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Leaving to Learn Series and DPS Response

Monday, May 21 at 12:01 AM

This Speakout has not been edited

By Dixie Griffin Good and Steve Kalmon

The problems depicted in the RMN’s insightful “Leaving to Learn” series — high drop-out rates, low achievement and declining enrollment — are not the crux of the matter, though they are real and severe enough. Rather, they are troubling symptoms of systemic dysfunction in K-12 education, one that extends well beyond Denver Public Schools. As many study groups and commissions have observed — most recently in the report Tough Choices or Tough Times — our schools do not adequately prepare students for the challenges and opportunities of the 21st century.

A significant proportion of the students who leave the system — either for alternative learning environments or for the dismal prospects of life without a diploma — are responding to the disconnect between the education agenda and the current social-cultural-economic milieu. The real world and school are out of synch.

We need to re-think the educational enterprise with utmost urgency. Not because of failing students or failing districts, but because our nation’s long-term wellbeing depends on engaging all people in learning. Not achieving, performing or attaining a narrowly defined notion of success, but increasingly powerful individual and collective learning. This summer the Council on 21stst Century Learning will convene Colorado educators and stakeholders to develop a state vision for education that is engaging and relevant to all learners. It’s an important step on a long road.

Desire to learn is innate and self-reinforcing. Rather than cultivating this natural desire, school, unfortunately, leaves many students with an aversion to learning. At least 30 percent of Colorado’s youth drop out before earning a high school diploma, often because school does not seem relevant to their lives. This is the cruelest symptom of educational dysfunction, and our society can no longer afford to ignore it.

We have no interest in fixing blame on schools, administrators or policymakers, and certainly not on educators. Indeed, in many respects the nation is providing a better education for more students than at any time in history. Nor do we suggest that standards be less rigorous or that students should be exempt from mastering core knowledge.

Our intention is that Coloradans envision and implement new ways to engage all people in learning. Beyond content knowledge, education must guide all learners toward acquiring the skills and habits of mind that will enable them to thrive in a rapidly changing society.

Superintendent Michael Bennet and the DPS school board have invoked the need to bring our teaching and learning practices into the 21stst century. Far from being “corny,” as the Rocky editorialized, bringing education in synch with the times is critical work. The district and the state can meet this challenge. If we succeed, the seemingly intractable problems facing school districts like DPS will dissolve in the presence of students and educators who are enthusiastic, committed learners.

Dixie Griffin Good, Research and Evaluation; Stevan Kalmon, Director Council on 21st Century Learning at www.C21L.org.

READER COMMENTS

7:06 - While I personally would leave of the minority statement to your post, I concur. Stop throwing money out the door to chase those that don't want to learn, then we can again begin to award those that strive to acheive.

Posted by bjs on May 22, 2007 09:36 AM

The high school drop out rates are mostly minorities.They have their own culture of failure.We can't keep throwing money at a culture of school is not important mentality.
If they want to drop out let them.You can't force a kid to learn and the ones who don't want to learn are the ones disrupting classes and the education of other students. So show them the door.

Posted by on May 22, 2007 07:06 AM