Viewpoints

Generational Illiteracy Part II | Poverty and Illiteracy: Old Friends

noreply@blogger.com (In Reach, Inc.) — Fri, 24 Feb 2012 21:58:00 +0000

“The new data on illiteracy rates is a cry out for help to our school systems, policymakers, funders, and community members. Nothing short of a very strong investment in literacy through funding, diverse community partnerships, grassroots efforts, additional recruitment of qualified faculty, volunteerism, and allocation of other resources will help turn these numbers around in Prince George’s County."

-Tony Johnson, Executive Director of the Literacy Council of Prince George’s County, Maryland

By Tanaya Gable

What You Probably Didn't Know

More than one-third of American children enter kindergarten without the basic language skills they will need to learn to read. Those critical early literacy skills include recognizing the letters of the alphabet, understanding that books move from left to right, and being able to understand and tell stories. Despite the billions of dollars Americans have invested in remedial reading programs, those millions of children who enter school unprepared are highly likely to never catch up. In fact, 88% of first graders who are below grade level in reading will continue to read below grade level in fourth grade (Juel, 1988). In addition, reading difficulty contributes to school failure, which increases the risk of absenteeism, drop outs, juvenile delinquency, substance abuse, and teenage pregnancy - all of which perpetuate the cycles of poverty and dependency.

So What's the Connection?

There is a correlation between poverty and illiteracy. Statistics show that on both a national and global level, nations with the lowest literacy levels are also the poorest. Poverty leaves many households struggling to stay afloat. In worst case scenarios, children of those struggling households are forced to drop out of school to work and help support the family. This, unfortunately, keeps many illiterate people stuck at the lowest levels of the work force and thus they remain in poverty. Through this cycle, illiteracy reinforces poverty, and poverty is cyclical in families.

Growing Statistics in the County and State

According to a report by the National Center for Education Statistics, the basic literacy rate in Prince George’s County, MD for adults (parents) jumped from 12 percent to 22 percent between the early 1990s and early 2000s making Prince George's County home to the largest number of adults in the state and the metropolitan area who are unable to perform simple and everyday literacy activities. The January 2009 report puts the below basic literacy rates for Washington, D.C., Arlington County, VA, Baltimore City, MD and Montgomery County, MD at 19, 17, 16, and 11 percent respectively.

A study conducted at the end of 2011 by the Census Bureau confirmed that Maryland hit a poverty rate of 10.8 percent, the highest in nearly two decades. While these statistics are well below the national rate of about 15 percent, the state’s poverty rate increased 12.5 percent from 2009 to 2010 and continued to rise in 2011. In December 2010, Maryland was named the wealthiest state by the Census Bureau. However, research shows that pockets of suburban wealth help to conceal the rural and urban poverty that really exist in the state thus putting a blinder on the reality of state-wide poverty. A regional study from early 2011 showed more than 7 percent of Prince George’s County residents were living in poverty, the most of any Washington-area suburb.

A combination of a rapidly growing foreign-born population in Prince George’s County, decreasing graduation rates for African American and Latino students in county schools, and insufficient educational resources likely contributed to these growing rates.

County Poverty by Race

What is also interesting is the growing percentages of poverty among individual races. Take Hispanics for example, who make up a dynamic portion of the county and state population. For the first time since these statistics have been gathered, there are more Hispanic children in America living in poverty than white children. In the DC area, about 130,000 young people live in poverty, with blacks accounting for half of those numbers and Hispanics about a quarter, but moving up quickly. That number amounts to nearly 40,000 young people in the DC region. Thirty percent of poor children in Prince George's County are Latino, about the same number as in Montgomery County, MD, Fairfax, VA and Prince William, VA. Statistics are even worse in Arlington County, VA, where 40 percent of poor kids are Hispanic.

Prince George’s County Council member and Chair, Andrea Harrison (District 5) of Springdale has said that the county is very much aware of the statistics of poverty within the region. In her opinion, county reps should be stressing that more be done to equip non-profits that provide social services. In an economy that has shifted greatly from manufacturing to service, businesses cannot find the secretaries, clerks, bank tellers, and other entry-level employees they need because too many applicants cannot read, write or add well enough.

