The People We Are Becoming

Most Americans have a strong belief in the right to privacy, especially when it involves students. Parents and pupils put their trust in the agents of education data to ensure their personal information such as social security number; date of birth and address is properly protected and used only for lawful purposes.

The People We Are Becoming

New, fast paced, technology does amazing things for students but it also encompasses a variety of hazards.  Students are able to complete entrance applications online as well as apply for scholarships, loans and grants. However, a vast amount of sensitive data such as full name, address, date of birth and social security number must be collected from agencies in order to determine if potential students meet the eligibility requirements.

Although the right to privacy is not mentioned in the U.S. Constitution, the right to privacy can be seen in the 9^th Amendment. The Supreme Court has stated, “Several of the amendments create this right to a certain degree.”

It’s important for students know and understand their right to privacy.  Under the Family Educational Rights and Privacy Act (FERPA) identifiable information from a student cannot be released to any third party without the consent of the student.  If an institution releases such records they risk loosing their eligibility for federal funding.  But this raises some questions. What constitutes a student record? And what is to be done when student privacy protection conflicts with other laws?

In Owasso Independent School District v. Falvo, a case brought by a parent whose children in grade-school had been embarrassed by peer grading, the Supreme Court concluded that the common practice of asking students to exchange papers and grade each other’s work did not constitute a violation of FERPA.

In lieu of the case Justice Anthony M. Kennedy, a former law professor stated,  ”Correcting a classmate’s work can be as much a part of the assignment as taking the test itself.” According to Nesha Bailey, a 7^thgrade student, “It’s good to get feedback from other students. Although the parent argued that the disclosure of her children’s work and scores to student graders violated privacy rights, the court decided that due to the grades not yet being recorded in the teacher’s grade book, they were not “maintained” by the institution as required by FERPA. In addition, the court noted that peer grading is a lawful educational tool allowing students to learn from the grading process.

Student Graded Test

“Sometimes we learn better by having other students grade our work”. Bailey stated. “But there are times when a student did not do well on an assignment and are embarrassed to have other students grade their paper.”

Today, privacy policy brings on a unique challenge. It’s very difficult to protect privacy information against computer hackers and identity theft. However, public schools are government run and federal law requires institutions of higher education to pay special attention to the privacy rights of students.

Carol Gould AP History Classroom, Chandler High School, November 2011

The misappropriation of funds in the education system may provide some insight on why U.S. students do not have adequate resources and quality teachers to become successful.

As part of the priority to promote student achievement and preparation, the U.S. Department of Education’s goal is to get money into the federal budget. These funds are allocated to schools in order for districts to purchase books, supplies, increase technology, and recruit and hire qualified teachers. Unfortunately, some schools do not receive adequate books and technology due to a lack of funds through misappropriation and they are placed at a disadvantage.

There are certain offices put into place to investigate and oversee the control and use of all federal funds. The U.S. General Accounting Office, (GAO), created in 1921, is an independent, professional, nonpartisan agency in the legislative branch that is commonly referred to as the investigative arm of Congress. The GAO’s goal is to help the Congress oversee federal programs and operations to ensure accountability to the American people.  

When the GAO auditors investigated the misappropriation of funds on the U.S. Department of Education, their findings were astonishing. Investigators found that a vast amount of funds had gone missing. In addition, the GAO also identified 639 specific management deficiencies.

According to Ron Rhodes, Education Advocate, misappropriating funds isn’t so uncommon. “I believe that misappropriation of funds do not just happen at a federal level.” Rhodes stated. “It’s sad because the people responsible are cheating and denying these kids a quality education. Where will that leave them? And, even worse, where will it leave this country?”

The misappropriation of funds also takes place at the state level on illegal salaries, extra bonuses, and demoting or firing current school administration to hire family and friends.

David Jesse, K-12 writer for AnnArbor.com, reported that Willow Run superintendent Doris Hope-Jackson and service administrator Laconda Hick were demoted due to repeatedly misappropriating local and federal funds. According to Jesse, the alleged documents state that Hope-Jackson, and Hicks “colluded” to get Hicks more than $36,100 in extra pay, which included being paid an additional $100.00 an hour for outside events. In addition, Hicks allegedly spent more than $300,000 of federal Title I money on the Reading and Language Arts Centers Program, “defrauding” the district of money, and allegedly demoted employees to hire less qualified individuals.

There are many challenges in management and school leadership. Principals are sometimes overwhelmed with their jobs, especially new principals stated Rhodes. These individuals can experience intense, unrelenting stress that sometimes leads to inadequate decision-making.

There needs to be more accountability at both the federal and state level. Leadership is also needed, but when leaders make mistakes, they need to be held accountable.

There are many factors to consider when deciding whether a national curriculum would assist U.S students in higher achievement. It is a hotly debated topic with some who think the U.S. is too diverse to have a set national curriculum, while others feel a national curriculum is needed to get the United States back on track.

In a recent comment, one individual responded to a poll whether the U.S. should develop a national curriculum.

“My sister is the principal at a native American elementary school with the lowest achieving school district in Minnesota. How would a national curriculum benefit these students?”

There will never be a one-size fit all solution. In order for these students to receive a quality education, teachers, policy makers and educators must first take a closer look at why the Native American elementary school and other schools like it are the lowest achieving school districts in the state or country. Certain questions must be answered such as whether or not there is a language barrier. Are the students coming from lower income homes? Does this area lack in resources? Are the teachers qualified? And do these teachers write their own curriculum?

Circumstances vary significantly from one situation to another. According to Ruby K. Payne, author of A Framework for Understanding Poverty, “Resources should be analyzed before seeking solutions to problems.” If financial resources are not available in an area, then a national curriculum would make it available because every school would have the same amount of funds per student and every school would have the same curriculum.

With a national curriculum, and the proper resources to provide for quality teachers, students of all backgrounds and gender would have the opportunity of learning at a higher level and competing with the top rated countries in the world. A national curriculum would level the playing field and help raise the bar for all students.

In an article that I wrote on Finland’s education, I explained that there is no division of poor or wealthy schools. They are all treated equally and each school educates their children at the same per pupil rate. This gives every student the opportunity to gain a quality education, regardless if they are fast learners or not. In fact, if a student is struggling in a particular subject they are not placed in a classroom of slower learning students. They are, instead, kept in the same class and helped along. Finland has a provision to have additional teachers in the classroom to help those that need it.

If the U.S. modeled the top rate countries in the world and instituted a national curriculum that helped bring all students up to a higher level of learning, they may once again regain the number one spot in education.

Debates continue on whether a national curriculum will help set higher standards for U.S. students. Currently, the leading countries in education such as France, Japan, Norway and Portugal have national curriculums. If the U.S. models the standards of the top rated countries will they prepare their students to compete globally and once again regain its number one spot at being the leader in education?

Regaining the Number One Spot in Education, the above video introduction seeks to answer these questions, and findings will be aired in March 2012.

Statistics show that America’s Education is spiraling down to something obsolete.

Some argue that America’s in need of a national curriculum that would establish a unified education front, set high standards, and allow American students to achieve at high levels.

Others state that Academic Tenure is failing American students. Tenure guarantees a salary regardless if teachers perform or not, which is keeping incompetent faculty in the classrooms.

Revamping America’s Education , which is the foundation to everything, is needed in order regain America’s number one spot in education.

Revamping America’s Education System