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Findings 3: Final Map (Private Leadership (Career/Tech Schools DIVVY group…

- - - - vocational education encompasses not only technical preparation but also sound academic foundations, higher-order thinking skills, and personal qualities needed for success in the workplace.
      - Education should connect experience and thinking, not separate them into separate phases, one active and the other passive. Rather, thinking should be an active discovery of the connections between actions and consequences experienced.
        
        "development of power of continuous attention"
      - Traditional Preparation for Work
        
        organized apprenticeship
        
        mother-daughter/father-son relationship
        
        pick up method by observation
      - Sneddens 3 different aspects of pedagogy and administration
      - Snedden and the Problem of Vocational Education
        
        Physical education was intended to produce and preserve bodily efficiency, such as health, strength, and working power. (Wonacott, 2003, p. 4)
        
        Jobs that vocational schools prepare students for are often manual labor jobs so I can see why they did this.
        
        Vocational education was intended to promote the capacity to earn a living, or, expressed in more social terms, the capacity to do oneís share of the productive work of the world. (Wonacott, 2003, p. 4)
        
        Schools often push for students to go to college after high school, but we still need a working class to do these jobs. College is not for everyone.
        
        In schools, a lot of the math classes taught are to prepare you for college. They should offer other math classes to prepare students for the work force.
        
        Liberal education contributed to the improvement of social life and to the development of personal culture with two specific purposes: to fit the individual to live among his fellows. Religious, moral instruction, and training in civics contribute to this end and to develop intellectual and aesthetic capacities, apart from any practical use to which these may be put. This education is frequently designated by the term ‘cultural’ (Wonacott, 2003, p. 4)
      - Sneddens division of vocational education areas:
        
        Elementary vocational training for those under age 15 (Wonacott, 2003, p. 5)
        
        Secondary vocational training for those age 15 to 18 or 19 (Wonacott, 2003, p. 5)
        
        Higher vocational training for those over age 18 (Wonacott, 2003, p. 5)
    - - Types of Education
        
        Postsecondary school
        
        Postsecondary Certificate
        
        ->
        
        Bachelor's degree
        
        The relative prevalence of certificates, associate's degree, bachelor's degree
        
        Enrollment
        
        Awards
        
        Workforce
        
        Occupations
        
        Even if you go to vocational school, that does not mean you won't go to college in the future and get a higher status in your field
        
        Associate's degree
        
        ->
        
        Internships
        
        "In theory, interns do not provide any significant level of productivity to their employer; instead, their main role is to learn on the job and gain relevant work experience that will prepare them for occupations in a particular industry or career field. Interns also acclimate themselves to a professional setting, acquire letters of recommendation for future entry-level jobs and graduate-level programs of study, and form professional networks they can potentially leverage into high-paying jobs later in their careers."
        
        Internships seem like a good way of networking. It is all about who you know.
        
        There is a distinct difference in the statistical benefits of a paid internship vs an unpaid internship
        
        Paid internships offer more of an edge in getting a job compared to folks who either had an unpaid internship or no internship
        
        Theres a statistic that another group said in class that if you had a paid internship, you were more likely to get hired and paid more.
        
        Certifications
        
        "highly specialized and are typically earned after an individual completes formal postsecondary education, though they do not always require a postsecondary certificate or degree. IBCs are administered and accredited by third-party, private sector firms and require little involvement from the public sector"
        
        On the job training
        
        This is where the most money is spent on education in the US
        
        run by employers rather than a formal source of education/a large institution
        
        At the vocational school that students from my high school went to, they would do training on the job their senior year and basically just be working.
  - - - There is a common misconception/ stereotype that students who attend vocational schools to join the workforce will be less successful because they are not going to college.
        