Poverty is, in most cases, generational as well. Adults who felt forced to drop out of school are less likely to reinforce the value of an education in their own children, who probably face the same economic and educational hardships as they did. As a result, these individuals may not value the importance of academia, scholarship and literacy, and are often less likely to flourish. Children whose parents consistently set high standards work harder and do better in school.

Current education and literacy programs in Prince George's County – like Prince George’s Community College and community-based organizations like Solid Rock Missionary Baptist Church of Suitland, United Communities Against Poverty of Capitol Heights, and Glenarden Apartments – only scratch the surface of the problem.

Before any change can come, we have to have a collective understanding of how damaging illiteracy can and has been for people all over the world, even those who are not illiterate themselves. The problem affects everyone. Becoming literate is not a direct path from illiterate to semi-literate to literate, but a messy process of acquiring skills without formal and consecutive learning. However, with the efforts of parents, educators, community organizers and even someone like you, who is simply reading this blog, illiteracy can be overcome.

Coming in March, Part III and the final installment of the Generational Illiteracy series.

Helpful Websites:
ProLiteracy Worldwide
Eldis Literacy
Literacy.org,
World Education
First Book
International Reading Association (IRA)
Joining Forces
National Association for the Education of Young Children (NAEYC)
National Center for Family Literacy (NCFL)
Raising Readers
Reading Is Fundamental (RIF)

Sources:

www.nytimes.com
www.wamu.org
www.riverdalepark.patch.com
www.washingtontimes.com
www.eric.ed.gov
www.reachoutandread.org

Generational Illiteracy: Part I

noreply@blogger.com (In Reach, Inc.) — Tue, 17 Jan 2012 19:15:00 +0000

Understanding the Problem: the Truth behind the Secret

By Tanaya Gable

If you would have approached me with the topic of generational illiteracy back when I was in high school, I probably would have had a harder time understanding it. For as long as I can remember, literacy has been a focal point in my life. I recognized my desire to be a writer as early as 5^th grade, and understood quickly, the importance of academics, vocabulary and literacy, as a whole. It wasn’t until I went away to college and began to take interest in new things that I really started to understand the harsh reality of illiteracy. If you are reading this blog there’s a good chance that you’re no stranger to literacy. You probably read every day, both for work and enjoyment. You, more than likely, retain new information from a host of sources, regularly, and understand the importance of words and how they enrich our world.

That probably makes it harder to imagine the large numbers of children and adults who are only semi-literate, drowning in a world they can't process the way you and I can. The first summer after I received my B.S. in Journalism and English Liberal Arts, I spent several months teaching a Journalism course at a nonprofit in Philadelphia. My class was a small group of about 15 high school students, ranging from freshmen to seniors. In order to assess their skill levels and writing potential, I assigned a short essay asking each student what they hoped to gain from the Journalism program. That night, as I was going over the students’ work, I could hardly believe it. About half of the students, if not more, were writing on elementary school levels. In time, I found that many of the students had little to no understanding of some of the very novice rules of language arts, reading and writing. This was only the beginning. Soon after, I was faced with meeting the parents of many of the students, (those who I could persuade to meet with me) and I found that many of them were dealing with same literacy struggles.

In 2002, before the Subcommittee on Education Reform Committee on Education and the Workforce, United States House of Representatives, actor James Earl Jones testified:

"92 million Americans have low or very low literacy skills - they cannot read above the 6^th grade level. To be illiterate in America - or anywhere for that matter - is to be unsafe, uncomfortable and unprotected. For the illiterate, despair and defeat serve as daily fare. Can any of us who do know how to read really understand the sadness that is associated with the inability to read? Can we truly relate to the silent humiliation, the quiet desperation that can't be expressed, the hundreds of ways that those who cannot read struggle in shame to keep their secret? The struggle out of illiteracy ... is still a part of the story of America."

Today, our nation faces an epidemic that is destructive to our overall progression and our future. Functional illiteracy has become a disease. According to the most recent National Assessment of Educational Progress (NAEP), it has overtaken one-third of America's children as early as the fourth grade. This percentage includes two-thirds of African-American students and almost half of all children living in the inner cities. Beyond the basic definitions, there is significance in the shocking statistics about the functionally illiterate.

