptoms of problems only will not solve the issue at hand. Get to the causes of the root problem. IT CAN BE DONE! Think of ways to improve or create approaches and presentations.
Computers in class. This writer loves technology and every gadget that comes along; however, it must be practical and make sense when applied to education. It should not be used as a “babysitter” or “time passer.” The same with smartphones. It’s commonly heard that if anyone has a problem with their phone or computer, call a grade-schooler. Yes, students are bright with technology. They are not taught that in school but by friends, etc. Many productive functions are available on computers, such as spreadsheets, research, and graphics. Typing is always a good skill. Teach something that is not only informative but usable today and in future jobs.
Let go of how it has been and look for solutions to these problems. Quit relying on computers to teach the students. Solve the chaos and behavior in the classrooms and engage students. Teachers will be able to teach engaged students.
Nothing is better than seeing the light come on in a student’s eyes when the realization of understanding shines.
