Our hearing today has been canceled. We are going to the city council anyway, it's not like they don't have time.
http://washingtonexaminer.com/blogs/dc/2011/12/dc-council-cancels-schools-hearing/2003681
This is Us!!!
| author: The DC VOICE OstrichSomething is Wrong
| author: The DC VOICE OstrichSomething is wrong. There is clearly a gap between educational policies and how these are carried out. There is also a gap between what a school is "supposed" to do, and what it even might "want" to do, and what it "actually" does in practice. This survey must jolt us out of our slumber and make us wonder whether or not we are pursuing real reform. The current emphasis on teacher performance and standardized tests falls by the wayside when one looks at this survey: http://nosca.collegeboard.org/research-policies/annual-survey. "More than 8 out of 10 counselors report that a top mission of schools should be to ensure that
all students complete 12th grade ready to succeed in college and
careers." BUT, "Only 30% of school counselors and 19 percent of counselors in high poverty schools see this as their school's mission." This is a huge problem. We love to use the rhetoric of "No excuses!" and "Poverty is not an excuse!" meaning that no matter what the socioeconomic background of a student is, they can succeed at getting an education. Currently, this means that they, and the schools that serve them, can pass standardized tests. This also means that there is more "accountability" on teachers so that they "teach" students by raising standards and therefore close the achievement gap, because, remember, "poverty is not an excuse!" But, this new survey causes the foundations of the house to shake! An abysmal 19% of school councilors in high poverty schools see that their school has a top mission of making sure that their students (1) graduate, and (2) are ready to succeed in college or careers. The pie-in-the-sky rhetoric has suddenly fallen. The frolicking in the daisies has ended. The talking-point of "equality" will be a little harder to believe now. How can we say that we are truly serving students from low-income backgrounds, when we are not evening giving and connecting them to life-long opportunities? Does equality end after the testing season? Or does it end after high school? How can we as a society accept the proposition that all students regardless of class and color can score high on a test and deserve an education equivalent to that of their white peers, while we casually gloss over the fact that our students are not career ready, not because they are stupid, but because our system (in the name of equality and accountability) is too focused on test shows. Why do schools in poorer areas not focus on graduation, and being college and career ready? The cynic would say that these students are more prone to drop out anyway. So why aren't there programs serving them and training them for jobs? Most would ponder and scratch their heads and wonder why. Do the schools not care? Are they under-resourced? Do they not have connections? Why do those that are more likely to NEED college and career readiness - let alone have the cards of ever graduating stacked against them - not receive the simple nudge in the right direction? Why do those who are ostracized from society, continue not to get a chance, even under the name of "fairness?" Something is wrong.
DC VOICE Advocacy Day Update
| author: The DC VOICE Ostrich
The Washington Teacher: More DCPS School Closings On The Horizon!
| author: The DC VOICE OstrichThe Washington Teacher: More DCPS School Closings On The Horizon!: DC GOVERNMENT IS PLANNING ON CLOSING MORE SCHOOLS! Did you know that the Deputy Mayor for Education (De’Shawn Wright) h...
DC VOICE May 2011 Town Hall Series
| author: The DC VOICE Ostrich
DC VOICE & Community Partners
Petition against the extension of liquor, tobacco, beer, and wine sales until midnight in D.C.
| author: The DC VOICE OstrichThe good: It is estimated that the extension of liquor store hours and tax increase would generate an extra $2.36 million in revenue for the city.
The gray: Looking at the big picture, an extra $2.36 million hardly puts a dent in the expected $322 million gap in the 2012 budget. So how much are our communities really sacrificing for an amount that is trivial in the grand scheme of things.
The ugly: Even if the District were able to raise $2.36 million in extra revenue from liquor, beer, and wine sales, what would that look like in our communities? This amount of tax revenue would require an extra (extra) $236 million in liquor sales per year. If we consider the average alcoholic beverage to be around $15, that would mean an extra (extra) 16 million bottles of liquor, beer, and wine on our streets. How does an extra 16 million bottles of liquor, beer, and wine, not including the current sales, in a city of little more than half a million people help the city? It doesn’t.
The proposed budget does however encourage the over-consumption of alcoholic beverages and tobacco products. With a liquor store selling wine, beer, and tobacco on just about every corner in many of our neighborhoods, what type of message are we sending to our youth by extending business hours? The large majority of gas stations, restaurants, grocers, and drug stores close before midnight; are we saying that liquor and cigarettes are more of a priority in life than nutrition, wellness, and fuel? Not only does it send our youth a bad message, it is impossible to see how the additional revenue is going to benefit them. D.C. Public Schools will only be receiving enough funding to maintain their struggling programs and supports. And there is no reason to believe that any of the $2.36 million will be used to campaign against underage drinking or provide substance abuse education.
The budget is requesting that our communities support increased liquor and tobacco sales and consumption, however this budget would provide no extra support to protect our youth from the negative images and behaviors that may result. As an opponent of any harmful and negative distractions in our schools’ communities, DC VOICE asks that you:
• Sign our petition against the extension of liquor, tobacco, beer, and wine sales until midnight. Click here to sign the petition
• And join us as we kick off our Butt-Out Campaign in partnership with the DC Department of Health, May 21st at 10:00am at H.D. Woodson Senior High School.
3 Meetings, 3 Perspectives
| author: The DC VOICE Ostrich
Ready High School Project
| author: The DC VOICE Ostrich- Over the past six years, DCPS has improved how it provides schools the basic supports they need – and that is wonderful news, and is a testament to the power of the data collected by DC VOICE volunteers each year as part of our community action research. Now it was time to go deeper in our information gathering.
- One of the biggest challenges for our schools today is ensuring that our high school students graduate ready for the worlds of work and college. While we knew that the stated mission of DCPS – and of the nation – is to graduate students college and career ready, we also knew, at least from available test data, that many of our students arrive at our high schools – particularly the open enrollment comprehensive ones – several grades behind academically, and poorly prepared to fulfill that mission.
- Part I continued to build on the community schools and parent/community involvement data DC VOICE has gathered in past years, leading to action by community members at DC VOICE Town Hall meetings.
- The Part 2 questions were based on a college readiness framework developed by the Annenberg Institute (Annenberg Institute, 2007). Based on the effective practices in a group of “beating the odds” high schools in New York City, the framework has four sections: 1) Promoting Academic Rigor, 2) A Network of Timeline Supports, 3) A Culture of College Access, and 4) Effective Use of Data.
- More emphasis on career as well as college readiness. Not only are there many good jobs and careers that do not demand a college degree, but also the same readiness level is required for success in both career and college.
- The importance of starting earlier than high school to focus on college and career readiness. We added questions on whether our high schools are working with their feeder schools and whether career/college readiness work is beginning at 9th grade, and not waiting until 11th or 12th.
- More emphasis on how much parents are involved in career/college readiness preparations and decision making. Research continues to highlight the importance of high school students having strong supports from the adults in their lives, both at school and at home.
- Use of a four part rating system for the responses: 1) not implementing, 2) beginning to implement, 3) moderately implementing, and 4) full implementation.