Think about all of our day-to-day tasks that require a level of literacy. Things like reading the directions on a medicine bottle, reading a bill, finding and keeping a job, or reading to a child. Things that are very routine to you or I can be a struggle for someone with weak literacy skills.

For a long time, many educators, politicians and even parents viewed illiteracy as social and educational issue - someone else's problem. However, more recently we have come to understand the economic consequences of the lack of literacy skills for America, Americans and American business.

Illiteracy has a significant impact on the economy as well. 15 million adults holding jobs today are functionally illiterate. The American Council of Life Insurance reports that three quarters of the Fortune 500 companies provide some level of remedial training for their workers. Yes, Fortune 500 companies! And, a study done by the Northeast Midwest Institute and The Center for Regional Policy found that business losses attributed to basic skill deficiencies run into the hundreds of millions of dollars because of low productivity, errors and accidents.

In the late 1980s, one-half of all adults in federal and state correctional institutions could not read or write at all. About one-third of those in prison today have completed high school. Evidence indicates that the problem begins at home. Illiteracy is an inter-generational problem, arising from a parent-child pattern. Poor academic achievement and high school dropout rates are far too common among children of illiterate parents.

The adult non-reader may have left school early, had a physical or emotional disability, had incompetent teachers or simply may have been unready to learn at the time reading instruction began. Because they are unable to help their children learn, parents who can't read often perpetuate the inter-generational cycle of illiteracy. Without books, newspapers or magazines in the home and a parent who reads to serve as a role model, many children grow up with severe literacy deficiencies. There is no single cause of illiteracy.

Consider some of the major issues in our communities and our nation; family dysfunction, drugs, AIDS, homelessness, poverty – all of which could be better if more people could read, write and understand.

Now is the time to start devising a plan that can help illiteracy become a part of our past, not our present.

Stay posted for Generational Illiteracy: Part II - Attacking Poverty through Literacy.

Sources:
National Center for Educational Statistics
Education and the Workforce Committee

Reasons to Care: Parent’s Edition

noreply@blogger.com (In Reach, Inc.) — Fri, 02 Dec 2011 04:44:00 +0000

Becoming a Legislative Advocate for Your Child’s School

By Tanaya Gable

In the month of November, the media was buzzing about the recent plan of action surrounding the agriculture appropriations bill; a bill that, essentially, made it easier to count pizza sauce as a serving of vegetables. The decision immediately drew widespread outrage from consumer advocates to critics and on to parents, who saw “pizza is a vegetable” to be bizarre.

As time went on, the public learned more about the agriculture appropriations bill and discovered that the fight was less about serving pizza and more about the actual tomato paste. Specifically, the fight about how a specific amount of the product could count as one serving of vegetables. Congress blocking change to the bill essentially meant that tomato paste would continue to receive credit as a serving of vegetables, thus, leaving one-eighth of a cup to be counted as something about four times larger.

This makes it easier, and cheaper, for pizza manufacturers to produce a product that includes a serving of vegetables. But it by no means declares the pizza itself a vegetable. Schools lunches are still measured by federal regulations for calories (no more than one-third of daily recommended value) and fat content (less than 30 percent of the meal), which limits how much pizza students can be served. A cafeteria worker can’t just pile a slice of pizza on a plate and say she’s serving salad.

Making the Connection

So what’s all the fuss about right? Still wondering how this concerns you? Draw your attention back to the initial controversy. Whether you agree that a smaller serving of tomato paste has equal footing with a half-cup of other fruits and vegetables, whether you believe Congress is ridiculous for their decision, or even if you had never even heard about the story, if you are a parent, you have a voice. Your opinion counts and you have the right to be involved whenever your children are involved. This goes for issues in your community and issues that are nationwide. If you find yourself completely disapproving of a piece of legislation passed, affecting your child, would you even know how to take action?

Where Should I Begin?

