Many influences drive educational success
February 26, 2011 - Opinion Article Featured on My Central New Jersey; can be found HERE
Seventeen-year-old Malcolm Harvey was the kind of student who used to go to his local library regularly for peace and quiet and the opportunity to read books and see his friends. He was an engaging young man who was liked by his classmates and teachers. In many ways he represented the majority of students who attend schools in New Jersey. Tragically, he was killed last Wednesday evening in cold blood as he approached the library he used to frequent.
I have the great honor of serving as the President of the Middlesex Regional Educational Services Commission (MRESC) where Malcolm was a student. As the president of this school district's Board of Directors, a resident of New Jersey and a citizen of the United States, I am calling upon political leaders, educators and my fellow American citizens to completely redesign public education to ensure that students like Malcolm have the opportunity to get the education and tools they need to become productive citizens.
The future of our country depends upon the redesign of education to ensure that all students receive positive educational and social influences from 8 a.m. to 8 p.m.
As a school board member who has served on public, private and charter school boards, I am convinced that the quality of the curriculum and teaching provided students in schools is a vitally important component of their learning. However, as someone who has established and run after-school programs for students and their parents, I have learned that the influences in the lives of students outside of school are more important to their academic and social success.
Malcolm was on his way to the library. A safe place to read and be with his peers. Few people would argue with the fact that students who are influenced by positive mentors to do homework, athletics and practice social skills in an after-school program will do better academically than students who are left to their own devices.
However, public policy and funding virtually ignore the need to provide the after-school and evening programs necessary to turn struggling students into exceptional students. To make matters worse, there is very little research on the impact of influences outside of the classroom on the test scores of students.
Some people believe that it is exclusively the parent's responsibility to provide this positive influence after school and at home. However, the number of broken or unhealthy homes outnumbers the healthy homes in most poor communities. Far too many parents are incapable (either because of their lack of education or the fact that they are working multiple jobs to feed their family) of providing this critical positive influence on a consistent basis.
If as a society we are serious about closing the achievement gap, reducing crime and saving lives, we need to support programs that provide educational and athletic opportunities for social interaction that students need from 3 p.m. to 8 p.m. This can be done without increasing taxes.
As a former senior state government official I can guarantee that a seamless integration of current funding from the New Jersey Departments of Education, Human Services, Law and Public Safety and Community Affairs will enable New Jersey to support 3 p.m. to 8 p.m. programs (at current funding levels) that increase high school graduation rates, significantly increase test scores, reduce crime and save lives. Students like Malcolm will have structured after school programs that are safe and improve students' academic and social abilities.
If we do not provide this Influence Driven Education to students, the gap in test scores will continue to widen and crime will continue to increase because more students will succumb to the temptations of the urban streets.
After-school programs would provide educational supports, opportunities to participate in organized athletics and an avenue for students to participate with their peers in an appropriate manner, which in turn would lead to improved school performance. Many students, like Malcolm, go to their local libraries, their local teen centers, and their local parks to interact with their peers. Help to support organized after-school programs to help students who otherwise might turn to the streets for their supports and make poor choices.
Dale G. CaldwellPresidentMiddlesex Regional Educational Services CommissionThe writer is a member of the New Brunswick Board of Education and the 2009 New Jersey School Board Member of the Year. He is the former Deputy Commissioner of the New Jersey Department of Community Affairs (DCA), and the author of the books "Intelligent Influence Workbook" and "School To Work To Success."
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