        I do not believe this due to a lot of my friends and people I graduated with and seeing their success at such a young age.
- - - - EXAM SCHOOLS
        
        “The schools we visited were serious, purposeful places: competitive but supportive, energized yet calm. Behavior problems (save for cheating and plagiarism) were minimal and students attended regularly, often even when ill. The kids wanted to be there, and were motivated to succeed." (Finn, 2012, p. 10)
        
        “This challenge, however, goes far beyond the specialized world of selective high schools. It's evident from multiple studies that our K-12 education system overall is doing a mediocre job of serving its "gifted and talented" youngsters and is paying too little attention to creating appealing and viable opportunities for advanced learning." (Finn. 2012, p. 16)
        
        • “A handful of responding schools said either that they are not required to hire teachers with state certification, or that other credentials (e.g., PhD in relevant field) preempt certification, at least for several years. In general, however, routine regulations and contract provisions prevail. We were struck by how few schools reported explicit freedom from them. Principals did say, however, that they could usually “work things out” as needed.” (Finn and Hockett, 2012, p. 13)
        
        Divvy: Smarick and Roso
        
        Roso
        
        Jewish Schools
        
        Heavy Emphasis on Character
        
        2 more items...
        
        Parents are heavily involved
        
        1 more item...
        
        Only about 60 students total at a school
        
        Smarick
        
        “How can schools with increasing costs survive when they serve predominantly low-income students, and when they rely exclusively on tuition and private contributions for income? Without a reliable stream of funding that is commensurate with expenses, insurmountable deficits will inevitably accumulate. Isn’t this basic financial model, quite simply, irreparably broken?” (Smarick, 2011, p. 124)
        
        “Through a voucher program, a private school can legally receive government aid and keep its religious aspects while avoiding the state’s accountability system. A religious charter-school system would serve the same educational and spiritual needs in America’s inner cities—and it would have the added benefit of holding the schools accountable for their results. Yet today such a program would be illegal.” (Smarick, 2011, p. 129)
        
        1 more item...
        
        Catholic schools
        
        “Over the years, a body of scholarly evidence has accumulated showing that Catholic schools have not only excellent academic results overall, but also a peculiar ability to help disadvantaged students.” (Smarick, 2011, p. 121)
        
        If they are not to convert to religious charter schools, then the whole idea of Catholic school might just be gone
        
        The amount of schools is declining drastically
        
        “Unfortunately, the same cannot be said about urban Catholic education. Catholic schools are still bound to the same staid organizational framework developed generations ago. These systems are typically led by aging career Catholic educators lacking significant experience in any other field. “ (Smarick, 2011, p. 123).
        
        1 more item...
        
        “Like public schools, Christian schools should consider editing their mission statements to include character development as a key focus. While several Christian schools may currently have terms like discipleship, leadership, or Christ-likeness in their mission statements, these terms are not as precisely related to character development as the Jewish day school’s promotion of mitzvoth and Tikkun Olam.” (Roso, 2013, p. 47)
        
        1 more item...
        
        Schools structure the same as when they first came around
        
        • “The term "exam school" typically refers to schools that admit applicants mainly on the basis of their scores on entrance exams developed by the school itself.” (Finn, 2012, p. 11)
        
        • “That a private school-quality education at parents strongly believe the schools provide safety (physical, emotional, intellectual), short- and long-term academic and career opportunities, and social benefits for their children will likely go a long way toward ensuring the survival of the schools, if not their expansion or replication.” (Finn, 2012, p. 14)
        
        In the article, it said that students from exam schools do not always do better than students from traditional public schools on standardized tests.
        
        Studies also show how they are not given any better chances or more money to get into school. Some people do not think exam schools are worth the stress and workload.
        
        "Some school officials are uneasy about the practice of selectivity, given possible allegations of "elitism" and anxiety over pupil diversity. (Finn, Pg. 10)
        
        The schools actually rely on the applicants' prior school performance and test scores.
        
        Although it is a public school, it is a selective process to get in and not everyone is entitled to go there.
        
        "Some schools, we expected, would enroll many Asian American youngsters, but we were struck when they turned out to comprise 21 percent of the schools' total enrollment, though they make up only 5 percent of high schools. More striking still: African Americans are also "overrepresented" in these schools, comprising 30 percent of enrollments versus 17 percent in the larger high-school population." (Finn, Pg. 10)
        
        Many exam schools qualify as racially imbalanced.
        