Your state and federal legislators want to hear from you. Personal letters make a wonderful impact but that is not to dismiss emails, phone calls and even online advocacy. When contacting officials it is best to have a specific piece of legislation or issue to address. It also helps to have a strong number of followers and supporters who share the same ideas about what you are addressing and seek to change as well. Check out the PTA at your child’s school. Here you may find coordinators who work to organize campaigns when a particular bill begins to draw heavy attention, or perhaps you can organize a campaign.

When writing legislators remember to clearly state your purpose, use specific examples and keep your letter concise. More information on how to take legislative action can be found in In Reach’s first ever soon-to-be-released Advocacy Toolkit!

A Step Further: Finding a Cause to Support

Apart from contacting your local and state representatives it is also important to find a cause that supports your vision. In matters concerning what is served in your child’s school cafeteria, there are several support groups and organizations that can help open doors for you and your family. Take the National Farm to School Network, for example. This organization gives you the opportunity to join ranks with millions of other Americans who are in support of bills that wish to restore the right of all children to access good food in school; that educate and inform communities about healthy food and its impact on the wellbeing of children; and that connect farmers, school districts, food service companies, and great ideas to the food system delivering school lunch.

In addition to finding support, familiarize yourself with local and state policy, as well as national legislation. Stay on top of what occurs in your county and explore how national policy decision trickles down into your neighborhood.

Still wondering why you should care? Check out the links below to get a jumpstart.
The Community Food Service Coalition
Maryland's Jane Lawton Farm-to-School Program
National School Lunch Program

Other Sources:
The Washington Post
The Inside Scoop SF

True Love, True Reality

noreply@blogger.com (In Reach, Inc.) — Fri, 18 Nov 2011 18:24:00 +0000

“One in 10 high school students has been purposefully hit,

slapped or physically hurt by a boyfriend or girlfriend.”

By Toni A. Smith

Although Domestic Violence Awareness Month has ended, the work to prevent domestic violence continues. In Reach’s Youth Ambassadors at Parkdale High School are gearing up to implement the initial stages of their Crossroads Project. The Crossroads Project addresses teen dating violence and teen parenting. At full implementation, the Crossroads Project will consist of an awareness assembly, educational and outreach materials, and an informative and engaging resource and referral website focusing on Prince George’s County teens.

Staggering statistics tell us

§ Girls and young women between the ages of 16 and 24 experience the highest rate of intimate partner violence -- almost triple the national average.

§ Violent behavior typically begins between the ages of 12 and 18.

§ The severity of intimate partner violence is often greater in cases where the pattern of abuse was established in adolescence.

§ About 72% of eighth and ninth graders are “dating”.

§ Nearly 1.5 million high school students nationwide experience physical abuse from a dating partner in a single year.

The Youth Ambassadors selected dating violence and parenting issues out of concern for the dating experiences and choices their friends are making. Research tells us that only 33% of teens who were in a violent relationship ever told anyone about the abuse and a teen’s confusion about the law and their desire for confidentiality are two of the most significant barriers stopping young victims of abuse from seeking help. Incidents of dating violence are happening in their peer group more than adults know. Eighty one percent of parents believe teen dating violence is not an issue or admit they don’t know if it’s an issue. Youth Ambassadors also feel that the young parents they know do not receive enough support to keep them in school, even when they want to be there.

Using the performing arts and technology, Youth Ambassadors will launch the Crossroads Project with their True Love, True Reality Awareness Assembly. The assembly will highlight the warning signs of domestic violence, where teens can go and who they can talk to if they are currently in a domestic violence situation, and information on making better and healthier lifestyle choices.

In preparation for the Crossroads Project, Ambassadors disseminated a survey to their peers in 2010. A follow-up survey is currently underway. Based on 188 responses, when asked

§ if they knew someone who has experienced dating violence, half (51%) of the students responded “yes”

§ about the gender of the person experiencing the dating violence, almost half (45%) reported female

§ do you think your school/community would benefit from having a “safe” place for teens experiencing or who have experienced dating violence, 68% responded “yes”

§ do you know someone still in high school who has a baby, an overwhelming 92% responded “yes”

The True Love, True Reality Awareness Assembly will be presented in 2012.

For more information on teen dating violence, visit www.loveisrespect.org (@loveisrespect). If you know a pregnant or teen parent who is in need of help, contact St. Ann’s Teen Mother-Baby Program, 301.559.5500, www.stanns.org.

Data from www.loveisrespect.org, except where indicated.

Advocacy, Grassroots and Community Leadership!

noreply@blogger.com (In Reach, Inc.) — Tue, 15 Nov 2011 02:39:00 +0000

By Tanaya Gable

Ever wanted to strike change in your community but felt clueless on how to jump start your idea?You’re not alone. In Prince George’s County, there are many people just like you who have visions for evolution. Did you know that more than half of all community-based organizations in our county start from the ideas of regular citizens like you; parents, educators and in some instances, young people who could no longer sit idly, quiet and unfulfilled?

In Reach strives to help not only young people, but all members of the community to realize the extent of their potential to make change. Here are a few proven points that can guide you in becoming a part of the moving train that is advocacy, grassroots and community leadership.

Discuss them in your workplace, with your family and with your friends. No one has a reason to remain inactive. Change in our community starts with a change in us. Let’s spark that change now!

1. Research the causes and issues important to you. Look for a group centered on issues you feel strongly about. You might already be giving money to one of these organizations, and that might be a good place to begin your volunteer experience. If you can't find such an organization, here's a challenging and intriguing thought: why not start one yourself? Rally neighbors to clean up that vacant lot on the corner. Patrol the neighborhood. Paint an elderly neighbor's house. Take turns keeping an eye on the ailing person down the street. Form a group to advocate for a solution to that dangerous intersection in your neighborhood. There is no end to the creative avenues for volunteering, just as there is no end to the need for volunteers.

2. Consider the skills you have to offer. If you enjoy outdoor work, have a knack for teaching, or just enjoy interacting with people you may want to look for volunteer work that incorporates these aspects of your personality. Many positions require a volunteer who has previous familiarity with certain equipment such as computers, or who possess certain skills, such as ability in athletics or communications. For one of those positions, you might decide to do something comparable to what you do on the job during your workday, or something that you already enjoy as a hobby. This sort of position allows you to jump right into the work without having to train for the assignment.

3. Try something new. Perhaps you would like to learn a new skill or gain exposure to a new situation. Consider seeking a volunteer opportunity where you'll learn something new. For example, volunteering to work on the newsletter for the local shelter will improve your writing and editing abilities, skills that may help you in your career or volunteering can simply offer a change from your daily routine. For example, if your full-time job is in an office, you may decide to take on a more active volunteer assignment, such as leading tours at an art museum or building a playground. Many non-profits seek out people who are willing to learn. Realize beforehand; however, that such work might require a time commitment for training before the actual volunteer assignment begins.

4. Combine your goals. Look for volunteer opportunities that will also help you achieve your other goals. For example, if you want to lose a few extra pounds, pick an active volunteer opportunity such as cleaning a park or working with kids. If you've been meaning to take a cooking class, try volunteering at a food bank that teaches cooking skills.

5. Don't over-commit your schedule. Make sure the volunteer hours you want to give fit into your hectic life, so you don't exhaust yourself, frustrate your family, disappoint the organization you're trying to help, or neglect your job. Do you want a long-term assignment or something temporary? If you are unsure about your availability, or want to see how the work suits you before making an extensive commitment, find out whether the organization will allow you to start volunteering a limited number of hours until you get the feel of things. Better to start out slowly than to commit yourself to a schedule you can't or don't want to fulfill.

6. Non-profits may have questions too. While most non-profits are eager to find volunteer help, they have to be careful when accepting the services you offer. If you contact an organization with an offer to volunteer your time, you may be asked to come in for an interview, fill out a volunteer application, or describe your qualifications and background just as you would at an interview for a paying job. It is in the organization's best interest and more beneficial to the people it serves to make certain you have the skills needed, that you are truly committed to doing the work, and that your interests match those of the non-profit. Furthermore, in volunteer work involving children or other at-risk populations, there are legal ramifications for the organization to consider.