        I think during our lecture, Vrooman said how when he went into an exam school, the students were mostly asian Americans. He said that at some point they need to cut off how many asian Americans they enroll even if their test scores were better than other "non asian" applicants
        
        “Behavior problems (save for cheating and plagiarism) were minimal and students attended regularly, often even when ill. The kids wanted to be there and were motivated to succeed” (10).
        
        the kids were focused on their grades and how well they do in school and don't feel the need to copy others work just to finish their work on time
        
        they are there to learn
        
        “Nearly two-thirds of those surveyed accept fewer than half of their applicants. About one-quarter also reported rising numbers of applications in recent years, perhaps due to media attention, awards, school performance, population growth, and the closing of underperforming schools in the area” (9-10).
        
        it's not a private school, yet they still have to take tests to be accepted.
      - SINGLE-SEX SCHOOLS
        
        “In the United States today, a movement for single-sex public education is rapidly gaining momentum, propelled by a new educational paradigm which grounds demands for gender-sensitive school reforms in an insistence on the pedagogical significance of biological sex differences.” (Williams, 2010, p. 555).
        
        The No Child Left Behind act stated that single-sex schools can be used as an intervention/accomodation
        
        “The National Association for Single-Sex Public Education website stresses that "advocates of single-sex education do NOT believe that 'all girls learn one way and all boys learn another way’" (572).
        
        "Intersectionality provides particularly helpful framework for understanding the political effects of framing the debate over single-sex public education as a contest between advocates for disadvantaged children on the one have and establishment feminists on the other." (Williams p.578)
        
        This study adds to stereotyping in schools
        
        FOR EXAMPLE: “Otherwise, Sax warns, "teachers start teaching algebra to girls with shopping analogies, and algebra to boys with sports analogies, and that rein- forces stereotypes”” (562).
- - - - One article that I read from January of 2019 states how 23% of students from low income families are eligible to receive special education and behavioral services while 15% of non low income students are eligible.
        
        Article Link
- - - - "Students discussed the effect of living in a foster home on their school behavior. Many of the students noted that they do not express their feelings at their foster homes and, instead, take out their frustrations and anger at school.” (Altshuler,2003, 55)
        
        I am curious if there might be an overrepresentation of children who are in the foster care system receiving special education services. This would be something to look into.
        
        Scholarly article about foster children in special education
        
        This article states that a large number of children in foster care also receive special education services.
      - “They’re going to mark the kid as being a foster child and have negative stereotypes. I agree with that. I’ve had some experiences where the kids come in to the school and they are already labeled because they are a foster child. So, they’re expecting, even if the kid doesn’t have any behavior problems they’re expecting them to have problems just because they are a foster child.” (Altshuler, 2003, 55)
    - - "The students agreed, mentioning their dislike for being "singled out" by teachers for special attention, based on foster care status. Despite the uniform desire for students in foster care to be treated equitably, all participants also acknowledged the importance of schools being sensitive to the unique circumstances of these (and all) students" (Altshuler 2003 p.57-58).
      - "As one teacher described her approach in working with students in foster care, "not that they get special treatment, but always have that in the back of your mind, so that you know if something happens one day, you know for that child and that family, there may be some circumstances that you need to look into before doing something about the kid's behavior."” (Altshuler 2003 p.57-58).
        
        I like this mindset. I would like to use this type of thinking in my future classrooms.
    - - Divvy: Schwartz
        
        effects of other factors
        
        student living in public recive lower test grades on state test then there counterparts in other schools
        
        Although these schools receive the same amount of funding as a middle-class school, they still receive lower test scores. I think this has to do with distractions at home and other variables regarding their lifestyle.
        
        In order to get into NYCHA developments there is a lottery for eligible candidates
        
        the schools that have a lot of public housing student receive the same funding as schools that have more middle class students