7. Consider volunteering as a family. Think about looking for a volunteer opportunity suitable for parents and children to do together, or for a husband and wife to take on as a team. When a family volunteers together at a non-profit organization, the experience can bring them closer, and teach young children the value of giving their time and effort. It can also introduce everyone in the family to skills and experiences never before encountered, and give the entire family a shared experience as a wonderful family memory.

8. Virtual volunteering? Yes, there is such a thing! If you have computer access and the necessary skills, some organizations now offer the opportunity to do volunteer work over the computer. This might take the form of giving free legal advice, typing a college term paper for a person with a disability, or simply keeping in contact with a shut-in who has e-mail. This sort of volunteering might be well suited to you if you have limited time, no transportation, or a physical disability that precludes you from getting about freely. Virtual volunteering can also be a way for you to give time if you simply enjoy computers and want to employ your computer skills in your volunteer work.

9. I never thought of that! Many community groups are looking for volunteers, and some may not have occurred to you. Most of us know that hospitals, libraries, and churches use volunteers for a great deal of their work, but here are some additional organizations you may volunteer with:

Day Care Centers, Neighborhood Watch, Public Schools and Colleges
Halfway Houses, Community Theaters, Drug Rehabilitation Centers
Fraternal Organizations and Civic Clubs
Retirement Centers and Homes for the Elderly, Meals on Wheels, Church or Community-Sponsored Soup Kitchens or Food Pantries
Museums, Art Galleries, and Monuments
Community Choirs, Bands, and Orchestras
Prisons, Neighborhood Parks, Youth Organizations, Sports Teams, and after-school programs, Shelters for Battered Women and Children
Historical Restorations, Battlefields, and National Parks

10. Give voice to your heart through volunteering! Bring your heart and your sense of humor to your volunteer service, along with your enthusiastic spirit, which in itself is a priceless gift. What you'll get back will be immeasurable!

Find information on local volunteer opportunities by visiting www.1-800-volunteer.org.

(Summer) Learning

noreply@blogger.com (In Reach, Inc.) — Wed, 24 Aug 2011 19:02:00 +0000

Summer learning is fast becoming equally as important as learning throughout the school year. Traditionally viewed as a time for students to relax and have fun, as the school year seems to grow longer, summer is becoming more and more about organized learning - whether academic, faith, sports or developmentally based. And with the explosion of so many different technological devices and applications, learning does not have to be confined to just the school building whether formal or informal.

Summer programs serve as powerful bridges to learning throughout the year. As the demand for more programming continues to grow, parents, educators, community and political leaders, and students themselves are encouraged to come together, organize, stand up and speak out for increased funding and support for programs in their communities. The National Summer Learning Association and Coalition represents a wide range of education, youth development, health and others committed to bringing awareness and support to the value of summer programs as opportunities to close the achievement gap and support healthy development for all students.

The Interview: Summer Learning

Mr. Bob Seidel

Policy Director, National Summer Learning Association and Coalition
www.summerlearning.org

1. Share with us some little known facts about summer learning.

Summer learning loss may be the most important education issue facing the country that is not getting adequate attention. Research shows that most American students tend to lose about two months of what they’ve previously learned in math over the summer and students in low-income communities also tend to lose up to three months of reading skill development. But those enrolled in high-quality summer learning programs tend to make gains. No matter what else we do in education reform, whether it’s in curriculum, standards, professional development, or accountability systems, if we don’t aggressively address summer learning loss, a lot of those other efforts will be wasted. Recent publications by the RAND Corporation and the Harvard Family Research Project summarize much of the research and highlight what works.

2. What are the goals of the National Summer Learning Coalition, what outcomes are envisioned and where is NSLC currently in bringing it all together?

The Coalition wants to make high-quality summer learning an integral part of federal education policy, particularly through reauthorization of the Elementary and Secondary Education Act (ESEA, also currently known as “No Child Left Behind”). The idea is for the federal government to make clear to states and local communities that summer learning is important and that it should be part of state and local education planning. More than 50 education, youth development, health, and other organizations have joined the Coalition to advocate for summer learning policy. ESEA is the broadest federal K-12 education policy statement, so we are focusing our efforts there. Coalition members range from national organizations like the American Association of School Administrators and Boys & Girls Clubs of America to local programs like In Reach.

If we are successful, the federal government will make clear that many different funding streams within ESEA can be used for summer learning, but it will leave ultimate decision-making to local communities.

3. What are some policy opportunities and how can communities rally all stakeholders to participate in strengthening summer learning?

Local communities can invite their Congressional representatives to visit existing summer learning programs to see what’s being accomplished. Local advocates can also work with Title I administrators in their school districts to see how existing funds can be used for summer learning. Summer learning programs are already eligible for federal funding, including Title I, but in many places the law doesn’t say so explicitly, so many people don’t know it. One pot of federal resources that does specifically support summer programs is the 21^st Century Community Learning Centers program. But Congress has already begun cutting back that funding. So it’s important to let Members of Congress know that it needs to be protected and even expanded.

It’s important to understand that high-quality summer learning programs may be managed by public school systems or community-based organizations. Some of the best programs are partnerships between school districts and other organizations. So your starting point can be inside or outside the public school system.

4. What role can colleges and universities play in leveraging summer learning programs, opportunities and policies?

As just mentioned, many highly effective summer programs are partnerships and some of these include higher education institutions. Around the country, some K-12 summer programs are based on college campuses. In other cases, college faculty, staff, and students help staff summer programs, whether or not they are campus-based. College students who are eligible for the federal college work-study program can be excellent support staff working with certified teachers in a summer program.

5. School reform and STEM are a few buzz words in education right now, how can summer learning contribute to the success of these movements?

As I mentioned, most education reform movements focus on the school year. The chances of any of them being successful are significantly enhanced if there is a summer learning program helping students to advance—rather than lose learning—during the summer.

That includes STEM education. Research shows that summer learning loss in math is particularly prevalent. Summer provides a great opportunity for teachers and students to engage in innovative “outside-of-the-box” learning activities in STEM and other areas. Project-based learning, especially when it gets students physically outside of the school building and into a range of environments, can be very engaging for both students and teachers. We can go back to school in the fall energized to continue our STEM learning.

6. And finally, what is the outlook on summer learning in the state of Maryland particularly in Prince George’s County?

There are excellent summer learning programs across Maryland, including Prince George’s County. The In Reach program is one of them. But here, as across the country, education budgets are being squeezed in the overall fiscal crunch. So it’s important for local policymakers to understand the importance of summer learning. If we don’t invest in summer learning, we end up getting much less for our education dollar during the school year. We need to keep our legislators aware of the importance of the issue. But we also need to look for diverse local sources of funding. We know that we have high-quality programs, but we need many more to serve our young people properly.

Download In Reach's summer edition of SnapShot - which promises to be an amazing resource throughout the year - to read more on learning. Visit In Reach's Resource Page for a list of additional resources including assistive technology apps.

HOMESCHOOLING

noreply@blogger.com (In Reach, Inc.) — Fri, 05 Nov 2010 02:44:00 +0000

When I think about the various types of education, homeschooling is by far the most interesting one to me. Just like the growth of charter schools, homeschooling is also experiencing significant growth. According to data from the 2007 National Household Education Surveys Program, the increase in the homeschooling rate (from 1.7 percent in 1999 to 2.2 percent in 2003 to 2.9 percent in 2007) represents a 74 percent relative increase over the 8-year period and a 36 percent relative increase since 2003.1 Not surprising this relative increase is similar here in Prince George’s County, Maryland, where we rank second to last in achievement in the state and there continues to be a growing number of families dissatisfied with the school system’s ability to provide their children with a quality educational experience.

Even with the largest number of students taught through homeschooling in the state of Maryland—3,7592—homeschooling seems to still largely exist under the radar in Prince George's County. Although I met several parents committed to providing their children with the very best education via homeschooling communities, just getting one parent to participate in this interview was a challenging task. It was also difficult finding any research specific to homeschooling families in the county. Several calls and emails to the Prince George’s County Public School System’s Homeschooling Office, unfortunately, yielded no additional information.

While I understand why a family may choose to explore homeschooling as an approach to educate their children, I have often wondered why anyone, especially someone who may not be trained to do so, would embrace such a massive undertaking. Below is one woman’s experience. Hats off to everyone homeschooling!

A special thank you to Michelle Dunn, executive director of MYGIFT, http://www.mygiftprogram.org/, for connecting me to the absolute best person for "the interview."

Visit www.inreachinc.org for resources and to download the accompanying informational brief, SnapShot.

1 “1.5 Million Homeschooled Students in the United States in 2007” National Center for Education Statistics Issue Brief, December 2008
2 “Maryland Homeschooling Statistics.” The More Child. Blog Post: October 8, 2008. http://themorechild.com/2008/10/09/maryland-homeschooling-stats/

noreply@blogger.com (In Reach, Inc.) — Fri, 05 Nov 2010 02:21:00 +0000

The Interview: Homeschooling—
Is It For Your Child?
An interview with Crystal Taylor, home school parent

“[Homeschooling is] a choice a parent makes for their child.”

1. How long have you been homeschooling your children and how many are you currently home schooling?

I have homeschooled my four children for almost 11 years—a daughter age 18 who has two more classes and is the only one currently being homeschooled, a son 19 years old, a daughter 20 years old and a son 27 years old. My oldest son was in eleventh grade and my other children were in early elementary grades when I started.

2. What led you to this decision?

My sister has always homeschooled her children. When my eldest son, who was in eleventh grade at the time, was attending a public school in Washington DC, I noticed that he was being pushed through. He was an athlete and I remember asking one of his teachers how my son got a “C” in his class and the teacher could not show me any recorded grades except that one “C”. From that point on, I considered homeschooling.

At first, I was very skeptical because I was raised to go to school but my son was not getting what he needed. He did not know how to do basic math and was reading below grade level.

3. How has the experience been?

It was a transition pulling my children out of public school especially for the eleventh grader. I had to make sure the socializing piece still existed. I got involved in homeschool events, and worked with different homeschooling parents to plan. My kids were able to dissect a frog, and there were other groups such as a gym class, art and other curriculums you can use with other homeschoolers. Six Flags (a theme park in Prince George’s County) even offers a homeschooling day.

As a Christian, reading and studying [the Bible] helped guide and encourage my decision. This also helped with practicing patience. When you home school, your children will be home with you all day and you have to be able to enjoy this experience.

One huge advantage that this experience has afforded me is to be able to raise my children in the admonition of the Lord and being able to teach my children what I want them to learn in order to deal with the world based on my family’s beliefs.

4. Have you connected with any local organizations for assistance/guidance? If so, which ones and in what ways have they been helpful?

There was not a lot of red tape to get started. It is very important to figure out how your child learns and then to identify the appropriate curriculum. I have used the Christian Light Education Curriculum. There are many choices depending on where your child is.

If you go through a correspondence school such as the Citizens’ High School, you can receive all books, credentials, transcripts, diplomas and testing materials. I paid a fee and utilized Citizens’ for assistance.

Also, many churches serve as umbrella organizations for the home schooling community. There are people in the faith-based sector that will help you administratively. Most homeschool communities have the normal events (field trips, proms, dances, art classes, music, gym) that a public school setting would offer.

5. For parents who may be considering homeschooling, what are your top 3 – 5 recommendations?

Prayer— you have to know exactly what you are getting yourself into.

Make sure your home is going to be happy with this decision—discuss the pros and cons with all family members that will be included and affected.

Ask what activities children can get involved in at other schools.

Find an umbrella group so that you can get advice from someone experienced.

Do your research to make sure you find the best curriculum for your child’s learning ability, know your child’s way of learning and their work ethic. Make sure you dot all “T’s” and “I’s”.

Resources are out there, many through faith-based organizations. In order for your child to have a variety of experiences, you have to join events. You have to do your research. Parents have to be involved regardless of the type of system, home or public, in teaching their child.

6. How can the Prince George’s County Public School System and the county, in general, better support parents who are taking on this huge and amazing responsibility?

Make additional resources available! We have no resources from the Prince George’s County Public School system. Homeschooling parents have to pay for everything! If a child has an Individualized Education Plan (IEP) or needs a speech therapist, a parent has to pay unlike in the school system (public or private), where those types of specialized services are provided at no cost.

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